Peaceful and democratic future through education

By Dr. Afshan Huma

Pakistan inherited values of power, money, land, and resources with a colonial history. Longer periods of dictatorship in this region further complicated the social harmony. Warzones on borders and religious as well as ethnic extremism across the country brought violence of all types into our daily routines. Children from early years absorb so much aggression and intolerance that by the time they reach adolescence and adult age, they already have built values of power and position. In recent years with much awareness, activism, and advocacy, we have been able to build alternate narratives to promote peacebuilding and democratic social values in Pakistan. I believe that education is the pathway for a better and brighter future, if we integrate peace and democratic values. Here as an educationist and psychologist, I wish to unpack three important aspects of reforms – curriculum, pedagogy, and teacher preparation programs.

After reviewing the content of newly developed textbooks and teachers’ manuals I think that the curriculum was developed with open mind but narrow perspective. Having a centralized approach to curriculum development could not provide enough space for inclusion of local voices and stronger value building. A curriculum is to be designed with peace and democracy in mind to integrate values like tolerance, empathy, equality, and active citizenship. It should include subjects and themes that emphasize human rights, social justice, and cultural and religious diversity, using relatable content that reflects Pakistan’s rich heritage and promotes unity across differences. Lessons on conflict resolution, critical thinking, and responsible citizenship should be foundational, with opportunities for students to explore these values practically through projects, discussions, and role-playing activities that encourage collaboration.

The second most important aspect is to rethink the learning experiences. Within classrooms, beyond classrooms, and with the help of virtual and augmented learning environments, today we can create much better instructional designs. Pedagogy should shift from traditional rote learning to interactive and student-centered approaches that nurture open-mindedness and active participation. Teachers need to realize that they are only facilitators for the child to explore, inquire and build knowledge. With this new role they can encourage students to share opinions, debate respectfully, and appreciate diverse perspectives. Cooperative learning, inquiry-based activities, and community projects can engage students in a way that builds democratic habits and peace-oriented mindsets. For example, democratic practices in the classroom—such as building classroom policies, voting on class activities and group discussions on fair solutions to conflicts—allow students to experience democracy and peace in action.

Third and most important part is teacher preparation programs, which are pivotal in equipping teachers to model and teach the values mentioned above. We must not forget that teachers in classrooms today are the product of this unjust and divided society. They carry their own traumas and complexes which bring emotional spillovers in classrooms when they are in power. They see classrooms as their territories where they are in a position to dictate. Training should include comprehensive modules on peace education, democratic values, and effective classroom management strategies that promote inclusivity and respect. Educators must be trained in conflict resolution techniques, emotional intelligence, and culturally responsive pedagogy to handle diverse student needs. Exposure to best practices in peacebuilding from global and local contexts can help future teachers see the broader impact of their role in societal transformation. Through such reformed curricula, pedagogy, and teacher training, Pakistan can cultivate a generation of educators who inspire students to contribute to a peaceful, democratic society.

The big question for me was to find out how and where to begin. Over past ten years of research and reflection I believe constructing a society rooted in peace and democratic values through education in Pakistan requires an intentional, holistic approach, beginning at the elementary level. By embedding democratic values—such as equality, justice, respect for diversity, and active participation—alongside peace values like empathy, tolerance, and conflict resolution, schools can instill foundational principles that shape students’ outlooks and behaviors. Early exposure to these values will foster a mindset that appreciates diversity, encourages active listening, and prioritizes fairness – essential elements in building a democratic and peaceful society. In early years, we can provide opportunities to students to practice these values through group activities, open discussions, and collaborative problem-solving. For instance, when students are involved in creating classroom rules, they learn about democratic participation, accountability, and the value of fair governance. Role-playing and story-sharing on empathy and conflict resolution enable children to experience diverse perspectives and develop a cooperative, non-violent approach to conflict. Such experiential learning builds skills in critical thinking, open inquiry, and teamwork, which are crucial for democratic citizenship and peaceful coexistence.

Teachers can play a central role in modeling these values, using inclusive teaching practices that respect individual differences and promote equal participation. But this cannot happen if the educational policies and curriculum are not conceptualized with open mind and deeper knowledge. Incorporating local cultural and historical contexts, such as examples of peaceful leaders and democratic movements, makes these concepts relatable and strengthens students’ connection to their heritage. Education policies should also support this vision by prioritizing curricula and resources that reinforce democratic principles and peace education, ensuring that all schools, urban and rural, have access to them. By fostering peace and democratic values in education, Pakistan can nurture future citizens who are empowered to build a society that values dialogue, justice, and empathy.

It is important here to see which values are we talking about and how democratic values and peace values naturally complement each other in building positive social norms and values, creating a foundation for cohesive, just, and resilient communities. Following are the values, if embedded in students’ learning from a young age, can transform next generations and lay the groundwork for a stable, inclusive, and prosperous nation.

1. Respect and Love: Both democracy and peace emphasize respect for others’ rights, beliefs, and diversity. In democratic education, respect includes recognizing others’ opinions and fostering inclusivity, while in peace education, it promotes love and care for humanity across cultural and ideological divides. Together, these values help form a society that values mutual respect as a norm, reducing discrimination and prejudice.
2. Equality and Fairness: Democratic values of equality and fairness align with global peace values of justice and fairness. Democracy encourages equal participation and equal rights, while peace education teaches equitable treatment and just conflict resolution. People with different age, gender, culture and ideologies instill a sense of shared responsibility for justice, building a society that values equity as a foundational principle.
3. Active Participation and Responsibility: Democracy encourages active citizenship in decision-making processes, while peace values promote collective responsibility for maintaining social harmony. By combining these, communities develop norms where people feel empowered to take part in civic life and are accountable for their actions, fostering responsible citizenship.
4. Conflict Resolution and Non-Violence: Democratic processes are based on dialogue and discussion, while peace values emphasize non-violent communication. By teaching peaceful conflict resolution alongside the democratic practice of open dialogue, societies establish norms that prioritize constructive, non-violent solutions to disagreements and value collaborative problem-solving.
5. Empathy and Cooperation with Critical Thinking and Open Inquiry: Empathy and cooperation in peace education align with critical thinking and open inquiry in democratic education. Together, these values promote understanding, open-mindedness, and respectful dialogue. Empathetic critical thinking leads to more inclusive decision-making, making space for diverse voices in both interpersonal and societal contexts.
6. Transparency, Honesty, and Trust: Democracy values transparency and accountability, while peace values emphasize honesty and trust. Together, these values create a social norm where integrity, openness, and ethical behavior are expected. This builds trust in institutions and among individuals, encouraging fair governance and reliable relationships.
7. Patience and acceptance for Diversity: Both democratic and peace values require patience and acceptance for others’ differences, whether in opinion, background, or behavior. This mutual reinforcement fosters a culture of coexistence, where people live together happily and celebrate multiple religions and cultures around them.

On the one hand democratic values emphasize the importance of personal freedom, and on the other hand peace values advocate for self-accountability. Together, they encourage individuals to exercise their freedom responsibly, respecting others’ rights and contributing to a balanced society where personal liberties and social harmony coexist. Self-accountability is the best value to build among next generations where they think before they speak or act; they reflect in action and on action. We are educators and we see ourselves responsible for social reconstruction. Education can prepare ethically sound, professionally strong, and intellectually enlightened citizens. By integrating the democratic and peace values, educational programs we can help children develop a strong foundation for better and brighter tomorrow in which people can live happy, healthy, and safer life.

The author is Dr. Afshan Huma, a Fulbright Research Scholar, educationist, and psychologist.