Peace education in the context of intractable conflict involves conflicting collective historical narratives and underlying beliefs. Could it be that peace education is coping with transformation of different types of beliefs rooted in the collective narratives of the conflict? This study suggests differentiation between central and peripheral beliefs and their connection to the behavioral patterns toward the ‘‘other.’’ A total of 546 Jewish and 410 Palestinian 10th grade male and female youth (aged 15—16) from Israel participated in this study. The study identified and characterized the perception of central beliefs from the collective narrative of the ‘‘other’’ as well as more peripheral ones. In addition, it was found that the central beliefs are more connected to the readiness for social contact with the other side as compared to the peripheral ones. Implications for peace education in regions of intractable conflict are discussed.
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