In the cozy warmth of a Greek café, three voices came together to talk about one of humanity’s most pressing challenges: peace. It was November in Nea Makri, and while the weather was mild and peaceful, the lively hum of conversation and the occasional clinking of plates and cups in the background added a vibrant atmosphere to the discussion. Taking a break from an intensive training course, Eduard Oganyan (TEIS Foundation), Maryna Bykova and Zafar Saydaliev (CGE Erfurt e.V.) settled around a small table to reflect on the heavy topic at hand: Does peace education matter in times of conflict?
This podcast episode of “The Missing Peace” dives deep into the complexities of peace education, weaving together personal experiences, practical tools, and theoretical insights. It invites us to think about what it means to teach peace in a world that often feels consumed by division and discord.
Peace education: A “must have”, not a luxury
As conflicts escalate across the globe and polarisation deepens, the relevance of peace education becomes undeniable. Eduard begins by reminding us that peacebuilding is an ongoing process — a vital part of human progress that cannot be paused, even during times of crisis. This resonates with Johan Galtung’s concept of positive peace, which goes beyond the absence of war to address the root causes of conflict: inequality, prejudice, and systemic injustice.
Peace education, the speakers of the podcast argue, is about breaking cycles of violence and fostering the conditions for long-term reconciliation. It’s not about quick fixes but planting seeds that may take generations to grow.
The job should continue — building peace in the world is required non-stop. And now we need to intensify it… to heal some of the wounds, of course it cannot heal them totally, but to maybe recover, reconcile.
Eduard Oganyan
Teaching peace amidst chaos
Eduard, Maryna and Zafar acknowledge a hard truth: teaching peace during active conflicts is daunting. Maryna notes that, in such times, people’s immediate focus is on survival, making reconciliation feel secondary. Yet, this is precisely where John Paul Lederach’s conflict transformation framework shines. The approach emphasises the need to address the deep relational and structural divides that fuel conflicts, even if results are not immediate.
Eduard and Zafar discuss how peace education can begin by creating safe spaces, where dialogue and trust-building are possible. In these spaces, participants can humanise each other, an essential step toward breaking down stereotypes perpetuated by propaganda and misinformation.
Humanising “The Other”
One of the most striking themes of the conversation is the importance of humanising “the other.” The speakers stress how conflict narratives often rely on dehumanisation, portraying the opposing side as faceless enemies or beasts.
What could be an answer to that? Well, according to Allport’s Contact Hypothesis, meaningful interactions between people from opposing sides can break down barriers and foster understanding. Through shared experiences — like music, art, or simply working on a common project — peace education reconnects people to their shared humanity. As Zafar notes,
“Once you start getting to know the person next to you, resolving misunderstandings becomes easier. Compromise becomes possible.”
Optimism in the face of reality
While the challenges of peace education are immense, Eduard offers a glimmer of optimism. He believes that even small efforts to foster dialogue and understanding can prevent conflicts from escalating. This aligns with Hannah Arendt’s theory of action, which emphasises that deliberate, small acts can have far-reaching impacts.
The podcast guest acknowledge that peace education cannot stop wars overnight. Instead, it equips individuals and communities with the tools to rebuild after the dust has settled, breaking the cycles of trauma and hatred that fuel future conflicts.
Tools that foster empathy
What makes peace education effective? According to the speakers, it’s about using the right tools — tools that engage people on a deeper, emotional level. From role-playing and simulations to Forum Theatre, the methodologies they share are inspired by Paulo Freire’s critical pedagogy, which prioritises participatory and experiential learning. Eduard highlights how activities that encourage participants to “step into someone else’s shoes” can shift perspectives and build empathy. Whether through dance or creating art together, these methods remind us of our shared humanity.
The cover page of the "Educational Pack", that features innovative blend of learning modules, hands-on activities, and digital tools designed to empower youth workers and young people to drive peace and reconciliation in post-conflict and conflict-affected communities.
The power of sharing tools
A key outcome of “The Missing Peace” project is the development of practical tools and methodologies for peace education, like the “Educational Pack” and the “Toolkit”. These resources, drawn from the experiences of the project’s participants, aim to empower educators and youth workers to foster dialogue in their own communities. This effort echoes UNESCO’s lifelong learning framework, which advocates for equipping individuals with the skills needed to create peaceful and inclusive societies.
Join the conversation!
As the sun sets on Nea Makri, the conversation comes full circle. The challenges of peace education are immense, but so are its possibilities. The insights shared in this podcast remind us that while peacebuilding may feel like an uphill battle, it is one worth fighting — for the sake of future generations.
We invite you to listen to this engaging episode of “The Missing Peace” podcast. Through the voices of Eduard, Maryna, and Zafar, you’ll capture the essence of their candid conversation, blending the immediacy of real-world challenges with the timeless quest for reconciliation and understanding. It’s a conversation that delves into the complexities of peace education and its role in addressing conflicts both near and far.
Take a moment to reflect, connect, and join the movement toward a more peaceful world. Together, we can build bridges where once there were divides.
“The Missing Peace” project is co-funded by the European Union through the Erasmus+ Program (Pr. Nr.: KA220-YOU-055CD22D).
Reference:
Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research, 6(3), 167–191.
Lederach, J. P. (1997). Building Peace: Sustainable Reconciliation in Divided Societies. Washington, DC: United States Institute of Peace Press.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
Allport, G. W. (1954). The Nature of Prejudice. Cambridge, MA: Addison-Wesley.
Hart, B. (2008). Peacebuilding in Traumatized Societies. Lanham, MD: University Press of America.
Arendt, H. (1958). The Human Condition. Chicago: University of Chicago Press.
UNESCO (2015). Rethinking Education: Towards a Global Common Good?. Paris: UNESCO.