This article explores how historical narratives affect the evaluation of political decisions regarding justice during peace negotiations. Specifically, this study evaluates how different narratives of the Colombian armed conflict relate to the preference for either restorative or retributive justice. Results revealed that a historically accurate narrative that included structural elements correlated with the preference for restorative justice, whereas a schematic narrative that focused on individual greed favoured the preference for retributive justice. These results are explained in terms of the characteristics of expert historical narratives, which include structural elements, such as economic and institutional factors. The presence of these elements in the explanation of conflicts decreases the weight of individual decisions and, in this way, prevent ingroup attributional biases.
BranscombeN. R., WarnerR. H., KlarY., & FernándezS. (2015). Historical group victimization entails moral obligations for descendants. Journal of Experimental Social Psychology, 59, 118–129.
2.
Bar-TalD. (2014). Collective memory as social representations. Papers on Social Representations, 23(1), 5.1–5.26.
3.
Bar-TalD., & RosenY. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. Review of Educational Research, 79(2), 557–575.
4.
Bar-TalD., & SalomonG. (2006). Israeli–Jewish narratives of the Israeli-Palestinian conflict: Evolvement, contents, functions and consequences. In RotbergR. I. (Ed.), Israeli and Palestinian narratives of conflict: History’s double helix. Indiana University Press.
5.
BeattieP., ChenR., & BettacheK. (2022). When left is right and right is left: The psychological correlates of political ideology in China. Political Psychology, 43(3), 457–488.
6.
BeattieP., & SniderD. (2019). Knowledge in international relations: Susceptibilities to motivated reasoning among experts and non-experts. Journal of Social and Political Psychology, 7(1), 172–191.
7.
BilewiczM., WitkowskaM., PantaziM., GkinopoulosT., & KleinO. (2019). Traumatic rift: How conspiracy beliefs undermine cohesion after societal trauma?Europe’s Journal of Psychology, 15(1), 82–93.
8.
BilewiczM., WitkowskaM., StefaniakA., & ImhoffR. (2017). The lay historian explains intergroup behavior: Examining the role of identification and cognitive structuring in ethnocentric historical attributions. Memory Studies, 10(3), 310–322.
9.
BonamC. M., Nair DasV., ColemanB. R., & SalterP. (2019). Ignoring history, denying racism: Mounting evidence for the Marley hypothesis and epistemologies of ignorance. Social Psychological and Personality Science, 10(2), 257–265.
10.
CarvalhoL. F., GonçalvesA. P., AraujoJ. A., & MacedoF. M. (2021). Verification of the internal structure of the dimensional clinical personality inventory 2 in a Brazilian community sample. Revista Colombiana de Psicología, 30(2), 115–125.
11.
ČehajićS., BrownR., & GonzálezR. (2009). What do I care? Perceived ingroup responsibility and dehumanization as predictors of empathy felt for the victim group. Group Processes & Intergroup Relations, 12(6), 715–729.
12.
Centro Nacional de Memoria Histórica. (2013). ¡Basta ya! Colombia: Memorias de guerra y dignidad. Comisión Nacional de Reparación y Reconciliación, Bogotá, Colombia.
13.
Centro Nacional de Memoria Histórica. (2018). Todo paso frente a nuestros ojos el genocidio de la Unión Patriótica 1984–2002. Centro Nacional de Memoria Histórica, Bogotá, Colombia.
14.
CorredorJ., Castro-MoralesC., & Jiménez-RozoT. A. (2021). Document-based historical role-playing as a tool to promote empathy and structural understanding in historical memory education. In López-LópezW. & TaylorL. (eds). Transitioning to peace: promoting global social justice and non-violence (pp. 269–285). Springer.
15.
CorredorJ., Wills-ObregonM. E., & Asensio-BrouardM. (2018). Historical memory education for peace and justice: definition of a field. Journal of Peace Education, 15(2), 169–190.
16.
CuartasJ. (2020). Improving the measurement of children’s mental health problems in Colombia with item response theory. Revista Colombiana De Psicología, 29, 87–103.
17.
FaúndezX., AzcárragaB., BenaventeC., & CardenasM. (2018). La desaparición forzada de personas a cuarenta años del golpe de estado en Chile: Un acercamiento a la dimensión familiar. Revista Colombiana De Psicología, 27, 85–103.
18.
FisherR. J., & KatzJ. E. (2000). Social-desirability bias and the validity of self-reported values. Psychology & Marketing, 17(2), 105–120.
19.
GaviriaC. (2019). Pensar la historia con el deseo: Metacognición, motivación y comprensión histórica. Revista Colombiana De Psicología, 28, 147–164.
20.
González-PaltaI., Castro-CarrascoP. J., CabreraE., JametP., & Leal-SotoF. (2021). Generating subjective theories after a disaster: The role of personality. Revista Colombiana de Psicología, 30(2), 13–26. 10.15446/rcp.v30n2.79061
21.
HagaiE. B., ZurbriggenE. L., HammackP. L., & ZimanM. (2013). Beliefs predicting peace, beliefs predicting war: Jewish Americans and the Israeli-Palestinian conflict. Analyses of Social Issues and Public Policy, 13(1), 286–309.
22.
HammackP. L. (2008). Narrative and the cultural psychology of identity. Personality and Social Psychology Review, 12(3), 222–247.
23.
HarffB., & GurrT. R. (1988). Toward empirical theory of genocides and politicides: Identification and measurement of cases since 1945. International Studies Quarterly, 32, 359–371.
24.
LászlóJ. (2008). The science of stories: An introduction to narrative psychology. Routledge.
25.
LeinhardtG. (1994). History: A time to be mindful. In LeinhardtG., BeckI. L. & StaintonC. (Eds.), Teaching and learning in history (pp. 209–255). L. Erlbaum Associates.
26.
LeaderJ. (2019). Ideology and armed conflict. Journal of Peace Research, 56(5), 635–649.
27.
MooreJ., FeltonJ., & WrightC. (2010). The influence of political orientation on financial risk taking. American Journal of Business, 25, 35–44.
28.
MorrisA. (2002). Critiquing the critics: A brief response to critics of restorative justice. British Journal of Criminology, 42, 596–615.
29.
Navarro-RoldanC. P., & CorredorJ. A. (2018). Communalities between the historical narratives of students and textbooks: A qualitative analysis. Revista Colombiana de Educación, (75), 119–138.
30.
NelsonJ. C., AdamsG., & SalterP. S. (2013). The Marley hypothesis: Denial of racism reflects ignorance of history. Psychological Science, 24(2), 213–218.
31.
OrenN., Nets-ZehngutR., & Bar-TalD. (2015). Construction of the Israeli–Jewish conflict—supportive narrative and the struggle over its dominance. Political Psychology, 36(2), 215–230.
32.
PasupathiM., WainrybC., BourneS., & PosadaR. (2017). Narrative construction of morality in adolescence among typically developing and violence-exposed youth. Imagination, Cognition and Personality, 37, 178–198.
33.
PosadaR., & WainrybC. (2008). Moral development in a violent society: Colombian children’s judgments in the context of survival and revenge. Child Development, 79, 882–898.
34.
PrangsmaM. E., Van BoxtelC. A., & KanselaarG. (2007). Developing a ‘big picture’: Effects of collaborative construction of multimodal representations in history. Instructional Science, 36, 117–136.
35.
Rincón-UnigarroC., Correa-ChicaA., López-LópezW., Morales-SierraM., & Rivera-EscobarS. (2020). Media framings of forgiveness and reconciliation in the context of the Colombian armed conflict. Revista Colombiana De Psicología, 29, 105–123.
36.
SagyS., KaplanA., & AdwanS. (2002). Interpretations of the past and expectations for the future among Israeli and Palestinian youth. American Journal of Orthopsychiatry, 72(1), 26–38.
37.
SeixasP. (2005). Historical consciousness. In StraubJ. (Eds.), Narration, identity, and historical consciousness (pp. 3–141). Berghahn Books.
38.
SeixasP., & PeckC. (Eds.) (2004). Teaching historical thinking. InChallenges & prospects for Canadian social studies (pp. 109–117). Pacific Educational Press.
39.
ShaverK. G. (2012). The attribution of blame: Causality, responsibility, and blameworthiness. Springer-Verlag.
40.
ShaverK. G., & DrownD. (1986). On causality, responsibility, and self-blame: A theoretical note. Journal of Personality and Social Psychology, 50, 697–702.
41.
SrourA., SagyS., ManaA., & Mjally-KnaniS. (2013). Collective narratives as indicators of examining intergroup relations: The case of Palestinian Muslims and Christians in Israel. International Journal of Conflict Management, 24, 231–244.
42.
UprimnyR., SaffonM. P., BoteroC., & RestrepoE. (2006). ¿Justicia transicional sin transición? verdad, justicia y reparación para Colombia. Centro de Estudios de Derecho, Justicia y Sociedad.
WertschJ. V. (2000). Narratives as cultural tools in sociocultural analysis: Official history in Soviet and Post-Soviet Russia. Ethos, 28, 511–533.
45.
WertschJ. V. (2008). Collective memory and narrative templates. Social Research: An International Quarterly, 75, 133–156.
46.
WineburgS. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319–346.
47.
ZerbeW. J., & PaulhusD. L. (1987). Socially desirable responding in organizational behavior: A reconception. The Academy of Management Review, 12(2), 250–264. 10.2307/258533
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
