Education, change and peacebuilding
The paper uses the framework of complexity science to cast a critical eye on assumptions about how change occurs. It first briefly outlines the features of complex adaptive systems before moving to education and conflict. It examines hindrances to change before contrasting these with the benefits of complexity mind-sets in programming. This raises dilemmas for policy makers, but the final conclusions try to outline some parameters which can inject realism into our struggles at peacebuilding.