The project of articulating justice as constitutive of peace is similar to the goal of Reardon (1988). Clarifying this relationship through the exploration of Reardon's work, as well as the works of others about justice and peace, allows further scrutiny and deeper understanding of peace, justice, and peace education. Peace education and the application of justice must be based on an interpretive approach, since violence and war result from the social context and everyday conditions of unjust systems, processes, and policies. Inquiry into the Reardon’s conception of peace education can provide deeper understanding about the relationship between peace and justice, and what justice means to peace educators and those in peace related fields. Couching Reardon’s approach in the capabilities approach offers a context of theories of justice that has implications on peace and peace theory itself, activism, and pedagogies and educational practices. In this study, such analysis and interpretation will bring clarity about the nature of peace, the kinds of justice, and how, at a conceptual (and practical) level, the two inform each other.