This section basically examines the dynamics behind the logic of Peace and the logic of Justice in order to put the debate into a broader Perspective. 

·         Wide majority of academia, spearheaded by Lawyers (wealth of articles)

·         Non-Governmental Organizations (e.g. Played a crucial role in the creation of The ICTY and later, moves towards International Criminal Court)

·         Media (helping put the issue of human rights abuses at the top of political agenda, thus strengthening the case for a tribunal)

·         Military Voices (General Morillon calling for an amnesty as wide-ranging as possible instead of institutions that might enhance aggression in the Field)

Characterized by strong commitment to a set of normative values enshrined in International Law.

Stems from; multi-centric Idealism

Paramount Virtue here is order. Appears to be rooted firmly in real-Politik.

Stems from; ‘state-centric skepticism’

It is important to note here that the divide between these two logics can be read as an Inter-paradigm debate. MEANING; The tendency of actors to favor either appeasement or accountability is based on certain factors like Perception or Interpretation of conflict situations and not necessarily on rational or intellectual calculation. With some actors even mixing aspects of both concerns, depending on the audience being addressed.

 

Focus here is on the International Justice Process itself and its impact, notwithstanding, the expected outcomes of the process (i.e. how many indictments, trials and outcomes)

The mere idea of the creation of ICTY in 1992 provided a wide range of actors with their raison d’etre. 

·         Victims felt a sort of RELIEF.

·         Accusations made to certain leaders weakened their support

 

The tribunals seek to release tension in a controlled way to prevent it from fueling further conflict. However, to achieve Catharsis there must be 3 constitutive elements;

·         Purpose (remove ignorance and uncover and single out guilt)

·         Medium (testimonies of plaintiffs and witnesses)

·         Setting (take place in a distanced context which provide the subject with a feeling of safety)

 

International Tribunals by facilitating Catharsis leads to the building of Peace WITH Justice, ultimately serving both logics.

 

 

Teaching them compassion, respect for humanity, cultural differences, basic values and how to approach everyone with kindness. 

Introducing Turkish and Kurdish children to the history of the other in order for them to have familiarity with the other: teaching them about the historical heroes and events of the other side

Those heroes and events will be talked about with neutral perspectives: their depictions based on the writings of non-locals: Westernmost probably

-Build a cosmopolitan view at an early age

-Teach them how to have a cosmopolitan vision - a world view that respects others, takes interest in multiple views, celebrates diversity and manifests the widest possible range of moral inclusion

Present history through a multilateral approach in order to engage in critical thinking with regards to the context of the historical events. This can create a better environment for positive change in the future while also avoiding repeating past mistakes.

-Focus on developing the student’s analytical skills and their reflection skills to better understand the causes of conflict (reasons, actors, motives) as well as any possible solutions for such conflict. 

-Encourage the students to ask questions and reflect on the events.

-Avoid being biased against certain religious beliefs or ideological view 

-Make space for autonomous and creative thinking rather than predigest the conclusions made by the scholars, because predigestion is a part of fundamentalism that hampers or negates the cosmopolitan vision.

Perennial: An in-built module in both primary and secondary school curriculums, with an annual assessment to keep track of how effective the programme has been or any flaws it might have.

-Make way for critical reflection

-Avoid making a division between the reflections of ordinary folks and intellectuals

-Able to make autonomous theories

At the end of each year, there can be a seminar or conference arranged for the students to share their views about peace education, or there can be a tour for them at different conflict-prone areas and make them share their views about the solutions that come to their minds. That way the teachers will be informed about the mindset of the students - how they are thinking about different violence and conflicts. Moreover, the teachers will be able to sort out what issues should be added to their peace education programme.