why do we need peace in the world

The men who forged the Charter of the United Nations had a solemn task. While the most destructive war in the world's history was still going on, and in the knowledge that any future conflict would be infinitely worse, they sought at San Francisco a solution to the age-old problem how to prevent war. The representatives who met in San Francisco from April 25 to June 26, 1945-representatives of the 50 nations then at war with Germany or Japan or both-were by no means breaking new ground. For centuries philosophers and kings, diplomats and ordinary citizens have hunted for the key to lasting peace. In the course of time, every conceivable variety of general principle and detailed plan has been put forward. But not until 1919 was a full-fledged organization established among the nations with the purpose of keeping the peace. The League of Nations failed of that purpose. The men who created it predicted that a recurrence of world conflict would be certain disaster for humanity. But in the years that followed, men became less conscious of the costs of war and more preoccupied with the price of peace. Statesmen and students discussed at length the economic and social measures necessary to relieve political unrest but little was done to solve the critical problems. Nations, when the pinch came, hesitated to take direct action against aggression. In Manchuria, in Ethiopia, at Munich, and elsewhere, however, the world learned that aggression cannot be stopped by diplomatic protests, halfway economic penalties or appeasement. It will take at least as much cooperation and determination to use joint force-if necessary-to keep the peace as it has taken to win the victory.

Another chance and another try The military developments of this war-jet propulsion, rockets, atomic bombs-show what could be expected in a future war. They make the creation of a workable system to maintain world peace look like plain common sense. , Whatever peace may cost in the sacrifice of traditional ideas and policies would seem to be not merely worth while but indispensable. As Senator Vandenberg said to the Senate in his report on the San Francisco Conference, "If World War III ever unhappily arrives, it will open laboratories of death too horrible to contemplate. They must be closed all around the earth (for keeps) because neither time nor space any longer promises to shield the victims of treacherous attack. "
At San Francisco the United Nations laid the foundation and erected the framework of another world peace system. In some ways it resembles the League of Nations. In other ways it is different. But it faces the same basic difficulties and over it hovers the same big question mark: Will it succeed? Preamble We the peoples of the United Nations determined to save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind, and to reaffirm faith in fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small, and to establish conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained, and to promote social progress and better standards of life in larger freedom, and for these ends to practice tolerance and live together in peace with one another as good neighbors, and to unite our strength to maintain international peace and security, and to ensure, by the acceptance of principles and the institution of methods, that armed force shall not be used, save in the common interest, and to employ international machinery for the promotion of the economic and social advancement of all peoples, have resolved to combine our efforts to accomplish these aims Accordingly, our respective Governments, through representatives assembled in the city of San Francisco, who have exhibited their full powers found to be in good and due form, have agreed to the present Charter of the United Nations and do hereby establish an international organization to be known as the United Nations.

A Yemeni boy a boy stands on piece of exploded artillery shell near his home in Al Mahjar Conflict and insecurity are the dominant development challenges of our time - challenges that are inextricably linked to poverty. Between 2005 and 2011, countries that experienced major violence than those countries with no violence on average. The social consequences of this conflict are shocking, particularly for children. Those living in fragile and conflict-affected areas are more than twice as likely to be malnourished, more than three times as likely to be out of school, and more than twice as likely to die before age five. Of all child deaths,. Sadly, the magnitude and intensity of this challenge is growing.

The number of persons forcibly displaced is the largest since World War II, averaging 42,500 per day,. One in 10 children globally 230 million. Discouraging headlines from Syria, the Central African Republic, Yemen and countless other countries in conflict remind us of their plight daily. Children from the Central African Republic at a refugee camp in Cameroon In the education community, we tend to frame this increasing conflict as an interrupter of education. While this is certainly true, with devastating and compounding consequences, less is said about the important peace-building role education can play in preventing conflict in the first place. Education serves as the foundation for the development of a peaceful society - a secondary enrollment rate 10% higher than average. In no small part, this is due to the role education plays in leveling the field, economically, politically and geographically, reducing inequality between groups. A growing body of research led by FHI360 and UNICEF is shining light on this intimate relationship between education, inequality and conflict, finding that the likelihood of violent conflict doubles for countries with high levels of intergroup inequality in education - holding true even when wealth, political regime and geography are controlled. While preventing conflict is certainly a complex issue with many moving parts, if we frame potential solutions by isolating its roots, there are obvious answers. The relation between education inequality and conflict is clear. Not only does equality in education create significantly more peaceful societies, it sets precedent for equal access to opportunity, financial assets, political power and fair distribution of resources - not coincidentally, roots of conflict themselves.

Education allows often-segregated spheres of life between diverse groups to intersect, building a new generation sensitised to differences ethnic, religious, geographic, or economic while at the same time, exposed to the greater number of similarities shared. A peace walk held in Pakistan by the Beydar Society Education weaves tight the diverse threads of social fabric that builds nations and its power in this sense should not be underplayed. Yet, our potentially most important tool is continually sidelined. Donor aid to basic education has fallen every year since 2010. In 2014, just 1% of humanitarian aid critical in conflict and emergency was given to education. As support for education drops, conflict and inequality continue to rise. As we set out to realise the newly adopted Sustainable Development Goals an extension of our failure to achieve the Millennium Development Goals over 34 million children and adolescents are out of school due to conflict and emergency. Education cannot continue to be just a reactionary instrument, delivering conflict sensitivity programming to these children in the hopes of dampening fires already lit. If we are serious about addressing the conflict that continues to lay waste to millions of lives and resources, reversing decades of progress, then we urgently need to incorporate education as the essential tool in our peace-building architecture that it is, preventing conflict before it starts.

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