Location of Repository

Peace and non-violence : Sathya Sai education in human values in British schools

By Elisabeth Arweck and Eleanor Nesbitt


Not only is peace one of the values at the heart of Sathya Sai Education in Human Values (SSEHV), it is also presented as one of the programme's outcomes. The SSEHV programme seeks to promote 'human values' in British schools, also with regard to educating pupils from different social, cultural or ethnic backgrounds towards greater tolerance and understanding. The programme aims to achieve this as part of the statutory provision of physical, social and health education (PSHE) and citizenship education as well provision for the social, moral, cultural and spiritual (SMCS) development of pupils in community schools. This article reports on an ethnographic study of SSEHV in the UK, which was conducted by members of the Warwick Religions and Education Research Unit (WRERU) at the University of Warwick. The research reported here focused on the development of the programme, its contents (including the value of 'non-violence' and the practice of 'silent sitting'), its application in the classroom, and its reception by pupils and teachers. Further, this article seeks to embed SSEHV in the wider theoretical context of peace education and suggests theoretical discussions to which this investigation contributes

Topics: L1
Publisher: Routledge
Year: 2008
OAI identifier: oai:wrap.warwick.ac.uk:428

Suggested articles



  1. (Eds.) (2007a) Towards religious education for peace (editorial introduction),
  2. (Eds.) (2007b) Peace Education and Religious Plurality: International Perspectives doi
  3. (1986). (U.K.) Society for Education in Human Values, The. doi
  4. (1927). [2004]) An autobiography or the story of my experiments with truth (Ahmedabad, Navajivan Trust).
  5. (1999). 3rd ed.) Sathya Sai Education in Human Values: an introduction and lesson plans.
  6. (2000). A quiet revolution: encouraging positive values in our children
  7. (1994). Building a peaceable classroom: helping young people feel safe in violent times, doi
  8. (2004). Comment: What is Peace Education?, doi
  9. (1993). Contemporary religions: a world guide doi
  10. (1999). copyright date) Sathya Sai Education in Human Values: an introduction and lesson plans, ages 12 to 13 years
  11. (1998). Developing values education for the new millennium through a cross-cultural approach: Sathya Sai Education in Human Values (SSEHV). Theory and practice.
  12. (1996). Die Sekten-Kinder. Mißbraucht und betrogen—Erfahrungen und Ratschläge
  13. (1997). Don’t just sit there. Do something (Norwich, Religious and Moral doi
  14. (2001). Educating for a culture of peace in gender perspective (Paris,
  15. (1998). Educating for a peaceful future (Toronto, Kagan and Woo).
  16. (1985). Exposition of the basic human values, in: G. Kanu (Ed.) Education in Human Values
  17. (2007). forthcoming) The contribution of nurture in a sampradaya to young British Hindus’ understanding of their religious tradition, in:
  18. (1993). Hindu children in Britain (Stoke-on-Trent, Staffs., Trentham Books) doi
  19. (1994). Les enfants des sectes
  20. (1965). Liberal education and the nature of knowledge, in:
  21. (2004). Living values: an educational program—from initiative to uptake, doi
  22. (2000). Moral and spiritual education through Sathya Sai Education in Human Values (SSEHV): a cross-cultural approach. Paper presented to the Association of Moral Education,
  23. (1998). Open Minds to equality (Allyn and Bacon).
  24. (2005). Peace education as an educational paradigm: review of a changing field using an old measure, doi
  25. (1964). Realms of meaning doi
  26. (2005). Reframing personal, social and emotional education: relationships, agency and dialogue (London: National Association for Pastoral Care in Education for the National Children’s Bureau).
  27. (2007). Religious education and peace Education: a partnership imperative for our day, in: doi
  28. (2003). Religious organisations in the UK and values education programmes for schools, doi
  29. (2003). Researching a new interface between religions and publicly funded schools in the UK, doi
  30. (2006). Researching new religious movements: responses and redefinitions (London, doi
  31. (2006). Retrospect and prospect: sampradayas and Warwick fieldwork in religions and education, doi
  32. (2001). Sathya Sai Education (ISSE,
  33. (1995). Self-accounting for conversion by Western devotees of modern Hindu religious movements,
  34. (1994). Sex, slander and salvation: investigating The Family/Children of God doi
  35. (1991). Stable peace among nations: a learning process, in:
  36. (2004). The Baha’i curriculum for peace education, doi
  37. (1999). The Brahmin and the fakir: suburban religiosity in the cult of Shirdi Sai Baba, doi
  38. (1993). The life and teachings of Sai Baba doi
  39. (1994). The life and teachings of Sai Baba of Shirdi, doi
  40. (1993). The peaceable classroom: essays towards a pedagogy of nonviolence
  41. (1984). The Sai Baba movement and multi-ethnic education in doi
  42. (1988). Understanding the field, in: D .Hicks (Ed) Education for peace: issues, principles, and practice in the classroom (London,
  43. (2004). Values education: the development and classroom use of an educational programme, doi
  44. (1998). Young people's hopes and fears for the future, in

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.