Peace through Learning and Education
Peace is often interpreted to mean absence of war. This is not entirely illegitimate; but on a close scrutiny we find it to be inadequate. Absence of war does not rule out prevalence of tensions and even of cold wars. And where tensions exist, hot war can at any time become a concrete actuality. We must, therefore, go to the root of the matter and define peace in positive terms. Fundamentally, peace is a collective phenomenon, and it connotes a collective state of harmony, which can provide a stable base for activities of growth, development, friendliness, comradeship and brotherhood.
It is true that there is a view that tensions and wars are necessary for development and progress. We are familiar with the declaration of Heraclitus that war is the father of all things. And it is not difficult to show how in the past wars have contributed to multi-faceted progress of mankind. The question, however, is normative, and we must ask whether mankind would not have progressed much faster and in a much better way if wars could have been absent. In this mixed world of contraries, we often find good coming out of evil and evil coming out of good. But that does not give us a clue to the inevitable connections that need to be discovered by reflecting on the ideal laws of harmony. The primitive conditions in which man finds himself in his relation with his fellow beings and the world is that of struggle for existence. This struggle is often portrayed as a battle between the creature and Mature. But we observe that as man becomes increasingly self-conscious, there grows in him an irresistible tendency to learn the law of harmony of himself with the universe. This tendency has become actuated in recent times because of the increasing perception