Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a "long-term" endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-à-vis each other. Unfortunately, however, peace education in times of severe crisis also faces many impediments. These impediments concern the "agential," "cultural," "financial," and "legal" aspects of educative institutions within context of violent and intractable conflicts. Although these impediments strongly put into question the practice of peace education, this article shows that four reasons nevertheless strongly support this practice. These reasons refer to (1) "humanity's natural goodness," (2) the "symbolic importance" of peace education, (3) the peace-promoting experiences facilitated through peace education, and (4) peace education's contribution to "overcoming prejudices."