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Hello. I think hopefully some of the points that Davis brought up will actually be reflected again in my talk.

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We're going to just explore some of the concepts around peace and then move on to have a look at

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really reflections on my own practise within H-E and working as a lecturer and a researcher,

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studying peace and trying to teach peace studies, political psychology at higher education.

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I also look at some of the smaller things that come out of some of things that maybe reflect and why we need to bring in elements of peace,

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education earlier as well of the students before waiting DHV. So that's that's the kind of talk we're going to talk about.

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Someone has never read the civil statement. What, like I can give you a copy afterwards.

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But basically the idea is a number of scholars from all different disciplines came together in the

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late 1980s and wrote some proposals that really indicated that since war begins in the minds of men,

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it is in the minds of man that defence of peace must be constructed. The idea that war and fight was something that was invented,

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it wasn't something we were indeed predisposed to do and we could kind of move away from that.

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But these ideas really aren't anything essentially new in a way.

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If you look at Albert Einstein, for example, he's talking about these kind of things before previous to the Second World War.

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And again, put the idea that we need to really deal with these issues because wars become more destructive and nuclear bombs, et cetera, et cetera.

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So we have to deal with these issues and move forward and try to think about solving our problems differently.

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And again, Margaret, made in the research thing from social anthropology shows as well, at war is an invention you can find.

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Cultures of war does not exist. People do not practise warfare. So, again, it's not a biological necessity.

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But there's a view, a popular opinion in a way that there is a biological necessity, that war is something that we have to do.

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So when I look at someone, look at that in terms of psychology and try to understand the conceptions of

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war and the concepts of peace and war that come from what they mean to us,

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how we how do we get our knowledge of war and peace. Basically how we think.

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But and peace is a developmental the change over time, the change with their experiences, change with age.

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Peace is really a second order concept, people don't understand peace until they understand war.

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Children play a war. They find it very difficult to play a piece.

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So if you're if you work with children, children tend not to really understand peace till after they understand war.

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So, Jeremy, at the age of eight, tell how about concepts of war, begin to develop concepts of peace.

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I'm not going to want to listen too much data,

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but basically the development of the understanding of peace and war really comes from our interaction with society,

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the child's interaction with others. The influence of social agents on the child, the media and the church, education, et cetera.

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And the sort of dynamic relationship that is a the child Slack's certain piece of information.

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Some agents, for example, abdicate responsibility.

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So when I grew up in Northern Ireland, for example, the education system didn't teach us about the conflict.

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You learnt that from your parents? I learnt that in the community. Okay. So the influence of these different social agencies, well, are important.

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So how do we get our understanding subjects of peace and peacemaking?

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Okay, so basically their personal constructions, everyone's conceptions of peace. There's no objectivity to their subjective reality.

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And the ideas about them are really influenced by a multitude of different factors, the child and the individual grows up.

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The other thing we have is a sort of subjective knowledge becomes shared across the population so people begin to have the same idea of what pieces,

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the s.m idea of what war is. The same idea of why war start and then become reality.

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People then begin to think, well, this is actually hi, war starts. This is the reasons for conflict.

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This is the reasons for peace. Because this whole is subjective knowledge becomes Shahd and actually fails if it's real.

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I want the things that's important,

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I think we're trying to look at how do we build peace is the fact that this is always a subject to change people's attitudes.

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Watch peace and peacemaking is change. So research we did with adolescents, Northern Ireland,

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we looked at the impact of the peace negotiations on how people felt about peace, how people felt about war.

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And on the peace process. And how to achieve peace really before the cease fires and and the early 1990s of the mid 1990s.

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When you ask children, how would you bring peace to North, aren't they couldn't tell you. They just didn't know.

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So it's after the cease fires, people began to see that they could create peace. That conflict could change.

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The dynamics of the conflict were changing and things like that. So events can make a difference and interact.

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Interactions and interventions can make a difference. Let's give it.

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And this is a sort of a famous psychological experiment, really, from the late early 1950s, late 1940s.

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I'm not gonna go into a whole lot of detail on sort of a lot of time,

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but basically I was kind of like a Lord of the Flies on a kind of find it quite interesting that whenever

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we establish we conduct this experiment the same time that Googling was actually writing the book.

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But basically what Mustafa Sharif did was take a lot of 10, 11 year old kids, American kids,

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cheque them all over to make sure that in any sort of psychological parliaments,

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much not for things like religion, interest, height, weight, all this kind of thing,

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took them off to summer camp and then really initiated conflict between them.

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So these randomly assigned groups began to fight with each other. And then what he also did was intervene that actually reduced the conflict.

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But what it really what this study really shows is that you can't influence these things, these things in a group.

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It's not because these haven't be Americans or happen to be boys that had some sort of biological predisposition.

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This idea that you can create a situation, social factors, things like competition,

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cooperation, things that guy can actually change and cause conflict.

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But even once you've caused the conflict, you can then actually intervene again and reduce that conflict and bring the groups back together again.

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This important study, and it shows us that peace and war really are in the mind in a way undercount be changed.

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That cannot be altered.

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So an away from a civil stemming the violence, and they argue that therefore we're not condemned to war on violence because of our biology on a date.

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William James and his 1910 article, The Moral Equivalent of War.

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This is the first two sentences of the article. Think that someone sums up the idea perfectly.

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The war against war is as good as going to be. No holiday excursion, a camping party.

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And I think back in 1910, William James was saying these ideas, the peace we needed to deal with highway view, war,

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war and the need for the military and military life and the glory and the honour is sort of instil in our culture.

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We didn't think of a new way of changing that. And this is back in 1910. We still haven't moved to huge a huge much in the last hundred years.

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Not that much further on from that. But again, we need to sort of tackle these issues, tackle how we think about war and whether war is real.

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But it's interesting as well, the same time that the civil statement of violence was getting written.

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There was some research done by my go at Goldstein, which actually looked sort of commonly held beliefs about war and conflict.

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And again, I a going through all these ideas, but basically tend to show that there are some people who believe that war is biological.

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People believe this is genetic influence. People believe that murder, terrorism, etc, call us a mob or crazy people.

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So there's a sort of reductionist idea that changes how people feel about conflict and the inevitability of conflict.

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And it's that attitude that stops us really dealing with issues of peace. So even today, you know,

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people still have these sort of ideas and believe that this is what kind of a mythology of warfare and the kind of mythology of violence.

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And one of things that if you look at the civil state and the violence, for example, it suggests that we should do this all, take responsibility.

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I think about what we could do as an individual to try to stem those ideas by the violence and try to challenge these ideas.

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So I guess without question here, what can I do? I'll have a look at all the things I've tried to do as a psychologist to try to tackle these issues.

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What I'm really trying to create a sort of symphony of research and teaching.

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I'm not sure how harmonious a symphony is a time share when you sit in market assets and things like that.

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But it's an idea to try to bring this all together, sort of done as huddle of sort of research aspects of peace and conflict since demo page.

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These are particular aspects of peace, psychology, peace studies within a psychology curriculum since the mid 1990s,

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actually building a module on peace psychology and bring in also aspects of peace,

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psychology, peace studies and things like developmental psychology, social psychology. Teach them through those mechanisms as well.

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As I say, you're trying to enter right into intertwined peace studies,

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into mainstream psychology as well, trying to build it and study it theoretically. But look at these sort of concepts.

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And more recently, we've actually began to develop our own standalone programmes.

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We've developed that we're developing M.F. programming, conflict transformation. We developed to be a programme of war and peace studies.

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So actually bringing these dedicated programmes to peace studies as well.

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So those are sort of things I've tried to do, the challenges, these ideas. And the key is the activities sort of doing the teaching,

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as well as the sort of normal learning and teaching games that you always have to build into your molecules.

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I try to achieve these things as well with modules to try to develop the students skills and critical analysis opinion,

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get them to be able to promote rival viewpoints as well to understand the people don't think the same as them.

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The world is a subjective place. People have different ideas under respect, opposing views and things like that.

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Try to assist students in applying your intellectual tools to the analysis of real world examples of peace and conflict,

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we heard it's something that's there. This morning's. Well, the Kroc Institute.

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What they're trying to do is get the students look at current events, historical events,

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and apply psychology to understand that, you know, the instigation, propagation of resolution of conflict and things like that.

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Really, the idea is to help develop and inform the critical citizenry that idea is what I hope is when the

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students finish their degree and for the modules of tech and they'll be more critical of the media,

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be more critical of the government, and be more inclined to seek out information, criticise it,

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think apply theory to that information and try to really understand what's real, what's false, what's propaganda, etc.

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And how does it go so reflect and plan the symbol she and I repeat the same old song for over 15 years.

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What's called? Well, what hasn't gone that well, I guess research a piece of conflict is stimulating and depressing.

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And I mean, if you spend a week or two talking to victims of violence, you get some hiring stories.

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Obviously not the most cheery of topics to be talking about. But, you know, all the other things are good as well.

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What I find really with the undergraduate students is that the time I actually get to teach them by conflict resolution,

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negotiation and peace building, trying to understand conflict, they already have very angry interviews and the reasons for war is already in there.

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They tend to see war very much as biological and external one.

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I mean, external to us. I'm trying to say that this is their fault. You know, Muslims are aggressive.

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Germans are aggressive. There's something about these people that creates this violence.

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And you know how they sort of use you trying to break this down to get within the teaching.

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And it came with things like conflict resolution skills tend to be basically when you try to teach the theories about peace building things,

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that they find it very difficult because they're used to negotiating and the way that they negotiate in the playground over resources.

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Or if you're going to buy a car, you know, you argue about the price for a very,

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very smart way of thinking that really has developed through their life. But again, you need to sort of kind of challenge as well.

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Well, we're actually looking at something like the pasto is really trying to build it across the curriculum.

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You know, if you have a module here, the modular is very difficult.

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But one of things within the Senate tonight is we're trying to build it across a lot of different disciplines with things like sociology,

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sports, studies of all things, and history, politics, theology.

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I try to get people to build aspects of that into their into the teaching English literature.

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Media studies right across the curriculum.

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As I said, you know, you can very maldita spray approach, so I'm teaching from a psychological point of view.

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You know, any sort of discipline you could build out sparks of conflict, comfort, resolution into them.

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It is possible to do that. Obviously, it's nice to see here that there is a lot more of institutional support.

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There's a sort of a team of people who want to move forward. Peace studies at Oxford again.

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And my own experience, having institutional support, having a vice chancellor, a dean.

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They're willing to indulge you. Just these things is very important as well to have that support.

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They will go ahead and put these programmes on.

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And whether or not they're, you know, having to worry about marketing and how attractive the artist students and all these kind of things,

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that the idea that the institution has a feeling that we need to be doing this is important.

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And the other thing as well, I mean, one of the things you do find with the students is that coming into contact with this information could really,

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really change their ideas of what they want to do. People go on there to do at doctoral qualifications, master's qualifications, conflict resolution.

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People going off to work for and geos and things like that. It really changes ideas what you want to do.

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So it can have a really positive impact on the student as well. So just to conclude, just about on time as well.

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And it's going to take us to get this civil statement, I think. Is this really what I march up to?

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And the idea that I have really matches up to the sort of things that this this is the civils statement concludes as well.

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But I think with a bit better sort of an idea that, you know, it's not really walk in the park.

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If you look at William Jones is still right.

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It's very difficult to achieve these goals may be true, maybe true that we're not tied to our biology, but people do believe that.

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And you have to challenge those ideas. That's that's the difficult part. So thanks very much.