The sacramental nature of peacemaking rituals: a case for a sacramental spirituality of reconciliation

South African scholar and peace activist John de Gruchy sees a close relationship between sacraments and peacemaking processes. Even though a Protestant, he calls the Church a sacramental community and the Truth and Reconciliation Commission (TRC) a ‘civic sacrament’. This raises the question of the relationship between processes and rituals of peacemaking and sacramentality. Moreover, how does reconciliation, as a core doctrine of Christian theology, relate to sacramentality and peacemaking efforts in society? Is reconciliation sacramental? Hans Boersma’s sacramental ontology provides a theological basis for an affirmative answer. Furthermore, the notion of Christ (and the Church) as primal sacrament(s) (Semmelroth, Schillebeeckx) gives a further basis to see processes of peacemaking as sacramental. The article argues for a sacramental spirituality of reconciliation (Schreiter). However, applying the arguments to two concrete cases, the TRC and the twinning of Coventry and Dresden, shows some difficulties in claiming sacramental status for reconciliation efforts.     

Leftists’ and rightists’ IQ as a function of stereotype salience

This study examined the intellectual performance of leftists (or liberals) and rightists (or conservatives) when a stereotype about members of a disadvantaged outgroup (immigrants) is salient. Building on system-justification theory (SJT) and the motivated social cognition approach of political conservatism, it was predicted that when the stereotype about immigrant students’ underachievement is salient in academic settings, leftist students would perform worse, whereas rightist students would perform better than in a control condition. In two samples, Swiss native students were first reminded (or not) of the stereotype and then performed a difficult intellectual test. The results yielded support for the predictions. These findings illustrate how different ideological motives (system-challenging vs. system-justifying) might influence performance among leftist and rightist students.     

Performance boosts in the classroom: Stereotype endorsement and prejudice moderate stereotype lift

The present study (N = 293) examined whether stereotype endorsement and prejudice moderate stereotype lift (i.e., a performance boost caused by the salience of a negative out-group stereotype in the testing situation). The stereotype in the focus of inquiry was the belief that immigrant students have lower intellectual ability than native students. French native high school students performed an intellectual test in a condition of low stereotype salience (the test was presented as assessing individual differences) or in a condition of high stereotype salience (the test was presented as assessing group differences between African immigrants and native students). As expected, results indicated that native students high in stereotype endorsement and those high in prejudice performed better in the high than in the low stereotype salience condition, whereas those low on these constructs did not. By identifying two moderators of stereotype lift, this study sheds new light on the achievement gap between immigrant and native students in educational institutions.