REGENERATIVE POWER OF EDUCATION: THE INVENTION OF POSITIVE PEACE
Povilas Dievaitis
St. Ignatius Loyola College, Kaunas, Lithuania
Keywords: Positive Peace; IEP Ambassadors; regenerative education.
Abstract:
The contemporary world is experiencing the most significant crisis of state conflicts since World War II, generating immense economic losses and societal instability. This study addresses the urgent need for a new peace paradigm by analysing Margaret Mead’s concept of war as a flawed social invention, in contrast with the scientifically grounded Positive Peace framework. The research employs a qualitative content analysis integrated with a multiple case study strategy, examining structured responses from 37 Institute for Economics and Peace (IEP) ambassadors across diverse geopolitical regions. The results reveal that education is a regenerative force, with a global network of over 7,000 experts serving as “system architects”. The study identifies a “Halo” effect2, demonstrating how one empowered individual triggers a chain reaction of peace-building within their community, effectively transforming theoretical knowledge into systemic resilience. It is concluded that Positive Peace is a superior social invention that enables societies to mitigate the costs of conflict and enhance stability through decentralised, knowledge-based leadership. This regenerative educational model provides a strategic leverage point for addressing modern hybrid threats and fostering long-term global security.
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