Paper 01

This paper argues that the current education system's overemphasis on written assessment has created a culture of silence that undermines both student confidence and the broader goal of peace. Drawing on twenty years of teaching experience across Asia, the author examines the gendered and cultural dimensions of classroom silence, particularly the ways in which girls learn to be "excellent on paper but invisible in person." The paper proposes that the capacity for genuine dialogue—to speak, listen, disagree constructively, and build understanding across difference—is the missing link between education and peace. This argument is grounded in three philosophical frameworks: Self-Determination Theory (Deci & Ryan, 1985), which identifies autonomy, competence, and relatedness as the foundations of intrinsic motivation; Paulo Freire's (1970) critical pedagogy, which positions dialogue as the practice of freedom; and the Buddhist principle of Right Speech (sammā vācā), which offers a practical ethic for intentional, truthful, and kind communication. The paper then examines how the International Baccalaureate (IB) mission to develop "caring young people who help to create a better and more peaceful world" is undermined by its predominantly written assessment model. Finally, it offers concrete, practical suggestions for educators to cultivate dialogue in their classrooms, arguing that this is not merely an educational reform but a peace-building imperative. The paper concludes that teaching students to speak—to speak truthfully, kindly, and meaningfully across difference—is the practice of Buddhism in action and the path to a more peaceful world.