Creative mind vs prejudices: can teaching peace education prevent peace?

Can we look at the multilevel academic approach to peace education that is supposed to lead us through this problem-solving process to the resolution of conflict? Can we look at what prevents peace through the eyes of academia, through its myriad academic interpretations - through anthropology, sociology, history, philosophy, political science, psychology, and so on and on, to find at some point “The Answer” to the “Problem” of conflict? The various academic departments in universities involved in teaching peace education are trained to look through their limited specialized academic areas of expertise and only seeing that particular restricted viewpoint they fragment peace education into differing scholastic subdivisions. This intellectually divisive approach to peace education just postpones the first-hand observation needed to see and hence understand the fact of conflict at the primary prevention level as it exists in each of us every moment. Academia then requires students to digest this scholarly fragmentation, each professor touting his or her own specialty as if it were the only one needed, or they combine their pedagogical efforts in a hodge podge fashion and though this pooled effort confuse students even further.