 Hello. I welcome you all once again to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, Mrs. Khanna Girls to be College, University of Allahabad. And in the series of discussing various aims of education, today I am going to discuss training for citizenship, national and emotional integration and international understanding as the aim of education. As usual, the lecture will be in bilingual and must be useful for various competitive teaching examinations as well as for your general BA, MA and professional B&M courses. So, let's start. First of all, training for citizenship. In this video, we talked about knowledge acquisition and character building as an aim of education. That is, the purpose of knowledge, origin and history. And today we are going to talk about the teaching of citizenship, your national and emotional integration and understanding the purpose of this education. Look, citizenship, citizenship is not a new concept. Rather, it is one of the oldest domains of human culture. And many of these strategies used to pass on knowledge, skills and understanding to the next generations are equally old. So, we are saying that talking about citizenship or citizenship's education is not a new thing. It is not a new concept. Rather, the history of human culture, human culture and culture is very old, one of the oldest. One of the oldest things we used to talk about is that a person should be a good citizen. And in the same way, knowledge, skills and understanding is also very old after passing on knowledge citizenship education is an ideological and democratic learning so that it is effective in improving the students' citizenship competency. They are saying that a student of Nagritha or a student of Nagritha is an ideological and democratic learning. Look, when do you need a good Nagritha? The basis of this is Lokh Tantra. Because Lokh Tantra is a very old language, it is very old. And the basis of this is Lokh Tantra. So, the people should be successful. So, citizenship education is a democratic and ideological learning so that it is effective in improving the students' citizenship competency. That is, the student of Nagritha or Nagritha is able to improve in that and that is why citizenship education is present. Citizenship education gives people the knowledge and skills. That is, what does this education give to people? It gives them knowledge and skills. For whom? To understand, so that they can understand, challenge, challenge and engage with. And engage in what? In the democratic society. That is, if something is wrong, challenge it. If something is happening, participate in it, engage and understand it, including what will come in it? Your politics will come, the media will come, the civil society will come, your health will come and the law will come. Okay, democracies need active, informed and responsible citizens. That is, who is our Lokh Tantra, who is responsible for it? He is responsible for the fact that his citizens are honest, creative, they have the right to think and they are responsible. Citizens who are willing and able to take responsibility for themselves. They are such citizens who are content and have the ability to take responsibility for themselves and their communities and for their communities and contribute to the political process. Citizenship education has been shown to be mainly aimed at socialization. So, if we look at it in a way, the teacher of the country or the teacher of the country is the main reason for socialization. Initiating students into tradition, in which we can teach the students according to our social tradition, internalizing rules, the values of societal norms. It enables students to make a positive contribution by developing the knowledge and experience needed to claim their rights and understand their responsibilities. So, we have so much knowledge that we can claim our rights for our citizens and understand their responsibilities. It prepares them for the challenges and opportunities of adult and working life. And the education of the nation or the education of the nation prepares us for the challenges, challenges and opportunities of our future lives. What else is training for citizenship? Education for democratic citizenship means education, training, dissemination, information, practices and activities which aim by equipping learners with knowledge, skills and understanding and molding their attitudes and behavior to empower them to exercise and defend their democratic rights and responsibilities in society. And to play an active part in democratic life. With the view to the promotion and protection of democracy and the rule of law, what is the purpose behind all of this? We can protect the people and the people who are in the world. And we can protect the rules. We have so much knowledge and experience that we can claim our rights and understand their responsibilities. And one of the primary goals of citizenship education is to provide students with basic knowledge of factors that impact the communities in which they live. Citizenship education strives to teach new generations the principles, obligations, responsibilities and privileges of citizenship. Up-to-date knowledge of issues from local to global helps equip students to work towards solving future problems in the best possible way. This knowledge can also strengthen students' sense of community and belonging to their country. This knowledge gives us a sense of community that we are all part of this community. And we feel belonging to the country. This is our country and we have to protect it the way we protect our things. This is an old saying about training for citizenship. NEP 2020 has given it a twist. If you read NEP 2020, you will know that it is about global citizenship. The vision of the NEP 2020 is to instill among the learners a deep-rooted pride in being Indian. This is what our new national education is talking about in 2020. That we have to place deep-rooted pride in the students that we are Indian. Not only in thought, but also in spirit, intellect and deeds. We have to place pride in our spirit, intellect and deeds. As well as to develop knowledge, skills, values and dispositions that support responsible commitment to human rights, sustainable development and living. Global well-being thereby reflecting a truly global citizen. That is, we have to show pride in our country and for sustainable development we have to show our concern for global cause and for big cause. We have to become a global citizen. The world has become a part of one place. It is about a global village. Everything is connected to each other. We are not touching each other. The NEP 2020 further notes that as the world is becoming increasingly interconnected. NEP 2020 is saying that the world is so closely connected to each other. We are not cut off from each other. The world has something in any part. The whole world is influenced by it. So global citizenship education, a response to contemporary global challenges will be provided to empower learners to become aware of and understand global issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies. The NEP 2020 further notes that as the world is so closely interconnected the global citizenship education can be response to which we can make children aware of global challenges and how they can become active promoters. For what kind of society our society is more peaceful, tolerant, inclusive, secure and safe. NEP 2020 highlights certain aspects which have a direct linkage with citizenship education. He points out that towards the attainment of a holistic and multidisciplinary education, the flexible and innovative curriculum of all higher education institutions shall include credit-based courses and projects in the areas of community engagement and service, environmental education and value-based education. Globally, the programs relating to the global citizenship education is guided by the SDG-4. The fourth goal is to ensure that all learners are provided with knowledge and skills to promote sustainable development, including among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development. The fourth goal is to ensure that all learners are provided with knowledge and skills to promote global citizenship. The fourth goal is to ensure that all learners are provided with knowledge and skills to promote sustainable development, sustainable development and sustainable development, sustainable development, sustainable development and sustainable development. The fourth goal is to ensure that all learners are provided with knowledge and skills to promote sustainable development, sustainable development, sustainable development, sustainable development. According to the National Integration Committee, national integration is a psychological and educational process involving the development of a feeling of unity, solidarity and cohesion in the hearts of the people, a sense of common citizenship and a feeling of loyalty of the nation. Keeping in view the objective of national unity and solidarity, our government formed two committees, Shreemati Indira Gandhi and Dr. Sampoona Nanvali, chairman of these two. The committee recommended that the aim of education should not be merely to give or exchange knowledge. The committee said that the purpose of education should not only be to give knowledge, but also to bring about the all-round development and personality of the students. Through the medium of education, the qualities of sacrifice should evolve in the students' behavior. Education is a great force and effective means of national integration. Education should take up the responsibility of inculcating a sense of love and devotion to one's country and instilling the feeling of oneness in the minds of the people. The committee recommended how to integrate the nationally and emotionally. It is said that recognition of educational institutions. Recognize the sections in which there is no discrimination. The basis of admission is pure and transparent. We are taught to respect the national duty. The national duty is celebrated on the day of the national day. The exhibition of films and organizing tours is shown in the films of the national devotee. Tour is shown in the places where the national devotee's emotions are awakened. Reorganization of the curriculum. The part of the program is organized in a way that it can inculcate the emotions of the national and emotional integration in a better way. According to the emotional integration committee report, the attributes of national emotional integration are as follows. The committee also said that the attributes of national emotional integration are as follows. Strong feeling of brotherhood and nation. Brotherhood, national respect, common mental bond, creation of a feeling of oneness, harmony, blending of personal emotions in an individual with a social obligation. It means that our personal happiness, personal emotion, personal hit, and social obligation can be balanced. The feeling of harmony. Affirm the connection on the part of each individual that he is an integral component of the whole social unit for the healthy development of self and community. These are very big things. But the education can be done. Then international understanding. When we understand the national duty, then we are taught that all national duties are the same. If we are a part of a globe, then we have the feeling of being equal to other countries. That is the national understanding. That is the national integration. If he goes one step ahead, then it becomes an international understanding. Given the global nature of the challenges facing higher education in the 21st century, international understanding, peace building, and intellectual solidarity have never been more important to our common future, indeed to our very survival. The global nature of the challenges facing the 21st century has given the international understanding more power to the education. The term international understanding was taken to mean learning about and developing positive attitudes towards other nations and peoples. That is to say, we have to learn that we should keep a positive attitude towards other nations and other peoples. It was in this context that peace studies began to emerge as a field of inquiry. In this context, peace studies are a new topic. According to Oliver Waltz, if we want to see the definition of international understanding, how do we define it? International understanding is a feeling that the individual is not only a member of his state, but a member of the world. According to Dr Walter H. C. Lubis, international understanding is the ability to observe critically and objectively. We can observe and appraise the conduct of man everywhere to each other irrespective of the nationality of culture to which they may belong. To do this, one must be able to detach oneself from one's own particular cultural and national prejudices and to observe men of all nationalities, cultures and races as equally important varieties of human being inhabiting this earth. When we believe that all the other peoples belong to this earth, there can be a second variety. We will be able to observe them from our prejudices. UNESCO has a lot of work in international understanding. UNESCO has a stress, the importance of education for international, intercultural and inter-religious understanding and the dialogue among civilizations throughout its entire history. It is also written in its pre-embellishment that since war begins in the mind of men, it is the mind of men that the defense of peace must be constructed. It is said that war can also arise in our minds. Why can peace arise in our minds? The wide diffusion of culture and education for humanity, for justice and liberty and peace are indispensable to the dignity which all the national must fulfill in the spirit of natural assistance and concern. Education should be infused with the aims and purposes set forth in the Charter of the United Nations, the Constitution of UNESCO and the Universal Declaration of Human Rights, particularly Article 26, paragraph 2 of the last, named which states that education should be fulfilled in the Charter of the United Nations, the Constitution of UNESCO, the Universal Declaration of Human Rights, and the Universal Declaration of Human Rights. Education should be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups and shall further the activities of the United Nations for the maintenance of peace. This is the way of education. It should promote understanding, tolerance and friendship which should strengthen respect for human rights, which should accept fundamental freedom, which should promote understanding, tolerance and freedom. We should keep the friendship between them and the Sunship of Samhain, all the racial or religious groups. This is the way of education. So what education and international understanding should do? Education should include... I mean, should be conducted in the interests of squeezing the understanding. Critical analysis of the historical and contemporary factors of an economic and political nature, contradictions and tensions between countries, together with study of ways of overcoming these contradictions, which are the real impediments to understanding true international cooperation in the development of world peace. That is, whatever that feeling is, whatever those words are, from which some contradiction arises, its critical analysis is done. And this teaching teaches us this critical thinking, that we can know what those tensions are, what is the underlying nature of those contradictions and we can overcome them. Right? So what should the teacher do for international understanding? First, give adequate knowledge and understanding to the child. If he has knowledge, he will understand where is wrong and where is right. Cultivating critical thinking. First of all, critical thinking should be in us, so that we can observe anything critically. He is saying that we have to observe critically and objectively. Developing positive attitude. That is, some people say that everything has negative attitude. So you have to keep a positive attitude. We have to teach the teacher how to develop positive attitude through curriculum, through transaction, through education, in formal, non-formal, formal way. Including patriotic sense. And that patriotism should also be narrow, broad patriotism. We should have patriotism for the entire globe. Development of corporate and cosmopolitan feeling. If he can do education, then education will promote international understanding. And that should be the case for the teacher. To develop international understanding and international feelings. He should give his contribution. Okay, so we have read the teacher's aim. The aim of knowledge acquisition. That knowledge is the aim of the teacher. Character building is the aim of the teacher. In which I mentioned in the previous video that the character is not just a character, but that intellectual character, moral character, civic character and performance character. Similarly, your training for citizenship. For example, NEP 2020 has also talked about global citizenship education. So that has been a new inclusion in it. Then national and emotional integration. And that is converted into international understanding. And the teacher should do all this. And as soon as the global world is talking about internationalization, then international understanding is a must for the teacher. So in this way, I have completed all your aims of education, which has been given in your syllabus. So thank you and don't forget to like and subscribe my channel, explore education, I have done from my side.