One school might be the best way to resolve two types of international conflicts: a conflict within one country with a divided capital, and a conflict between two countries where there is a town on each side, ideally the capital, that is close enough to the town on the other side, which would let the children go to the same school while returning home each night.
By attracting enough students with family members in their side's political structure, and by properly implementing enough cooperative learning into the classroom, we can pump enough cognitive dissonance (attudinal change) up each side's political structure to create the cooperation needed for resolving the conflict.
Examples: -The Iraqi School -The Afghani School -The Northern Irish School -The Lebanese School -The Nepali School -The Bahraini School -The American School -The Ukrainian School
in Baghdad: Children of Sunni, Shiite, and Kurdish politicians in Kabul: ... Pashtun (Taliban), Tajik, Uzbek, and Hazara ... in Belfast: ... Catholic and Protestant ... in Beirut: ... Chrstian, Muslim, Alawite, and Druze ... in Kathmandu: ... Nepali Congress, Maoist, and Communist ... in Manama: ... Sunni and Shiite ... in Washington: ... Democrat and Republican ... in Kiev: ... European Union-aligned and Russian-aligned ...
Examples: -The Semitic School (1) -The Semitic School (2) -The Abrahamic School -The Korean School -The Punjabi School -The Habesha School
between (...) Jerusalem and Ramallah: Israelis & Palestinians ... Gaza City, Sderot, and Ashkelon: Israelis & Palestinians ... Nazareth, Daraa, and Irbid: Israelis, Syrians, & Jordanians ... Kaesong and Paju in the DMZ: North & South Koreans ... Lahore and Amritsar at Wagah: Pakistanis & Indians ... Adigrat and Adi Keyh: Ethiopians & Eritreans
Each school's culture would be designed to maximize the students' pride in their shared social identity. This might be a shared ethnic identity (Semitic), a national identity (Iraqi), or a geographic identity (Cypriot). This can be done while still allowing - and even encouraging - the students to identify with the label that is opposed by half of their classmates (Catholics versus Protestants, for example). We all belong to many different social groups, but we subconsciously put more importance on our membership in some of these groups than on the other groups to which we belong.
Parents understandably would only want to send their children to the academically best school in the area. Fortunately, cooperative learning, the teaching method for instilling pride amongst the students in their shared social identity, simultaneously raises achievement scores when measured against traditional teaching methods such as lectures and classroom debates. This is true for any subject, assuming proper teacher training and classroom implementation. Cooperative learning only needs to be used for 35% of the total lessons to have the desired social effect. The rest of the lessons each year can use traditional teaching methods. Cooperative learning also has pronounced benefits on creating a more cooperative culture within the school, and thus this can help prevent students from bringing their communities' rivalries into their shared classroom.
To have a significant but long-term effect on the political conflict, the school would have to reserve 60% of its seats for the children of the members of the two sides' political structures. The rest of the students would be offered enrollment by way of a lottery.