peace in school essay

As already noted, we need to be aware that it’s not just what we teach, but how we teach as well, i.e., how we facilitate the process of learning. It’s hard to imagine peace education programs and values, implemented through traditional authoritarian models of education that most of us grew up with. How can we practice nonviolent methods of resolving conflicts, when we impose on learners our own way of thinking, when we ask them to learn things through rote learning, instead using meaningful or active learning through which they can develop critical thinking skills.

Ian Harris (1988) , one of the leading authors in the field of peace education, stresses a holistic approach to peace education that could apply to community education, elementary and secondary schools, as well as college classrooms. According to him, peaceful pedagogy must be integral to any attempt to teach about peace and key ingredients of such pedagogy are cooperative learning, democratic community, moral sensitivity, and critical thinking. Duckworth (2008) emphasizes that for peace education to be effective, the methods teachers and administrators use must be consistent with the values purportedly being taught to students. They must be modeled as well. The implicit curriculum must harmonize with the explicit curriculum.

In the words of Kester (2010) “an education for peace program, thus, pedagogically emphasizes values (tolerance, respect, equality, empathy, compassion), capacities (cultural proficiency, sensitivity), skills (nonviolent communication, active listening, competence in a foreign language, gender-inclusive language), and knowledge (of history and cultures, peace movements) for peace. The pedagogy includes cooperative learning activities, gender perspectives, creative reflection and journaling, theatre games, role-plays, empathy-building activities, and alternative futures exercises” (Kester, 2010: 5).

One very important thing we need to mention and know about peace education, is that this education depends on the context. Peace educators around the world practice different approaches and different types of peace education depending on what is a burning issue in their communities. For example, somewhere conflict resolution education is more needed than global education or environmental education, due to ongoing religious, ethnic, or national hostilities. This doesn’t mean that other types of peace education are not important or needed, but one type is more urgent than the other. And of course, the content facilitated, relies heavily on the context.

Now that we know all this about peace education, we can ask a question where to teach peace education and in which manner. Should it be in formal or non-formal contexts, should it be taught as a single subject, or should it be holistic and transdisciplinary? I think a very good answer could be found in the Declaration and Integrated Framework of Education for Peace, Human Rights and Democracy (1995) which suggests that education for peace must be trans-disciplinary and included in all learning spaces. It should not be limited to a single classroom or subject. The institution or space in which education for peace operates should be in harmony with the goals and lessons of peace education and peace education should be integrated into all learning spaces.

And last but not the least, comes the question, why do we need peace education?

Like many other things, I believe that education can be used for both: as a space for nurturing and developing cultures of peace or cultures of war. This solely depends on us, i.e., if we want to see our youth militarized, afraid of the other ethnic and religious groups, afraid of their neighbors, ready to obey and listen to calls for violence in order to protect their land, culture, religion etc. (for the gains of the elites who profit from the war) or if we want our youth to think critically, know their neighbors, be culturally sensitive, ready to speak to and understand those who belong to other groups, who are often portrayed as enemies. It also depends on us if we will employ education as a way to protect our environment or if we will teach our children to exploit the planet and its resources for their own gain (including waging wars that could destroy our habitat).  The future is blurry and unknown, but it is up to all of us to shape it and give our best to actually leave a planet where our children and grandchildren can live (in peace).

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News Analysis

Teaching Peace in Elementary School

By Julie Scelfo

• Nov. 14, 2015

FOR years, there has been a steady stream of headlines about the soaring mental health needs of college students and their struggles with anxiety and lack of resilience.

Now, a growing number of educators are trying to bolster emotional competency not on college campuses, but where they believe it will have the greatest impact: in elementary schools.

In many communities, elementary teachers, guidance counselors and administrators are embracing what is known as social and emotional learning, or S.E.L., a process through which people become more aware of their feelings and learn to relate more peacefully to others.

Feeling left out? Angry at your mom? Embarrassed to speak out loud during class? Proponents of S.E.L. say these feelings aren’t insignificant issues to be ignored in favor of the three R’s. Unless emotions are properly dealt with, they believe, children won’t be able to reach their full academic potential.

“It’s not just about how you feel, but how are you going to solve a problem, whether it’s an academic problem or a peer problem or a relationship problem with a parent,” said Mark T. Greenberg , a professor of human development and psychology at Pennsylvania State University.

Echoing the concept of “emotional intelligence,” popularized in the 1990s by Daniel Goleman ’s best-selling book of the same name, he added, “The ability to get along with others is really the glue of healthy human development.”

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Peace education in formal schools: Why is it important and how can it be done?

This report explores what peace education in schools looks like, its potential impact and how it might be realised in practice. The research involved a literature review exploring the purpose, theory and practice of peace education, including case studies of peace education programmes delivered in formal schools within various conflict-affected contexts. Key issues and questions emerging from the review were then investigated through interviews with leading peace education academics and practitioners. The report argues that there is a strong case for advancing the understanding and practice of peace education in formal schools and that schools can play a crucial role in furthering the aims of peace. After all, formal schools not only provide knowledge and skills, but they also shape social and cultural values, norms, attitudes and dispositions. Peace education interventions in schools have been proven to result in improved attitudes and cooperation among pupils, and decreased violence and dropout rates. However, mainstreaming peace education is not straightforward. The space for peace education needs to be found within existing systems, where complementary work can be undertaken. Advancing peace education within a formal school context requires a multifaceted approach and process. There is no one-size-fits-all solution, but there are some key principles and approaches that are necessary:

• promoting healthy relationships and a peaceful school culture;
• addressing structural and cultural violence within schools;
• taking account of the way education is delivered in the classroom;
• connecting peace education approaches focused on the individual as well as wider socio-political outcomes;
• connecting peace education within schools to wider community practices and non-formal actors, such as nongovernmental organisations and civil society organisations; and
• where possible having education policies and legislation that support peace education to achieve full integration into formal school settings.

December 2020 To read the full report, click here .

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This is the twelfth blog post in a series of collaborations between the Association for the Development of Education in Africa (ADEA) and the Global Partnership for Education (GPE)

The International Day of Peace – a day devoted to strengthening the ideals of peace, both within and among all nations and peoples – is observed around the world on 21 September. The theme for 2017 is “Together for Peace: Respect, Safety and Dignity for All.” Education is a core element of peace.

As the former UN Secretary General said: “Education is, quite simply, peace-building by another name."

Nowadays, violent conflicts pose the greatest development challenges in the world. Children and education systems are often on the front line of these violent conflicts. The rise in violent extremism and radicalization represent a significant threat to all of us. Members of radical groups adopt increasingly extreme political, economic, social, cultural, and religious ideologies and use undemocratic and violent means to achieve their objectives. African countries also face the challenge of objectively addressing deeply rooted structural causes of conflicts emanating from historical injustices, marginalization and corruption.

Can education rise to the challenge?

Education imparts knowledge, skills, values and attitudes that are important for the social, economic and political development for any country. This role is well articulated in Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable quality education for all and promote lifelong learning.

Moreover, the objective of SDG 4.7 is to ensure that all learners acquire the knowledge and skills needed 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.

Education: a double-edged sword

While education is central to peacebuilding it is important to note that it has two facets. There is evidence to the view that when equitably available, of good quality, relevant and conflict sensitive, education can help promote peace and provide safe environments. On the other hand, when its delivery is characterized with exclusion and inequity, it can exacerbate conflict. It is for this reason that deliberate effort need to be made to put in place necessary policies and strategies to maximize the positive effects of education on peace.

The Continental Education Strategy for Africa (CESA 2016 - 2025) has embraced a paradigm shift in the policies and planning of education so as to adopt “the new approaches” desirable for promoting peace in the continent.                                  

Education has to be sensitive to context, including conflict and disaster, and has to pay attention to disparities, including equity.

What kind of education can respond to this challenge?

One of the key interventions in promoting peace through education is development of conflict-sensitive education policies and plans. This entails conducting conflict analysis on education systems, structures and delivery to identify the drivers of conflict and violence, and the dynamics therein leading to development of concrete and realistic intervention that leverage on the capacity for peace through education.

There should be a paradigm shift towards programs that encourage maximum realization of an individual’s potential and optimal development of human capital.

Unless young people’s skills are developed for work, they will be ultimately excluded from active participation in their societies.

Current shifts in the continent that enhance peace and global citizenship include adopting curriculum models that provide for flexible pathways to develop all learners’ abilities and talents; improve efficiency in provision of education and reduce wastage at all levels.

There is need to shift from content-based to competency-based, from more summative assessments and less formative assessments. There is also need to shift focus from content-based teaching and learning resources to activity-based, interactive workbooks.

It is imperative to adopt transformative pedagogy, such as dialogic, active and inquiry-based learning and engaged learning based on context and learners’ interests. The learner is at the center of the learning process where he/she is able to explore, dialogue, discover new knowledge, reflect and is spurred into action.

The curriculum and education services should be designed in such a way that they are culturally and economically relevant to local contexts, with a special focus on minorities, nomadic and other mobile communities, while at the same time developing alternative education opportunities for marginalized and at-risk adolescents and youth.

• Lack of capacity in the ministries of education to translate the policies and commitments into actions and form desirable partnerships at the national and school level.
• Inadequate investment in education to match the demands of the 21 st century.
• Teachers’ lack of capacity to deliver education using transformative pedagogy.
• Inadequate, poorly paid and unmotivated teaching force.

Call to action

We call on African governments to:

• Review and enhance education curriculum to ensure that it is sensitive to context, including conflict and disaster, and pays attention to disparities, including equity.
• Develop conflict-sensitive education policies and adapt pedagogy.
• Address issues related to structural violence, marginalization, and social exclusion. 

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Bonjour. Ancien Ministre de l’Education nationale en période de transition dans mon pays, la Centrafrique, je félicite ce rapport. Il relève très justement les problèmes qui paralysent notre système éducatif. J’ai porté le plaidoyer pour mon pays la Centrafrique en 2014 à la conférence du Partenariat Mondial pour l’Education en Belgique . Et mes propos se résument ainsi : notre crise politique est d’abord une crise de l’éducation.

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Positive Peace in Schools

DOI link for Positive Peace in Schools

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Positive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. 　

This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfulness, inclusion and wellbeing. Taken together, these provide a philosophy and a highly effective framework for building conflict literacy and a culture of peace in schools.

TABLE OF CONTENTS

Chapter | 9  pages, introduction, part i | 23  pages, violence in schools, chapter 1 | 6  pages, school violence, chapter 2 | 7  pages, schooling as violence, chapter 3 | 8  pages, school improvement as violence, part ii | 37  pages, peace in schools, chapter 4 | 18  pages, peace education, chapter 5 | 17  pages, ipeace education, part iii | 45  pages, peace-keeping, -making and -building, chapter 6 | 13  pages, education for peace-keeping, chapter 7 | 15  pages, education for peace-making, chapter 8 | 15  pages, education for peace-building, part iv | 1  pages, the praxis of positive peace, chapter 9 | 7  pages, considering research, chapter 10 | 12  pages, case studies, chapter 11 | 27  pages, curricular activities.

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1st Edition

Positive Peace in Schools Tackling Conflict and Creating a Culture of Peace in the Classroom

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Positive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. 　 This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfulness, inclusion and wellbeing. Taken together, these provide a philosophy and a highly effective framework for building conflict literacy and a culture of peace in schools.

Table of Contents

Hilary Cremin is a senior lecturer in the Faculty of Education at the University of Cambridge. Terence Bevington is a freelance conflict consultant and a PhD researcher in the Faculty of Education, University of Cambridge.

Critics' Reviews

‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne , Restorative pioneer, practitioner, author and trainer 'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21 st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria. ‘ Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore , Professor, Ontario Institute for Studies in Education, University of Toronto, Canada

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Beyond Intractability

The Hyper-Polarization Challenge to the Conflict Resolution Field We invite you to participate in an online exploration of what those with conflict and peacebuilding expertise can do to help defend liberal democracies and encourage them live up to their ideals.

Follow BI and the Hyper-Polarization Discussion on BI's New Substack Newsletter .

Hyper-Polarization, COVID, Racism, and the Constructive Conflict Initiative Read about (and contribute to) the  Constructive Conflict Initiative  and its associated Blog —our effort to assemble what we collectively know about how to move beyond our hyperpolarized politics and start solving society's problems. 

By Eric Brahm

July 2006  

Peace education (also called co-existence education) involves the use of teaching tools designed to bring about a more peaceful society. Topics addressed may include philosophical and practical issues such as human rights , conflict management, international relations, development , and the environment . Peace education has also been used in order to facilitate gender equality. These programs focus on income, health, and power disparities between men and women as well as examining the traditions and structures that have led to the disadvantaged position of women. At its core, peace education emphasizes empowerment and nonviolence and involves building a democratic community, teaching cooperation, developing moral sensitivity, promoting self-esteem, and stimulating critical thinking.[1]

A number of key components of an effective peace education program have been identified. [2]

• First, programs should be compulsory and integrated to facilitate interaction with those from other groups in order to build positive relationships. Examples from Northern Ireland suggest that intra-community interventions, or single identity work , are important precursors to initiating encounters between opposing communities. [3]
• Second, there needs to be a recognition that opponents will come to the program with incompatible agendas and perceptions, but this may be turned into an opportunity. For example, coexistence education may have different meanings for each side because of the likely power disparity between them. [4] Whereas low-power groups often have greater awareness of high-power groups, [5] these programs can generate mutual awareness.
• A third emphasis is on fostering civic values . It appears that generating scenarios in which different groups come into contact in a safe setting can be beneficial in developing more cooperative relations. Following Allport's contact hypothesis, [6] if conditions are optimal, namely working collaboratively to achieve common goals, intergroup contact may promote altered intergroup attitudes. Trust and cooperative relations may be built amongst opponents through such things a dialogue , sharing personal experiences, and collaborating on projects for mutual benefit. [7] Competitive situations should be avoided and interaction needs to go beyond superficial exchanges.
• Fourth, a sense of shared goals and common fate needs to be established as well as an acceptance that the fruits will be justly distributed in order to ultimately build a common identity . Developing strong and empathic interpersonal relationships appears to be important in appreciating the viewpoint of the other.
• Fifth, many advocate the constructive controversy procedure, which helps develop skills to make difficult decisions and to engage in political discourse. However, forcing program participants to adopt their opponent's viewpoint, particularly while the conflict is ongoing, will likely be viewed as threatening. Drawing lessons from other conflicts, however, appears to be more effective. [8]
• A sixth key component is teaching integrative negotiation and peer mediation as a means of constructively resolving conflicts.
• Seventh, peace education requires continued reinforcement to withstand the forces of division and time. This supports research that suggests while workshops are effective in changing hearts and minds, they typically provide meager support for changing behavior particularly once one is back in one's own group. [9] For example, it is unclear whether information about out-group participants will generate changed beliefs about the group in general. Furthermore, these new beliefs may not change attitudes. What is more, changed attitudes may not in fact change behavior due to other pressures. Peace education programs also need to be cognizant of local conflict conditions to make them relevant. [10]

Peace education is relevant for a range of conflict stages from latent hostility to the height of violent conflict to peacebuilding efforts. For those in danger of falling into conflict, dialogue may generate intergroup understanding in order to hinder conflict escalation . It may also help expose the use of education, particularly of history, in fomenting instability and distrust . For those in the midst of conflict, peace education may sow the seeds of understanding and provide nonviolent tools where violence is the accepted norm. For those who are emerging from conflict, peace education presents an opportunity to confront the historical myths that often contribute to conflict. Transitional periods often also present opportunities to reform education.

The international role in peace education is also expanding. There is a recognition that education has been used politically and, unless challenged, the persistence of divergent views of history can be a source of latent conflict. Aid agencies are interested in providing peace education to school-aged refugees who may be displaced by conflict or natural disaster which may itself sow the seeds of conflict. Much attention has also focused on civic education on the assumption that buying into democratic values will reduce destructive conflict.

A collaborative project involving the Teachers College of Columbia University, the United Nations Children's Fund, and the Afghanistan Ministry of Education will publish textbook in four local languages and introduce participatory, active, experiential to promote peace. [11]

In PRIME's Writing the Shared History project, Jewish and Palestinian teachers and historians collaboratively developed a text to transform the history education in the region.[12] In the book, one column describes the Palestinian perspective in Arabic; another column describes the Jewish perspective in Hebrew; the third is blank in order to encourage students to write about their personal experience. [13]

In Northern Ireland, the "Review of the School Community Relations Programme" [14] found that cross-community programs in Northern Ireland schools did not pay enough attention to the importance of the environment in which contact was initiated and teachers would sometimes shy away from controversial issues. [15] In addition, the report attests to the importance of support from administration and management [16] as well as adequate teacher training. [17]

National Board for Human Rights Education in Croatia introduced a peace education component in 1999 into curriculum from preschool through high school. [18]

Jewish-Arab Center for Peace at Givat Haviva (JACP) uses instruction, education, research, and community involvement with diverse populations. [19]

One innovative program saw Israeli-Jewish high school students study the Northern Ireland conflict for a few weeks.[20] Although the instruction did not mention the Israeli--Palestinian conflict, after the Northern Ireland unit they were asked to write about the Israeli--Palestinian conflict from the Palestinian point of view. Most students participating in the program were able to write thoughtful, impartial essays while the vast majority of non-participants were unable to write anything. In short, program participants appeared able to walk in Palestinian shoes.

Updated Additional Resources

[1] Harris, Ian M. and Mary Lee Morrison Peace Education , 2nd ed. (Jefferson, NC: McFarland & Co., 2003).

[2] See for example Pettigrew, T. F., & Tropp, L. R. (2000). Does intergroup contact reduce prejudice?: Recent meta-analytic findings. In S. Oskamp (Ed.), Reducing prejudice and discrimination. "The Claremont Symposium on Applied Social Psychology" (pp. 93--114). Mahwah,NJ: Lawrence Erlbaum Associates, Inc.; UlrikeNiens and EdCairns. 2005. Conflict, Contact, and Education in Northern Ireland. Theory Into Practice , Vol. 44, No. 4: 341-2.; David W.Johnson and Roger T.Johnson. 2005. Essential Components of Peace Education. Theory Into Practice , Vol. 44, No. 4: pages 280-292.; HaggaiKupermintz and GavrielSalomon. 2005. Lessons to Be Learned From Research on Peace Education in the Context of Intractable Conflict. Theory Into Practice , Vol. 44, No. 4. 300.

[3] Joined in Equity, Diversity and Interdependence. (JEDI). (2002). Community relations and education for citizenship with the Northern Ireland youth service. Belfast, Northern Ireland: Author.; Kilpatrick, R., & Leitch, R. (2004). Teachers' and pupils' educational experiences and school-based responses to the conflict in Northern Ireland. Journal of Social Issues , 54, 563--586.

[4] Gerson, J., & Opotow, S. (2004). Deadly conflict and the challenge of coexistence. Book review of G. Salomon & B. Nevo (Eds.). (2002). Peace education: The concept, principles, and practices around the world . Mahwah, NJ: Lawrence Erlbaum Associates, Inc. In Analyses of Social Issues and Public Policy, 4 , 265--268.

[5] Kidder, L. H. (2000). Dependents in the master's house: When rock dulls scissors. In S. Dickey & K. M. Adams (Eds.), Home and hegemony: Domestic service and identity politics in South and Southeast Asia (pp. 207--220). Ann Arbor: University of Michigan.

[6] Allport, G.W. (1954). The nature of prejudice . Reading, MA: Addison-Wesley.

[7] Maoz, I. (2005). Evaluating the communication between groups in dispute: Equality in contact interventions between Jews and Arabs in Israel. Negotiation Journal , 21, 131--146.

[8] Lustig, I. (2002). The effects of studying distal conflicts on the perception of a proximal one. Unpublished masters thesis, University of Haifa (Hebrew).; HaggaiKupermintz and GavrielSalomon. 2005. Lessons to Be Learned From Research on Peace Education in the Context of Intractable Conflict. Theory Into Practice , Vol. 44, No. 4: 294.

[9] Clark McCauley "Head-first versus Feet-first in Peace Education" in Peace Education: The Concept, Principles, and Practices Around the world Gavriel Salomon and Baruch Nevo, eds. (Mahwah , NJ: Lawrence Erlbaum Associates, 2002) 247-258.

[10] Alan Tidwell. 2004. Conflict, Peace, and Education: A Tangled Web. Conflict Resolution Quarterly , vol. 21, no. 4, Summer. 463-470.

[11] Gall, C. (2004, December 27). Afghan students are back, but not the old textbooks. The New York Times , A11.

[12] http://vispo.com/PRIME/leohn.htm

[13] http://www.beyondintractability.org/audiodisplay/chaitin-j

[14] O'Connor, U., Hartop, B., & McCully, A. (2002). A review of the School Community Relations Programme 2002 . Retrieved November 19, 2004, from http://www.deni.gov.uk/20review_of_schools_cr_prog.pdf

[15] Kilpatrick, R., & Leitch, R. (2004). Teachers' and pupils' educational experiences and school-based responses to the conflict in Northern Ireland. Journal of Social Issues , 54, 563--586.

[16] Osler, A., & Starkey, H. (1998). Children's rights and citizenship: Some implications for the management of schools. The International Journal of Children's Rights , 6, 313--333.

[17] Kilpatrick, R., & Leitch, R. (2004). Teachers' and pupils' educational experiences and school-based responses to the conflict in Northern Ireland. Journal of Social Issues , 54, 563--586.; Ross, A. (1999). Some reflections on citizenship in the national curriculum. Primary Teaching Studies, 11 , 20--23.

[18] Dinka Corkalo "Croatia: For Peace Education in New Democracies" in Peace Education: The Concept, Principles, and Practices Around the world Gavriel Salomon and Baruch Nevo, eds. (Mahwah , NJ: Lawrence Erlbaum Associates, 2002) 177-186.

[19] Sarah Ozacky-Lazar "Israel: An Integrative Peace Education in an NGO-The Case of the Jewish-Arab Center for Peace at Givat Haviva in Peace Education , pp. 187-192.

[20] Lustig, I. (2002). The effects of studying distal conflicts on the perception of a proximal one. Unpublished masters thesis, University of Haifa (Hebrew).

Use the following to cite this article: Brahm, Eric. "Peace Education." Beyond Intractability . Eds. Guy Burgess and Heidi Burgess. Conflict Information Consortium, University of Colorado, Boulder. Posted: July 2006 < http://www.beyondintractability.org/essay/peace-education >.

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Essay on Peace And Development

Students are often asked to write an essay on Peace And Development in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Peace And Development

What is peace.

Peace is when people live without fighting, fear, or stress. It’s like a big family where everyone gets along. In a peaceful place, kids can play, go to school, and dream about their future without worry.

What is Development?

Development means making things better for everyone. It’s like helping a tiny seed grow into a big, strong tree. Development can be building schools, hospitals, and roads, or making sure all people have enough food and clean water.

Peace Helps Development

When there’s peace, it’s easier to build things and make lives better. Without fighting, countries can focus on helping people learn, stay healthy, and have good jobs. Peace is like sunshine for development; it helps it grow.

Development Supports Peace

Development makes people happier because they have what they need, like education and health. When everyone has a chance to succeed, they are less likely to fight. So, building a better world also builds peace.

Working Together

250 words essay on peace and development, understanding peace and development.

Peace and development are two big words that mean a lot for every country. Imagine a place where there is no fighting and everyone is working together to make life better. This is the dream of peace and development. When a country is peaceful, it means that people are not hurting each other, and everyone feels safe. Development means growing in a good way, like having better schools, hospitals, and roads.

The Link Between Peace and Development

Peace and development are like best friends. They need each other to do well. If a place is peaceful, it is easier for it to grow. Companies can build factories, people can go to work, and children can learn in schools without being scared. On the other hand, when a country is growing well, people are happier because they have jobs and can take care of their families, which helps keep peace.

Why Peace Matters for Growth

When there is no peace, it is hard for a place to grow. Fights can destroy buildings and make people run away from their homes. This means businesses can’t work well, and kids might not be able to go to school. So, keeping peace is very important for any country to become better and help its people live good lives.

Working Together for a Better Future

To have peace and development, everyone has to work together. Governments, people, and groups from different countries can help each other to make sure everyone lives in peace and has a chance to grow. When we all help each other, we can build a world where every person has a good life, with education, health, and happiness.

500 Words Essay on Peace And Development

Peace and development are like two sides of the same coin. When we talk about peace, we mean the absence of war or fighting. Development is about growth and making life better for people. For a society to grow and for its people to live well, it is important that there is no violence or war.

Why Peace Matters

The role of development.

Development is about improving the lives of people. It includes things like good education, healthcare, clean water, and opportunities to work. When people have access to these things, they can lead happier and healthier lives. Development helps in reducing poverty, and when people are not poor, they tend to fight less with each other.

Peace Brings More Development

When a country is peaceful, it can spend its money on building things that make life better instead of spending it on weapons or soldiers. Companies are more likely to invest in places where there is no fighting. This means more jobs and money for the people. Also, tourists like to visit peaceful places, which brings even more money.

Development Brings More Peace

Challenges in achieving peace and development.

Even though we know how important peace and development are, achieving them is not always easy. Sometimes, people fight over things like land, money, or power. Other times, natural disasters or diseases can destroy all the hard work done towards development. It takes a lot of effort from everyone – leaders, citizens, and even other countries – to overcome these challenges.

Working Together for a Better World

To have a world where there is peace and development, everyone needs to work together. Governments need to make fair rules and ensure that everyone follows them. People need to respect each other and solve their problems without fighting. Organizations from around the world can help by giving money, advice, or other help to countries that need it.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

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United States Institute of Peace

Winning essays, 2013 national winning essays.

First Place: Molly Nemer of Henry Sibley High School in Mendota Heights, MN

• Grounded in Peace: Why Gender Matters

Second Place: Anna Mitchell of Plymouth, MI (Homeschool)

• Up and Out: Women’s Peacebuilding from the Ground Up in Liberia and Afghanistan

Third Place: Bo Yeon Jang of the International School Ho Chi Minh City, Vietnam

• Womanhood in Peacemaking: Taking Advantage of Unity through Cultural Roles for a Successful Gendered Approach in Conflict Resolution

2012 national winning essay, “ Awakening Witness and Empowering Engagement: Leveraging New Media for Human Connections ,” by Emily Fox-Penner of the Maret School in Washington, D.C., addressed the essay topic of new media and peacebuilding by examining its role in Egypt in 2011 and Kenya in 2007  (link is the same as it is now from last year)

2011 national winning essay, "Mimes for Good Governance: The Importance of Culture and Morality in the Fight Against Corruption," by Kathryn Botto from the Liberal Arts and Science Academy in Austin, Texas discusses the role of society and culture in dealing with curruption, using Colombia and Kyrgyzstan as case studies.

2010 national winning essay, " Fighting for Local publications in a Globalized World: Unity, Strategy, and Government Support " , by Margaret E. Hardy from Lick-Wilmerding High School in San Francisco, California, discusses necessary conditions for nonviolent movement to successfully control local publications.

2009 national winning essay, "Responding to Crimes against Humanity: Prevention, Deployment, and Localization" , by Sophia Sanchez from Ladue Horton Watkins High School in Saint Louis, Missouri, discusses the role of international actors in protecting civilians from crimes against humanity.

2008 national winning essay , "Resolving Water Conflicts Through the Establishment of Water Authorities, " by Callie Smith from Girls Preparatory School in Chatanooga, Tennessee, discusses how natural publications can be managed to build peace, using case studies from Central Asia and Yemen.

2007 national winning essay , " Reintegrating Children, Building Peace: Interaction, Education, and Youth Participation ," by Wendy Cai from Corona Del Sol High School in Tempe, Arizona, discusses the reintegration of child soldiers into society, using Sierra Leone and Uganda as case studies.

2006 national winning essay , " Defusing Nuclear Tensions Through Internationally Supported Bilateral Collaborations ," by Kona Shen from The Northwest School in Seattle, Washington, compares the decision of Argentina and Brazil to forego nuclear arms development with the nuclear arms race between India and Pakistan.

2005 national winning essay , " Finding Peace: Japan and Cambodia ," by Jessica Perrigan from the Duchesne Academy in Omaha, Nebraska, explores how education is the key to democracy.

2004 national winning essay , " Establishing Peaceful and Stable Postwar Societies Through Effective Rebuilding Strategy ," by Vivek Viswanathan from Herricks High School in New Hyde Park, New York explores the lessons of the Marshall Plan and international efforts in Somalia in an examination of the challenges of post-conflict reconstruction.

2003 national winning essay , " Kuwait and Kosovo: The Harm Principle and Humanitarian War ," by Kevin Kiley from Granite Bay High School in Granite Bay, California, examines the 1990 Gulf War and NATO's intervention in Kosovo to see how they measure up against the criteria of just war.

2002 national winning essay , " Safeguarding Human Rights and Preventing Conflict through U.S. Peacekeeping ," by David Epstein from Pikesville High School in Baltimore, Maryland, cites several examples of appropriate use of American power aimed at putting a stop to crimes against humanity and ending conflict.

2001 national winning essay , " Somalia and Sudan: Sovereignty and Humanitarianism ," by Stefanie Nelson from Bountiful High School in Bountiful, Utah, examines the dynamics of the competing philosophies of sovereignty and humanitarianism in third-party intervention found in civil conflicts in the Sudan and Somalia.

2000 national winning essay , " Promoting Global and Regional Security in the Post-Cold War World ," by Elspeth Simpson from Pulaski Academy in Little Rock, Arkansas, looks at the U.S. policies that led to intervention in Colombia and North Korea and considers the effectiveness of actions based on humanitarian assistance and national and global security.

1999 national winning essay , " Preventive Diplomacy in the Iraq-Kuwait Dispute and in the Venezuela Border Dispute ," by Jean Marie Hicks of St. Thomas More High School in Rapid City, South Dakota, explores the cases of preventive diplomacy seen in disputes between Iraq and Kuwait and in border disputes involving Venezuela.

1998 national winning essay , " How Should Nations be Reconciled ," by Tim Shenk from Eastern Mennonite High School in Harrisonburg, Virginia, uses South Africa and Bosnia as examples to examine the manner in which war crimes should be accounted for to ensure stable and lasting peace.

1997 national winning essay , " A Just and Lasting Peace ," by Joseph Bernabucci from St. Alban's School in Washington, D.C., examines the steps that can be taken to support successful implementation of a peace agreements and addresses causes of the conflicts by exploring what can be done to discourage renewed violence.

1996 national winning essay , " America and the New World Order ," by Richard Lee from Irmo High School in Columbia, South Carolina, defines U.S. national security interests and gives his criteria for U.S. intervention by examining past cases of intervention.

3 Tips for Creating a Peaceful School Learning Environment (CAPSLE)

Author: Yvonne Depeel May 25, 2018

Creating a Peaceful School Learning Environment

In order to have any kind of school success, students and teachers must first have a peaceful school learning environment. But creating a peaceful school learning environment comes with many questions from educators: ‘How can we make this school more peaceful? Where do we start?’ This seems like a daunting and almost an overwhelming task, especially in the face of the growing complex socio-economic home environments. As an educator, I have always believed we have even more of an obligation to students whose home lives are filled with instability and a lack of peace to create and maintain a peaceful school learning environment. Over the years I have come to the same conclusions—our first priority to every child is to ensure that they are able to feel like they are involved in the creation of a peaceful school learning environment. I also have concluded that through deep meaningful engagement at all levels, the system will have energy, courage, and commitment to embark on this journey of school-wide peace.

1. Modeling to Build Trust

First and foremost, educational leaders must build trust with teachers, support staff, students, parents, and the greater school community. In order to build trust, they will have to lead by example. Peace begins in hearts that trust. Extraordinary leaders use integrity and timeless principles to direct and guide their actions. These principles are dependable, reliable, and stand the test of time. They are deeply rooted in one’s character. They allow human beings to create lives that can become masterpieces. They are cross-cultural and are the basic underpinnings of a peaceful school learning environment. Principles such as love, respect, honesty, courage, empathy, compassion, and kindness can be studied and used by all stakeholders in an educational environment. Organizations intent on building trust can do this by having purpose and vision combined with enthusiasm. When we speak of purpose we are really examining our vision and clarity of intention. So, how do we have all stakeholders in our schools driven to create peace? We must engage them deeply in terms of clarifying our end in mind. Everyone within the system should clearly understand where the school is going and how they are going to get there. Great leaders always lead with the notion that everyone in the system can and should lead.

2. Never Underestimate the Power of Our Youth

Students must be the central focus of any peaceful school community. Educators must endeavor to engage all dimensions of the whole person: body, mind, and heart. There must be full staff and parental participation and commitment to peaceful school-wide initiatives created by students and led by students. In the beginning, every classroom should be engaged in the process of developing a mission statement for the class to live by. These mission statements are embedded in those universal, timeless principles we spoke about earlier. As schools start to see positive change, all stakeholders begin to be more motivated. This will, in turn, lead to inspiration. When inspired environments begin to take shape, our schools become more driven to see peace. When everyone is engaged in changing school environments, everyone will have more purpose, passion, and desire to contribute and be part of a real sustainable change. Students must be given authentic leadership opportunities that allow them to contribute and serve others When students have a purpose well beyond serving themselves, they begin to get meaning and direction in their lives. Students who are engaged in the design and implementation of peace initiatives in our schools will lead this change. Youth who are engaged and inspired is a force to be reckoned with! When inspired and passionate, students find and use their voices. When they find their voice with clear purpose and passion, they take responsibility; work, for them, becomes effortless. Students begin to realize through leadership opportunities, that they are in control of their thoughts and that their thoughts control their actions. Experience and knowledge of how personal choices affect us are key to change. This is a powerful step in the journey to personal and system change.

3. Living in a Peaceful School Learning Environment

In order for a school to create and embrace a peaceful school learning environment, they must see that they can. There will be small incremental steps along the way that will lead us to our vision or destination. Every one of those small steps should be noted, recorded, recognized, and celebrated. Schools intent on creating a peaceful school learning environment need to plan together and identify the steps required to achieve the desired change. We must intentionally change what we do and how we speak. When we can envision our goals and make changes to achieve that goal, we will see different results. Peace cannot just be constructed, it must be lived by from within the walls of our schools. It must be infused into our everyday school life. When students realize this, they become leaders in the school-wide peace journey! Let them lead because they will show you the way!

Yvonne Depeel has been a teacher, Vice Principal, Principal, and Superintendent of Education. She is a passionate educator who believes in Servant Leadership. She also believes children are at the center of education and that they should be honored, respected, and loved. Yvonne believes that systems should cultivate leadership in staff, students and parents.

She is presently an education consultant.

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• back to school

Brainerd Park back-to-school picnic doubles as Chicago anti-violence initiative

CHICAGO (WLS) -- A South Side back-to-school picnic on Sunday was about much more than just getting ready for another school year. It also had a goal of protecting young people in Chicago.

The Brainerd Park Stop the Violence Picnic is happening one day after a shooting on the Southwest Side sent an 18-year-old man and a 15-year-old boy to the hospital .

The organizers of the event say they want to help young people avoid situations like that by providing alternatives to violence.

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For 28 years now, the Washington Heights community has come out to celebrate back to school with a picnic in Brainerd Park. However, it is a picnic with a twist, as organizers seek out at-risk youth and try to show them a better way.

The smell of BBQ wafted through Brainerd Park Sunday as a DJ spun tunes in the background. Children played in a bouncy house and some of the older teens participated in a three-point basketball contest. It was all part of Youth Advocate Program's yearly back-to-school anti-violence event.

"We use it to do outreach," said Ken Lewis, a program director with Youth Advocate Programs. "We know the community is out here. We know the participants we need to engage with will be out here."

It helps them get some workforce development and also it gives them a positive impact in our community. Ken Lewis, Youth Advocate Programs

Those participants include people like John Green, who after spending 12 years in prison was released last year at the age of 35, and he said he had no real skills until recently. He's been running his own landscaping business for a couple of months now.

"Have you ever heard that everybody has things inside of them you didn't know you could do?" Green said. "This program that's what they help pull out of you. With the landscaping business I didn't know I liked grass like that. Until they showed me that I really did."

Enrolling up to 40 participants every year, Youth Advocate Programs teaches community service by connecting youth to their elders and taking those involved out to clean up vacant lots in and around Washington Heights.

SEE ALSO | Bud Billiken Parade 2024: Chicago back-to-school tradition celebrates '95 Years of Legacy'

"It helps them get some workforce development and also it gives them a positive impact in our community," Lewis said. "Where they may have been one of the trouble spots in the community, now they feel proud when we go out and we clean and maintain lots and make the community feel better."

Developing those connections, however, takes time. That's where events like the yearly back-to-school picnic come in.

"There's a disconnect at times between our elders and our youth, and this program is bridging that gap and showing how we can do things," 21st Ward Ald. Ronnie Mosley said.

Youth Advocate Programs still has ten spots left for the upcoming year. Participants will spend 12 months being mentored in addition to taking part in the neighborhood's beautification projects.

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Summer School 5: 250 years of trade history in three chapters

Robert Smith

Alex Goldmark

Audrey Dilling

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Episodes each Wednesday through labor day. Find all the episodes from this season here . And past seasons here . And follow along on TikTok here for video Summer School .

Trade has come up in all of the episodes of Summer School so far. An early use of money was to make trade easier. Trade was responsible for the birth of companies and the stock market. And trade was the lifeblood of the early United States.

Today's episode covers 250 years of trade history in three chapters. We start with one of the founding texts of economics, Wealth of Nations, in which Adam Smith argues a country's true value is not measured in gold and silver, but by its people's ability to buy things that enhance their standard of living. Then we'll watch American politicians completely ignore that argument in favor of protecting domestic industries – until one congressman makes a passionate case for free trade as the means to world peace. And finally we'll follow the trade debate up to the modern day, where the tides of American politics have turned toward regulation.

• Protectionism
• Comparative advantage
• Concentrated benefits and diffuse costs

This series is hosted by Robert Smith and produced by Audrey Dilling. Our project manager is Devin Mellor. This episode was edited by Planet Money Executive Producer Alex Goldmark and fact-checked by Sofia Shchukina.

Subscribe to Planet Money+ for sponsor-free episode listening in Apple Podcasts or at plus.npr.org/planetmoney .

Always free at these links: Apple Podcasts , Spotify , the NPR app or anywhere you get podcasts.

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