ABSTRACT
The use of dialogue has been a constant feature of peace education. The literature on this topic is vast insofar as it portrays dialogue as a commonsensical approach to peace education and it is largely based on social-psychological studies reporting experiences of ‘dialogue groups’ (cf. Schulz, 2008; Schimmel, 2009; Michael and Rajuan, 2009; Bar-Tal, 2004; Bar-Tal and Bennink, 2004). However, portraying dialogue as something that ought to be done pragmatically might render it philosophically unsatisfactory and even weak, as one might ask, as we did in an earlier chapter: Why pursue dialogue, rather than confrontation? Especially when the question of fi nding a just peace for it is arguable, as Hampshire (1999) points out, that justice means confl ict.
