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Purpose– Education as a weapon in the fight against conflict and violence remains widely debated in policy and academic circles. Against the background of growing political instability in Africa and the central role of the knowledge economy in twenty-first century development, this paper provides three contributions to existing literature. The purpose of this paper is to assess how political stability/non-violence is linked to the incremental, synergy and lifelong learning effects of education.Design/methodology/approach– The authors define lifelong learning as the combined knowledge acquired during primary, secondary and tertiary education. Principal component analysis is used to reduce the dimensions of educational and political indicators. An endogeneity robust dynamic system Generalized Methods of Moments is used for the estimations.Findings– The authors establish three main findings. First, education is a useful weapon in the fight against political instability. Second, there is an incremental effect of education in the transition from secondary to tertiary schools. Third, lifelong learning also has positive and synergy effects. This means that the impact of lifelong learning is higher than the combined independent effects of various educational levels. The empirical evidence is based on 53 African countries for the period 1996-2010.Practical implications– A plethora of policy implications are discussed, inter alia: how the drive towards increasing the knowledge economy through lifelong learning can be an effective tool in the fight against violence and political insurgency in Africa.Originality/value– As the continent is nursing knowledge economy ambitions, the paper is original in investigating the determinants of political stability/non-violence from three dimensions of education attainment: the incremental, the lifelong learning and a synergy effect.

This book examines the history of "the Troubles" in Northern Ireland in the 1970s-1990s and compares it with the situation in the Gaza Strip. The book takes as its cue the tragic events in Gaza in July 2014, when Israel launched Operation Protective Edge which began seven weeks of bombardment of Gaza and which led to rocket attacks by the Palestinians on Israel. In all over 2,200 people were killed. The book provides a brief history of the violence in both countries. It then analyzes the Northern Ireland Peace Process that resulted in the Good Friday Agreement in 1998, which ended decades of violence and led to relative peace in Northern Ireland through the process of "talking to terrorists." The book suggests seven creative lessons for a peaceful way forward between the Israelis and the Palestinians. Andrew Fitz-Gibbon is Professor and Chair of Philosophy, and Director of the Center for Ethics, Peace and Social Justice, at the State University of New York College at Cortland, USA. He is the author, co-author, or editor of twelve books and numerous book chapters and articles

QUESTIONS: 1. WHY DO WE NEED education for a culture of peace and non-violence? 2. WHAT NEW KNOWLEDGE do we gain? 3. Is a culture of peace possible in a violent (unjust) world? 4. WHAT DOES the term "culture of remembrance" MEAN, which is a controversial phrase based on a vague mixing of individual and collective memory? 5. WHY ARE culture, multiculturalism, cultural policy, identity policy, preservation of national, ethnic, religious or cultural identity IMPORTANT? EXPLANATION OF THE TOPIC: Building of peace in today's conflicts requires a long-term commitment to establishing connections and relationships across all social levels: relationships that strengthen the resources of reconciliation within society and make effective use of contributions outside it. Peacebuilding is not just work to prevent a return to the conflict of once conflicting parties, but it focuses on the real causes not only of the just-ended war, but of all potential conflicts. In this sense, we can distinguish between a negative peace, that is, the absence of armed conflict and a positive peace that includes justice, equality and other fundamental social and political goods. In a narrower sense, peacebuilding is a process that facilitates the establishment of long-term peace and that seeks to prevent a recurrence of violence by focusing on the causes and consequences of conflict through reconciliation, institution building, political and economic transformation. (Catherine Morris; John Paul Lederach; Barnett et al., 2007; Maiese, 2003; HKO "Kruh sv. Ante"- Trauma centar) ; PITANJA: 1. ZAŠTO NAM JE NEOPHODNO obrazovanje za kulturu mira i nenasilja? 2. KOJA NOVA ZNANJA dobijamo? 3. Da li je moguća kultura mira u nasilnom (nepravednom) svijetu? 4. ŠTA ZNAČI izraz "kultura sjećanja" koji predstavlja spornu sintagmu koja se zasniva na nejasnom miješanju individualne i kolektivne memorije? 5. ZAŠTO SU ZA VAŽNI kultura, multikulturalizam, kulturna politika, politika identiteta, očuvanje nacionalnog, etničkog, religijskog ili kulturnog identiteta? OBRAZLOŽENJE TEME: Izgradnja mira u današnjim sukobima traži dugotrajnu predanost uspostavljanja veza i odnosa peko svih društvenih razina: odnosa koji osnažuju resurse pomirenja unutar društva i učinkovito iskorištavaju doprinose izvan njega. Izgradnja mira nije samo rad na sprečavanju povratka u sukob nekad sukobljenih strana, već se usmjerava na prave uzroke ne samo netom završenog rata, već svih potencijalnih sukoba. U tom smislu, možemo razlikovati negativan mir, odnosno, izostanak oružanog sukoba te pozitivan mir koji uključuje pravdu, jednakosti i ostala temeljna socijalna i politička dobra. U užem značenju, izgradnja mira je proces koji olakšava uspostavu dugoročnog mira te koji pokušava prevenirati ponavljanje nasilja time što se usmjerava na uzroke i posljedice sukoba kroz pomirenje, izgradnju institucija, političku te ekonomsku transformaciju. (Catherine Morris; John Paul Lederach; Barnett et al., 2007; Maiese, 2003; HKO "Kruh sv. Ante"- Trauma centar) ; The third International Victimology Conference in Bosnia and Herzegovina "Education for a Culture of Peace and Non-Violence", Institute for Development of Victimology, Bosnia and Herzegovina; Foundation "Help Victims of Power and the Authority Abuse in Bosnia and Herzegovina"; University of Bihać, Bosnia and Herzegovina. "Education for a Culture of Peace and Non-Violence" ("Obrazovanje za kulturu mira i nenasilja"). ; War anomie

Examining the history of 'the Troubles' in Northern Ireland in the 1970s-1990s and comparing it with the situation in the Gaza Strip, this text takes as its cue the tragic events in Gaza in July 2014, when Israel launched Operation Protective Edge which began seven weeks of bombardment of Gaza and which led to rocket attacks by the Palestinians on Israel. In all over 2200 people were killed. The book provides a brief history of the violence in both countries. It then analyzes the Northern Ireland Peace Process that resulted in the Good Friday Agreement in 1998, which ended decades of violence and led to relative peace in Northern Ireland through the process of 'talking to terrorists'.

Also printed with slight variations, in: Encounter 12:14-18 My '59.