Date : 25/11/2023

Relevance: GS Paper1- Society- Vulnerable section of Society, GS paper 4- Ethics, Essay

Keywords: Israel- Gaza conflict, UNICEF, Cycle of Violence, Inter-War Movement, Rabindranath Tagore

Context-

The recent conflict in Gaza, marked by Israeli Prime Minister Benjamin Netanyahu's resolve to eradicate Hamas through bombing, has raised significant concerns about the psychological impact of violence on children.

This analysis looks into the perspectives of renowned figures like Maria Montessori and Elias Canetti, exploring the potential long-term consequences on the mental well-being of children exposed to violence.

Maria Montessori's Insights

• Maria Montessori celebrated for her works such as *The Secret of Childhood* and *The Absorbent Mind*, dedicated a significant portion of her lectures during the 1930s to the relationship between education, violence, and peace.
• Emphasizing the importance of early impressions on a child's mind, Montessori argued that encounters with violence, whether personal or collective, set in motion a cycle of revenge. She perceived this cycle as the fundamental cause of wars.
• In light of the recent events in Gaza, where thousands of children have been reported killed, Montessori's insights suggest that survivors may carry the seeds of future violence, contrary to the hopes of political leaders.

Elias Canetti's Perspective on Violence and the Child's Mind

• Elias Canetti, a distinguished Jewish philosopher and writer, contributed to the discourse on the impact of violence on the child's mind. In his work, *Crowds and Power*, Canetti highlighted the emergence of revengeful thoughts in the young mind following experiences of violence.
• Over time, these thoughts can evolve into a motive to resist societal norms, leading to rebellion in adulthood.
• Canetti's observations align with Montessori's, pointing to the potential long-term consequences of violence on children, especially when historical circumstances and societal factors converge. Factors such as poverty further contribute to making children vulnerable to adopting violent roles.

Case Study: Nepal and Child Soldiers

• Sanjeev Rai's study in Nepal sheds light on the real-world implications of violence on children. The interview with former child soldiers reveals a complex interplay of historical circumstances, technological forces, and poverty, leading to the induction of children into violence.
• UNICEF reports underscoring the challenges of rehabilitating children who have experienced or participated in violence, emphasizing the lasting impact on their ability to reintegrate into civic life.

Psychological Impact of Israel's Retaliatory Assault on Gaza

• The recent retaliatory assault on Gaza by Israel raises concerns about the unpredictable outcomes, with a particular focus on the psychological impact on Palestinian children, especially adolescents.
• Beyond the immediate casualties, those who survive face the uncertainty of their future and the agony of forced displacement.
• Montessori's theory comes into sharp focus, predicting that children robbed of their childhood may perpetuate a cycle of violence, undermining hopes for lasting peace.

Montessori's Pedagogic Philosophy on Peaceful Upbringing

• In *The Secret of Childhood*, Montessori underscored the role of peaceful circumstances in a child's upbringing. Published in 1936, the book laid out Montessori's thesis that major individual and social problems find their roots in childhood.
• While she was not the first to argue this point, Montessori developed a comprehensive pedagogic philosophy aimed at breaking the cycle of historical influences on children's minds and behaviors.
• Her lectures on peace further elaborated on liberating future generations from the reproductive cycle of war.

Challenges in Modern Education

• The potential of education to mitigate the effects of violent experiences on children is theoretically sound. However, contemporary education systems often need more resources and strategies to harness this potential.
• Widespread frustration with education is evident globally, with skepticism about its ability to counteract the political impact of dangerous ideologies.
• Recent geopolitical events, such as Russia's war with Ukraine and the ongoing conflict in Gaza, question the effectiveness of education in fostering basic good sense and peace.

Global Disparities in Education for Peace

• The dispersion of the Gaza conflict through technology has brought images of violence to children worldwide.
• The question arises: can education serve as a counterforce to this massive exposure to violent imagery?
• While the potential exists, the reality is that many education systems fall short in addressing such complex challenges. The case of Russia, Israel, and the U.S., despite being among the most educated nations globally, highlights a failure to leverage education for peace-building.
• Current discussions on the future of Gaza must extend beyond political considerations to encompass the role of education in both Gaza and Israel.

The Unfulfilled Promise of Peace Education in Israel

• Two decades ago, a workshop on peace education in Jerusalem revealed a significant gap in leveraging education for peace-building.
• The headmistress of a school for Palestinian children in Old Jerusalem, while presenting a different historical perspective in textbooks, faced security concerns that hindered a visit.
• This incident underscores the challenges in promoting peace education in regions marked by historical hostilities.
• The contrasting portrayals of the past in textbooks contribute to perpetuating divisive ideas, making it challenging to break free from old hostilities.

The Future of Education in Conflict Zones

• As the world grapples with conflicts and their aftermath, the role of education in shaping the future becomes paramount.
• Concerns about the well-being and future trajectory of children in Palestine, as well as in Israel, necessitate a reevaluation of education systems. Rather than being a passive bystander to geopolitical events, education must actively contribute to peace-building.
• The inter-war movement, championed by educators like Montessori and Rabindranath Tagore, provides a rich legacy of ideas that remain relevant in the contemporary tumultuous landscape.
• Montessori and Tagore were part of an inter-war movement using education to combat the culture of war.
• Despite its inability to prevent World War II, the movement left a rich legacy of ideas. Concerns persist about children growing up in war-infested environments.
• Technology has globalized the impact of conflicts, with the Gaza battle reaching children worldwide. Reports of violence in Gaza and Israel have been disseminated through communication technology.
• The consequences of global exposure to aggression and violence remain uncertain in the long run.

Conclusion:

The impact of violence on a child's mind, as illuminated by Montessori and Canetti, extends beyond immediate casualties to the potential perpetuation of a cycle of violence. The recent events in Gaza underscore the urgent need for a comprehensive approach that addresses the psychological well-being of children affected by conflict. Education, with its inherent potential to shape perspectives and foster peace, must be a central component of this approach. The world must learn from historical movements advocating for the transformative power of education and actively work towards breaking the cycle of violence for the sake of future generations.

Source- The Hindu