Journal of Social Development in Africa, (1994), 9, ], 51-58 
The Role of Universities in Peace and 
Social Development* 
DANIEL S SANDERS * 
ABSTRACT 
The role of universities in peace and social development has to be viewed in the 
context of pressing global problems and the central issue of human survival in an 
increasingly interdependent world. We know that concerns such as poverty, 
homelessness, violence and environmental and developmental crises are no longer 
confined to one nation. What were once, for example, local incidents of social 
dislocation or pollution, now involve multiple linkages that transcend national 
boundaries. It is also presumptuous to think that any one institution or group by 
itself - be it the United Nations, the non-governmental organisations or the 
universities - could deal with problems that are unprecedented in terms of 
increases in rate, scale and complexity. 
Given this context, the article advocates a collegia! and interdisciplinary role for 
universitites in working towards peace and development in a militaristic, hostile 
world en vironment. S ustainable social development is only possible when structural 
inequalities and exploitative relationships have been exposed and efforts made to 
remove these inequalities. In the struggle for this new global dispensation, 
universities have a vital role to play. 
Global Context of Issues 
It is evident that key peace and social development concerns, such as integrated 
development, responsible use of environmental resources, humanised development, 
eradication of poverty, arms control and improved quality of life for all, have global 
dimensions and defy the limited strategies of individual governments and institutions. 
There is also increasing realisation that global issues such as environment, 
development, peace and quality of life are closely interrelated. The nature of our 
growth and developmentactivitiesimpactour en vironment positively or negatively. 
The depletion of our environmental resources, in turn, affect adversely our 
developmental efforts. The enormous global military expenditures represent a 
heavy tax on the social systems of both developed and developing countries, and 
+ A paper presented at the International Conference on Media and Our Common 
Future, Vasteras, Sweden, September 1989. 
* Previously Dean and Professor, University of Illinois at Urbana-Champaign, 
USA
52 DanielS Sanders 
the threat of nuclear war poses the greatest possible danger to our global 
environmental resources, social development efforts and life itself. 
Amitai Etzioni (the American sociologist), some years ago, made the telling 
comment that the United States was fast becoming a nation that builds by day and 
destroys by night (Etzioni, 1976). Today in the international context it could be said 
that we are fast becoming a global community that builds by day and gears up for 
destruction by night 
In addition to the nuclear shadow that poses the most awesome threat to life and 
to global environmental resources, there are serious ecological concerns such as 
the greenhouse effect, the depletion of the ozone layer and the destruction of 
tropical forests. Military expenditures, we are aware, involve an enormous pool of 
capital, human skills and resources. Globally, nations spend almost US$ 1 trillion 
a year on military security (MacNeill, 1989). 
The world's arms race and excessive military spending are both impediments 
to development and significant factors in the global economic crisis. A major 
proportion of these military expenditures could be directed to more productive, life 
- affirming purposes. This excessive military expenditure is highlighted by the fact 
that one hour's global military expenditure (it was US$ 1,7 million a minute in 
1986) would be sufficient to immunise the 3,5 million children destined to die 
annually from preventible infectious diseases. James Grant, the director of UNICEF, 
compares this predicament of children (mostly in developing countries) to a 
Hiroshima like disaster - every three days 120,000 die unnecessarily. This 
continuing violence against the children should shock our collective conscience. 
As Ruth Sivard, author of World Military Social Expenditures points out, the 
children of the world are already experiencing World War III (Sivard, 1986). 
Efforts to deal with these interrelated global issues, social critics point out, call 
for a broader perspective that notes the basic realities such as world poverty and 
inequalities. Poverty, for example, is a major cause and a major consequence of 
global environmental problems, especially in the developing countries. Gro 
Harlem Brundtland states: 
"For developing countries poverty lies at the heart of all issues. The poor 
are forced to eat next year's seed corn, to cut scarce forests for fueh/ood. 
Although such practices may be rational short-term tactics for survival, in 
the longer term they can only result in disaster. Yet it is both futile and an 
insult to the poor to tell them that they must remain in poverty to protect the 
environment" 
(Brundtland, 1989).
The Role of Universities in Peace & Social Development 53 
The World Commission on Environment and Development, chaired by Brundtland, 
in its report "Our Common Future," calls for a fundamental commitment by all 
governments and institutions lo make sustainable development the guiding principle 
of the international community (World Commission on Environment and 
Development, 1987). There was general agreement by the Commission that, to 
ensure a common future, it was necessary to foster a new international vision based 
on cooperation and a new international ethic based on the acknowledgement that 
the major issues dealt with are globally interconnected. 
Universities in Relation to our Common Future 
In discussing the role of universities in addressing concerns of our common future, 
peace and social development, as mentioned earlier, it is presumptuous to think that 
the universities have a special or separate role. It is at best a shared task. It is clear 
that governments, several international institutions (especially the United Nations 
and its specialised agencies), non-governmental organisations, universities and 
social movements have a collective role in shaping a new international vision, in 
fostering a new social ethic, and in addressing issues of peace and social development. 
Any attempt to identify the potential role of universities in shaping a vision for 
the future and in dealing with common concerns of peace, environment and 
development is fraught with difficulties. While universities share some basic 
common attributes, there is considerable variation between countries and regions. 
There are also issues related to the mission of universities and how this is viewed 
in the context of particular societies. Universities vary in terms of level of 
education; educational philosophy; tradition; and degree of emphasis on research, 
teaching and service. Universities also vary regarding the extent to which they are 
international, regional or parochial. Despite these variations and difficulties, it is 
necessary in the current global context to examine the potential of universities in 
dealing with the interconnected global issues of peace, environmental protection 
and sustainable development 
In this task it is necessary first of all to examine the fundamental and distinctive 
mission of universities. The unique mission of the university (especially the 
western university) has been the pursuit of truth, "manifold but finally unitary", 
probing the universe and our place in it. An essential aspect of this quest for truth 
is the commitment to objectivity and an openness to diverse values, interpretations 
and frames of reference (Lobkowicz, 1983).
54 DanielS Sanders 
Ideally then the university is an intellectual and moral community. And the one 
common purpose is devotion to truth. Truth may be "provisional or definitive". But 
if the university does not share the conviction that there is truth worth pursuing "for 
its own sake", that can be taught and learned - that is objective - then it is found 
wanting (Lobkowicz, 1983). 
This pursuit of truth, "a defining characteristic" of universities, is a key element 
in their potential for preparing youth who would help to shape an international 
vision, and a social ethic for peace and social development B ut critics point out that 
currently we live in an age of spiritual distress and "psychocultural dissolution". 
And that societies and societal institutions - including universities - are not in a 
position to pass on their values to youth. This inability to pass on to the new 
generation, societies' values, is perhaps indicative of a deeper crisis. Some analysts 
maintain that we no longer have a common understanding of ourselves, of man, his 
place in the universe, his nature and destiny (Lobkowicz, 1983). This poses a major 
challenge to universities and other societal institutions. 
Second, universities have the potential role of serving as social critics in shaping 
a vision of the future -a future committed to peace, environmental preservation and 
sustainable development The contribution of research in varying fields is crucial 
here. Related to this is the opportunity to study and discuss social, political, 
economic and ethical issues in an atmosphere of tolerance and objectivity. In 
reality, however, universities are increasingly subject to governmental pressure 
and are much more vulnerable to political pressure from within and without Some 
analysts point out that the university serves society best by "being Uself- a place 
of "tranquilled, disciplined, objective thinking" (Lobkowicz, 1983). But the 
university does not exist for its own sake - it is not an end in itself. It is essential 
that the university is oriented to what has been termed the "main human enterprise" 
(Nisbet, 1980). Ideally, universities must serve society - without "accepting its 
dictates" and freed from the arrogance of presuming to know what is best for 
others. 
Third, universities, in any effort to contribute to shaping a vision of the future 
in the global context, have to make a commitment to an education that introduces 
an international dimension. University education at all levels has an implicit 
responsibility to deal effectively with the reality of developing a world view 
(Posvar, 1980). To facilitate a change from an "ethnocentric" to a "globalview," 
from "my country right or wrong" to "our planet" and from exclusive identification 
with a group or nation to "identification with humankind" (Walsh, 1984). The 
challenge of global concerns such as poverty, environmental pollution, dilemmas 
of development, and the nuclear threat have implications for research, teaching and 
services in universities. There is the challenge of stimulating research, teaching and 
service in diverse fields in a global perspective and of harnessing the scientific and
The Role of Universities in Peace & Social Development 55 
technological resources for the benefit of humanity in varying cultural, political 
and socio-economic contexts. 
Fourth, universities have to develop interdisciplinary approaches in dealing 
with problems. It is necessary to pursue international issues in a global framework 
from the standpoint of several disciplines and professions, such as international 
economics, international politics, international law, international sociology and 
international social work (Posvar, 1980). Universities continue to be the major 
social institutions with the responsibility of developing advanced knowledge, and 
interpreting and disseminating it in society. Knowledge development, synthesis, 
interpretation and use are integral aspects of the university's central role of 
fostering intellectual development and pursuing truth. Efforts to relate university 
teaching and research to global concerns of peace and sustained development need 
to cut across narrow disciplinary lines. Interdisciplinary collaboration and team 
work involving universities and major research institutions outside the university 
becomes crucial. 
In the universities' contribution to shaping the common future, critics point out 
that there is no need for scientists who are "technocratic barbarians" and for 
humanists who have "no appreciation of the significance of science" (Lobkowicz, 
1983). To ensure that scientific efforts contribute to humanising development and 
to improvements in the quality of life of all people, it is vital that global research 
and development are guided by improved knowledge and responsiveness to the 
social conditions in the global community. Here again, the contribution that 
universities could make along with other institutions of research and development 
could be significant. 
Peace and Social Development Concerns 
It is clear that peace and social development constitute the very heart of the new 
international vision. The fostering of this global vision for the future, as mentioned 
earlier, is a shared task. It is a shared vision with the potential of contributing to a 
greater political, social,economic and moral responsibility in the global community. 
Implied in this vision is a greater social sensitivity to the needs of people-oriented 
development, environmental protection, justice and promotion of peace in the 
international context. 
There is a vital relationship between the quest for peace and development 
concerns in the global community. Peace is not simply the absence of war and 
violence. Peace today has a broader conceptualisation. We are aware that it is a 
more active, positive concept. The struggle for peace involves the condemnation
56 DanielS Sanders 
of all forms of oppression, discrimination, exploitation and domination. Only by 
exploring alternate modes of thinking, experimenting with new forms of 
collaboration and emphasising new priorities that cut across national boundaries 
(such as ecological issues, peace and development concerns) can we begin to break 
loose from the current ruthless competition and nuclear mind-set. 
The only lasting peace is a just peace based on respect for human rights and 
mutuality in relationship (Brock-Utne, 1987). The road to a just peace and 
sustainable development involves, centrally, the establishment of an equitable 
international order. This brings into question the structural inequalities in the 
relationship between the industrialised and the developing countries. Critics refer 
to this unequal relationship between the industrialised and developing countries in 
the global context of economic and social development as indirect or structural 
violence (Brock-Utne, 1987 and Kothari, 1987). Indeed the situation of world 
hunger, excessive military expenditure, unequal trade relations and basic 
underdevelopment in many parts of the world is viewed as a new form of violence 
and a threat to world peace. 
The Concerns of Developing Countries 
In the Third World countries, development has been the central core of peace 
thinking. This is against the reality of one billion people in the Third World 
(approximately one in five of the global population) living below the poverty line. 
The interest in most Third World countries is on people-centered development 
which has the potential of contributing to social and economic well-being (Korten 
and Klauss, 1984). 
Social development efforts that by definition are people-centered, hold the 
promise - especially in developing countries - of unleashing forces of positive 
change and of contributing to growth, improved standards of living and enhanced 
quality of life forall. People-oriented developmentexpresses development objectives 
in ethical and humane terms, focusing on concerns such as: quality of life; 
education; adequate income; improved health services; and people's participation 
and conservation of natural resources. In this quality of life emphasis, consideration 
is given to a combination of factors, such as: increase in per capita goods and 
services; consideration of possible decrease in per capita natural amenities; 
distribution of income; and likely negative effects of expanding economic activity, 
especially on marginalised people (Brown, 1973). 
The extension of peace concerns to include arms control in Third World 
countries has come largely from the belief that arms production was utilising
The Role of Universities in Peace & Social Development 57 
resources that could instead be devoted to development. A small fraction of the 
world military expenditures is sufficient to provide the global community with the 
necessary food, water supply, housing, health care, and education so vital for 
people-centered development. 
It is a matter of concern that military expenditures in developing countries 
haveincreased five-fold since 1960 and that the arms trade, especially with Third 
World countries, is a factor in the economic growth of some of the major 
industrialised countries. The industrialised countries are increasingly selling 
weapons to the Third World, which in turn provides valuable raw materials. 
We know that efforts toward a sustainable and peaceful world have to go far 
beyond the reduction of pollution and waste in the developing countries. It is vital 
that international agencies geared to "economic development, exploitation of 
resources and international trade" makeacommitmenttosustainabledevelopment 
as a central goal (Ruckelshaus, 1989). 
Additionally, development assistance to Third World countries needs to be 
more substantial and geared to their own needs. There is the criticism that 
development assistance has often been the mechanism of the rich and the powerful 
to pursue their special interests. Currently, (in 1989) the total development 
assistance from developed to developing countries is around US$ 35 billion a year. 
Ruckelshaus points out that the annual foreign aid from the US alone would be 
$ 127 billion, if it spent the same proportion of its Gross National Product on foreign 
aid as it did during the height of the Marshall Plan (Ruckelshaus, 1989). He and 
other analysts emphasise the need to create a "sustainability consciousness" in the 
quest for a peaceful and sustainable world. This would require, at a minimum, three 
essential conditions: 
1. the understanding that the human species is part of nature 
2. the acknowledgement that economic development must account for the 
environmental costs of production, and 
3. the realisation that to ensure a livable peaceful global environment, it is 
necessary to pursue the goal of sustainable development of the entire human 
family. 
It is clear that if 80 percent of the global community is poor, it is not possible to live 
in a world of peace (Ruckelshaus, 1989). What is called for is a new social vision, 
a social vision of what society could be like, guided by considerations of human 
values and enhancement of the quality of life of all people (Brown, 1973).
58 DanielS Sanders 
Conclusion 
The universities, along with other international institutions, especially the United 
Nations and its specialised agencies, non-governmental organisations, mass media, 
and social movements, have the potential of contributing to shaping the development 
of a new social vision and a new social ethic that will foster respect for life, 
appreciation of diversity, commitment to sustainable development, social justice, 
and participation of people in shaping their own destiny and peace. This emerging 
social ethic and the values that are likely to undergird peace and sustainable 
development efforts represent a positive force and a strong collective impetus to 
the fostering of a just and humane global society. 
References 
Brock-Utne, Birgit (1987) Educating for Peace - A Feminist Perspective, 
Pergammon Press, New York. 
Brown, Lester R (1973) World Without Borders, Vintage Books, New York. 
Brundtland, Gro Harlem (1989) "How to Secure our Common Future", in 
Scientific American, Sept, plO9. 
Etzioni, Amitai (1976) Keynote Address at the University of Hawaii School of 
Social Work, May, 40th Anniversary Symposium in Honolulu, Hawaii. 
Korten, David C & Klauss, Rudi (1984) People Centred Development, 
Kumarian Press, Connecticut 
Kothari, Rajni (1987) "Peace, Development and Life", in Preparation of 
Societies for Life in Peace, Thee Marak (ed) The UN University Bulletin of 
Peace Proposals, Vol 18, No 3, Norwegian University Press, Oslo. 
Lobkowicz, Nikolaus (1983) "Man, Pursuit of Truth and the University", in 
The Western University on Trial, John W Chapman (ed) University of 
California Press, Berkeley. 
MacNeill, Jim (1989) "Strategies for Sustainable Economic Development", in 
Scientific American, September, pp 155-165. 
Nisbet, Robert (1980) 'The Future of the University," in The Third 
Century: America as a Post Industrial Society, Lipset, Seymour, Martin 
Posvar, Wesley W (1980). "Toward an Academic Response: Expending 
Ruckelshaus, William D (1989 September) "Toward a Sustainable World", in 
(eds) University of Chicago Press, pp 304-325. 
International Dimensions", in Change, May-June. 
Scientific American, pp 166-174. 
Sivard, Ruth L (1986) World Military and Social Expenditures.World Priorities, 
Washington, p3. 
Walsh, R (1984) Staying Alive, New Science Library, Boulder. 
World Commission on Environment and Development (1987) Our Common 
Future, Oxford University Press, New York.