Goals and objectives of non-violence pedagogy - Pedagogy...

3.2. Goals and objectives of non-violence pedagogy

Originally the term "nonviolence pedagogy" acted as the unifying principle of all teachers who oppose various forms of coercion of preschool children and students in various educational and educational institutions. In our country, it was first used by supporters of the International Movement "Educators for Peace and Understanding". However, gradually with the deployment of theoretical and experimental research in the field of teaching and educating preschool children and schoolchildren on a non-violent basis, this principle was gradually transformed into a special direction in pedagogy, which gradually began to acquire independence and its own specifics. This was facilitated by the emergence of other areas in the national pedagogical theory and practice: the pedagogy of cooperation, the pedagogy of success, interactive pedagogy, risk education, and the like. The creation of the pedagogy of nonviolence as a specific direction was also facilitated by the creation of its methodological base, where the essence of nonviolence as a universal value is justified.

Define the purpose and objectives of the pedagogy of nonviolence at the present stage.

The goal of non-violence pedagogy: the education of the younger generation on a non-violent basis and in the spirit of nonviolence, peace, respect for the rights and dignity of others, respect for nature, all living things, resolving conflicts without using open and hidden forms coercion.

The achievement of this goal is related to the solution of a set of specific tasks, which comprise two interrelated blocks.

1. Education in the younger generation of peace, a spirit of nonviolence:

- the formation of a negative attitude towards war, peacefulness as an ability to international and interethnic understanding, denial of violent methods of resolving social conflicts;

- non-violent attitude towards nature, to everything living;

- humane attitude to other people, including oneself, ability to resolve non-personal and interpersonal conflicts, development of ability to accept and understand another person.

2. Humanization of the process of education and upbringing, interaction of adults and children:

- the humanization of existing methods and forms of work in educational institutions of different levels, the system of relationships between adults and children;

- the development and implementation of new methods and forms of pedagogical activity built on the basis of ideas of nonviolence;

- Reforming the training of future teachers in secondary special and higher educational institutions, the formation of their personal properties and special skills that allow them to further educate children in a spirit of nonviolence and work themselves without using coercion.

If you try to concretize the first group of problems, you can see that the underlying problem is the formation of the non-violence position in the younger generation at different age stages.

Let's imagine in some generalized form the target characteristics of the formation of various components of the non-violence position at different age stages (Table 4)

Table 4

◘Consumers of the position of nonviolence that need to be formed at different stages of developmental development


Younger schoolchildren

Teenagers, older students


Notions of non-violent interaction

Concepts of nonviolent behavior

A system of concepts of nonviolence as a universal value

The emotional ratio

Experiencing yourself in situations of coercion and non-violence

Initial integration of experiencing oneself in situations of coercion and nonviolence in accordance with ethical authorities

Negative attitude towards violence as a stable personality trait


Ability to non-violent interaction

Elementary non-violence position

Awareness of non-violence

Integral qualities and personality characteristics

Friendliness as a relation to others

Peacefulness as a relation to the world as a whole

Peacefulness as a life principle, ethics of nonviolence

Shutter speed

Elements of Tolerance


Ability to dominate and obey

Ability to interact on equal terms

Assertiveness and Decentralization

Ability to overcome situational anxiety

Acquiring Confidence

Self-acceptance and self-esteem

Ability to situate the way out of conflict situations

Mastering some generalized conflict resolution methods

Conflict resolution based on the assimilation of ideas of nonviolence, the ability to positively resolve intrapersonal conflicts

Overcoming social reactivity (impulsivity or passivity)

Development of social activity at the normative level

Development of social activity at the normative-personal level

By now, considerable experience has been accumulated on the formation of the ability to engage in non-violent interaction in pre-school children, and research is actively being carried out on the formation of non-violence in adolescents and senior schoolchildren.

Special attention is required by the second group of tasks. It is impossible for a child to form a non-violent attitude towards other people, if basically pedagogy continues to adhere to authoritarian positions. Teachers, educators consciously and unconsciously use a wide range of methods and techniques based on hidden and open coercion. Therefore, it is important that the educational process itself be humanized, starting with pre-school institutions and ending with the higher school. Humanization provides for the reorientation of teachers from the educational-disciplinary model of pedagogical interaction to a personal-oriented model. This is very important, since even now in the educational institutions the disciplinary model continues to dominate. Remains relevant and the task of training and retraining of personnel, the creation of such technologies that would encourage the adoption of a position of non-violence by teachers.

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