Contents

Vol. 7, No. 2, December 2019

Non-violence is abstention from violence or principle thereof. Gandhi’s ethical formulation of ahimsa acts as the cornerstone of his revolutionary and ideological contestations. Simultaneously, the question of ahimsaic goodness has to be made to confront the conflicting claims of human vulnerability or fragility. The paper argues that Gandhian ahimsa can be understood in two ways: first, as a form of nonviolent protest and second, as a form that protests against violence. In either case, ahimsa can be identified as a concept constituted within and occasioned by the rhetoric of struggle, particularly struggle against the state-whether it be the Transvaal government in South Africa, the colonial state in India, or the increasingly centralized post-colonial Indian state. The modern authoritarian state cannot be the ideal political system for Gandhi much as Gandhi argues for deindustrialization, demilitarization and deburaucratization. He called his ideal democratic state as gram swarajya.

The increase in narratives of hatred across the world poses a major challenge for governments and civil societies across the world. While number of initiatives can be taken to counter the demonizing effect of hate narratives, performing arts can play a significant role in arousing public sentiments against such narratives and facilitate social harmony. Performing arts have a history of contributing to peace-building and reconciliation. The challenge, however, is on the type and nature of messages that needs to be constructed in performing arts to influence the audience. An important strategy could be to use tools of nonviolent communication while developing performances- be it theatre, music, street plays, etc. This chapter delves on the centrality of nonviolent communication in performing arts to not only counter narratives of hatred but also promote reconciliation and social harmony.

Loving, caring, sharing, life-giving, nurturing, etc. have been some of the adjectives often used to describe the essence of a woman. She has long been understood as someone who gentle and peace-loving by temperament. They have also been understood as influential in shaping the person of a child thereby determining who they become in their life to a great extent. Kofi Anan had also remarked: “For generations, women have served as peace educators, both in their families and in their societies. They have proved instrumental in building bridges rather than walls” Ever concerned with the wellbeing of their family and the society they live in at large; they always make very significant endeavors to secure inside the family as well the society those conditions which help everyone to live a life of dignity. Coming to the context of Manipuri women, they have a long tradition of being actively involved activities aimed at addressing socio-economic and political issues concerning their society. Apart from myths and legends, there were significant instances during the colonial period of Manipur that bear ample testimony to this. The tradition continued during the post-colonial period of the state as well. By doing so, they have played a great role in securing justice, peace and progress inside the society. The present paper is an attempt to examine the women of Manipur as the symbol of motherhood, love and peace inside the society.

The study conducted in Mamit District tries to find out the difficulties confronted by the students of higher secondary schools covering four (4) dimensions viz. Health, Language, Personal and Social. It was found out that most of the students are free from tensions and worries in relation to their difficulties. 86.47 percentage of the subjects could not express their feelings and ideas in English. 69 percentage agreed that they could not follow when teachers speak fast in class. 16.4 percentage were facing difficulty due to active involvement in church activities. 33.1 percentage of the learners lack self-confidence. 38.1% claimed that no support or assistance had been obtained from friends in their learning. 16.4% of the subject agreed that involvement and participation in church activities caused distractions to their learning. Teachers should try to adjust their speed according to the level and pace of the learners and at the same time ensure that the students are able to keep up with the teaching activity. Request the parents to spare more time for their children’s learning and give more cooperation in their studies will bring fruitful results in students’ learning.

The aim of this research is to study the problem-solving ability among Government secondary school students in Aizawl city. For this purpose, the sample was selected from different secondary school within Aizawl City. The sample consisted of 90 students. Out of 46 students male students and 44 female students were taken. Problem Solving Ability Test (PSAT) developed by L.N. Dubey was used as a tool for data collection. Mean and t-test were used to analysed the data. The findings of the study reveal that no significant difference was found in relation to gender and there is high ability of problem-solving ability of Government secondary school students.

Involvement and participation of women in social development has been a core- focus among practioners globally partly because of their innate potential in influencing change but also the significant multi-dimensional roles they undertake from the family to community spheres. In this recognition, there have been a lot of efforts towards setting enabling policies as well as granting them the relevant space. The foregone notwithstanding, significant barriers come their way inhibiting profusely the role they are expected to play. Like any other social-development fields, Preventing/ Countering Violent Extremism (P/CVE) is affected by the above on an equal measure. When women are provided with the enabling environment to participate in P/CVE initiatives, the achievements can be enormous. This paper cross examines the global, regional, national and specific (Kwale) county in Kenya VE perspective in terms of policy availability and functionality, religion and culture as well as civil society organizations (CSO) community and their influence for or against women involvement in P/CVE.

Conflicts are indispensable part of life of every individual in this world. Whether it is related to oneself or involving other people, conflicts occur on a daily basis. We cannot think of a world free from conflicts. Conflicts do not always create disputes but can also prove beneficial for the conflicting parties to grow in positive manner. In classrooms, we usually encounter conflicts of various kinds, be it intrapersonal, interpersonal, intragroup and intergroup. The key factor is to analyse the conflicts systematically, beginning from the root causes to the main problem and finally to effects which arise as a result of these conflicts. There are innumerous causes and factors which may conflicts in the learning environment. The analysis of any kind of conflict requires resolution strategies which most appropriately deal with the conflicting situation. The resloution strategies in this paper are discussed with reference to classroom conflicts and how a teacher can best utilise these strategies to build a peaceful classroom. Teacher’s skills and styles for dealing with conflicts are also discussed. A motivating, collaborative and peaceful learning environment is created when the conflicts are effectively dealt and resolved.