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Few words are so often used & abused as the word ,peace.' Thus, when efforts are made to plead almost any kind of policy, then it is often asserted that that policy, in addition to other merits, will also serve the cause of peace. This practice is not necessarily harmful. By projecting an image of harmony of interests, the term 'peace' may also help bring about such a harmony. One may object that frequent use of the word gives an unrealistic image of the world, but leaving aside this ` major argument for the moment, it is obvious that some level of precision is necessary for the term to serve as a cognitive tool. To discuss the idea of peace, one may start from 3 simple principles: (1) The term 'peace' shall be used for soc goals at least verbally agreed to by many, if not necessarily by most. (2) These soc goals may be complex & difficult, but not impossible, to attain. (3) The statement 'peace is absence of violence' shall be retained as valid. Everything now hinges on making a definition of 'violence.' However, it is not so important to arrive at anything like the definition, or the typology, for there are obviously many diff types of violence. More important is to indicate theoretically signif dimensions of violence that can lead thinking, res &, potentially, action, towards the most important problems. IPSA.

DURING THE EVOLUTION OF IDEAS ABOUT PEACE EDUCATION, I.E. TEACHING FOR PEACE AT ALL LEVELS FORMALLY AND INFORMALLY, A NUMBER OF DEBATES OR POLARITIES HAVE APPEARED, SOME OF WHICH PARALLEL SIMILAR DIVISIONS OR ARGUMENTS IN PEACE RESEARCH. THESE CAN BE TYPIFIED AS FOLLOWS: PEACE EDUCATION AS FORMAL ACTIVITY (IN SCHOOLS ETC.) PEACE EDUCATION FROM TOP-DOWN VIA GOVERNMENT, SYLLABI, HEADS, LOCAL AUTHORITIES PEACE STUDIES AS A SUBJECT OR SPECIFIED AREA (PEACE STUDIES) IN CURRICULUM PEACE AS A BROAD CONCEPT NOT JUST WAR, DISARMAMENT ETC. BUT POSITIVE, INDIVIDUAL AND COMMUNITY CONCERNS PEACE EDUCATION AS A LONG TERM PROCESS OF VALUE CHANGE RAISING OF CRITICAL AWARENESS (ATTITUDES) PEACE EDUCATION AS INFORMAL ACTIVITY (GENERAL PUBLIC-CONSCIOUSNESS-RAISING) PEACE EDUCATION FROM THE BOTTOM-UP THROUGH POPULAR AND COMMUNITY INITIATIVES, INDIVIDUALS (INCLUDING PARENTS, TEACHERS) AND SOCIAL MOVEMENTS, PEACE GROUPS PEACE EDUCATION ACROSS THE CURRICULUM IN ALL DISCIPLINES AND BEYOND PEACE EDUCATION (NARROW CONCEPT) AS FUNDAMENTALLY 'DISARMAMENT EDUCATION', INFORMATION ON THE NUCLEAR THREAT ETC. PEACE EDUCATION AS A SHORT TERM AND INFORMATION-GIVING EXERCISE

The second volume in the South Asian Peace Studies series, Peace Processes and Peace Accords looks at the political question of peace from three perspectives: the process of peace; the contentious issues involved in the peace process; and the ideologies that come in conflict in this process. Arguing that peace is not a one-time event to be achieved and rejoiced over but a matter to be sustained against various odds, the contributors show that the sustainability of peace depends on a foundation of rights, justice and democracy. Peace accords, they maintain, are only a moment in the process-the