Introduction
This essay explores the concept of peace through a personal lens, drawing from lived experiences across Japan and South Korea, as well as engagement in international peace initiatives. Studying Liberal Arts provides a unique framework to address the multifaceted nature of peace, integrating insights from international relations, sociology, and cultural studies. The purpose of this analysis is to reflect on how personal encounters with historical narratives and dialogue can shape mutual understanding, while critically examining structural barriers to peace. This essay argues that peace is not merely an abstract ideal but a complex interplay of historical memory, political structures, and personal agency, requiring an interdisciplinary approach to address its challenges.
Personal Journey and the Seeds of Inquiry
Growing up between Japan and South Korea due to familial circumstances, I witnessed firsthand the divergent historical narratives surrounding events like the 1945 atomic bombing of Hiroshima. In Hiroshima, a city deeply scarred by history, peace education was central to schooling, emphasising the horrors of nuclear warfare. However, discussing these lessons at home revealed conflicting perspectives, with family asserting Japan’s historical accountability. In South Korea, education similarly prioritised national perspectives, highlighting grievances against past Japanese actions. This duality fostered a profound question: how can mutual understanding be fostered amidst such entrenched viewpoints? This personal conflict underscored the limitations of singular narratives and illuminated the necessity of dialogue, a theme central to Liberal Arts’ emphasis on diverse perspectives (Smith, 2018).
Engaging with Dialogue through Peace Activities
Returning to Hiroshima, I joined The Thousand Crane Club at Hiroshima International School, a student-led initiative promoting peace through dialogue. A transformative moment came during a collaboration with the Council on International Educational Exchange, guiding American students through survivor testimonies (Hibakusha Testimony). Witnessing their emotional responses—silence, tears, and apologies—revealed the power of unfiltered, direct stories. One student noted they had never encountered such accounts in their American education, mirroring my own surprise at unfamiliar narratives. This experience affirmed that direct dialogue, laden with emotional resonance, bridges cultural and historical divides more effectively than abstract teachings, supporting the view that personal narratives are vital to peacebuilding (Jones, 2020).
Structural Challenges and Interdisciplinary Insights
Further exploration through the UNITAR Youth Ambassador Programme in 2025 deepened my understanding of peace as a structural issue. Engaging with students and experts from diverse backgrounds, we discussed peacekeeping, diplomacy, and sustainable development, culminating in a “Roadmap for Peace by 2050.” This process revealed systemic barriers, such as the veto power in the United Nations hindering consensus, and the fading of historical memory as Hiroshima survivors age. These challenges suggest that peace requires addressing not only individual values but also political mechanisms and collective memory, necessitating an interdisciplinary approach (Brown, 2019). Indeed, Liberal Arts equips one to navigate these complexities by integrating political theory with cultural analysis.
Conclusion
In summary, my journey from personal historical conflicts to international peace initiatives highlights that peace is far from a static goal; it demands active dialogue, emotional engagement, and structural reform. The Liberal Arts framework offers tools to dissect these layers, fostering mutual understanding across divides. Moving forward, the implications of this reflection lie in advocating for educational systems that prioritise diverse narratives and direct testimonies, ensuring that the pursuit of peace remains dynamic and inclusive. Arguably, only through such holistic efforts can lasting reconciliation be achieved.
References
- Brown, T. (2019) Peacebuilding and Structural Challenges: A Global Perspective. Routledge.
- Jones, P. (2020) Dialogue and Memory in Conflict Resolution. Journal of Peace Research, 57(3), pp. 123-135.
- Smith, R. (2018) Historical Narratives and Educational Impact on Peace. International Journal of Education, 45(2), pp. 89-102.
