Learning to Question, Learning to Build: Reflections on Peace, Ideology, and Youth Development

Inspired by the 14th International Peace Lecture by the Desmond and Leah Tutu Legacy Foundation

On Saturday past, I attended the 14th International Peace Lecture, a gathering steeped in the ideals of justice, resilience, and shared humanity. Hosted by the Desmond and Leah Tutu Legacy Foundation, it featured voices like Maria Ressa, Oleksandra Matviichuk, and Yousra Elbagir—individuals who’ve dedicated their lives to challenging systems of oppression and advocating for peace. Listening to them speak sparked reflections on a question that underpins both peacebuilding and the development of the next generation: How do we teach, and learn, to engage with the world critically and humanly?

This question is not just theoretical—it is personal. It lies at the heart of every interaction, every conversation, every movement that challenges or perpetuates the systems we inherit. It’s about how we shape the narratives that guide our lives and, ultimately, how we nurture the young minds that will shape our collective future both locally and globally.

The Power of Narratives: What We Teach, and Why

In a recent debate, a young person supporting a hegemonic system asked George Galloway, “Are you a racist?” His voice carried a confidence that felt prepared—perhaps rehearsed—a bravery instilled by the system he was defending. It wasn’t the question itself that intrigued me, but the layers behind it: the preparation, the warning, the responsibility. He was not just asking; he was performing a role assigned to him by a narrative that justified the system he believed in.

This moment mirrors a profound truth about society: What we believe, we teach. Harmful ideologies—from apartheid to nationalism—have thrived because they were taught as acceptable, even virtuous. Communities were built around these narratives, granting those within them a sense of belonging and validation. But this is also a hopeful truth, because if harm can be taught, so can justice. If oppression can be normalised, so can sustainability.

The task before us, then, is to create and teach narratives that are good, inclusive, and sustainable—narratives that don’t serve the few at the expense of the many.

Curiosity and Critical Thinking: Tools for Peace

One of the most powerful lessons from the peace lecture was the importance of engaging critically, but also humanly. Maria Ressa spoke about the role of truth in resisting authoritarianism, while Oleksandra Matviichuk reminded us of the courage it takes to defend human rights in the face of violence. Their stories remind us that peace isn’t passive—it requires constant questioning of the systems and stories we inherit.

Young people today must be encouraged to cultivate curiosity with respect. To question isn’t to destroy—it’s to understand, to grow, and, ultimately, to build better systems. Imagine if every young person were taught not only to ask “Why is it this way?” but also “How can it be better?” Imagine if they were given the tools to act on those questions, guided by the values of equality, sustainability, and empathy.

Friction as Opportunity

When ideas clash—whether between generations, ideologies, or individuals—there is often discomfort. This friction, however, is not inherently bad. It’s where growth happens. Consider the societies where harmful ideologies flourished: Nazi Germany, apartheid South Africa, Rwanda during the genocide and perhaps more important than history is the contemporary and there are enough examples. In each case, narratives of superiority and exclusion took root because they were unchallenged—or worse, actively nurtured again in contemporary times how do we challenge and address these realities sustainably. But movements for justice—from anti-apartheid struggles to reconciliation efforts—were born from friction, from the courage to say, “This is not right.”

Today’s youth must be equipped to navigate these moments of tension with both critical thinking and humanity. Instead of retreating into tribalism or defensiveness, they must see conflict as a chance to learn, to build bridges, and to co-create solutions.

Teaching Sustainability: Ideology for the Future

At its core, sustainability is about ensuring that what we build today can thrive tomorrow. This isn’t just about the environment; it’s about the systems, values, and communities we nurture. The ideologies we teach must prioritise long-term thinking and inclusivity over short-term gains or power for the few.

To achieve this, youth development must focus on:

1. Critical Consciousness: Helping young people recognise and challenge systemic injustices.
2. Collaborative Leadership: Teaching them to lead not through dominance, but through inclusion and shared vision.
3. Global Citizenship: Encouraging connections across borders, cultures, and experiences to foster empathy and collective action.

Engage Humanly, Question Bravely

To the young people reading this: The world needs your questions. It needs your curiosity, your bravery, and your humanity. But it also needs your critical engagement. Ask why things are the way they are, and don’t stop there. Ask how they can be better. Ask what role you can play in building something more just, more inclusive, and more sustainable.

And to the adults reading this: Our responsibility is to create spaces where these questions are welcomed—not silenced. We must teach the next generation not just to accept the world as it is, but to imagine the world as it could be—and to equip them with the tools to make it so.

As the voices at the peace lecture reminded us, peace is not just the absence of conflict; it is the presence of justice. It is something we build, together, with intention. Let us teach this. Let us live this. Let us make it our narrative.

What questions will you ask today? And how will your actions help shape the answers?