Uploaded August 2014 | Updated September 2026, 2 weeks ago
Watch this fantastic short clip by the great (Israeli) Daniel Kahneman to see what insights Psychology can offer into the conflict between Israelis and Palestinians.
Looking at the issue from the point of view of Israel, Professor Kahneman says that peace is difficult – very difficult. Here is why:
- Power imbalance [1:07]: A power imbalance makes the powerful look down on the powerless (indeed, according to N. Epley (Epley 2014, Ch. 3), it often leads us to dehumanize our powerless adversaries), they are less empathetic, prone to contempt and they have a sense of entitlement. Israel is by far the more powerful party.
- Habituation [2:53]: We very easily ‘habituate’ to a certain state of affairs – thinking that it is going to last forever. Israel enjoys a number of privileges it would have to give up in order to attain peace. It is very hard to do that.
- Loss aversion [4:45]: Losses (esp certain and immediate losses) loom larger than benefits (esp uncertain, future benefits). If Israel struck a deal now, it would have to give up a number of things (not least territory it has occupied, not to mention the settlements) and hope that this might translate into peace and good-neighbourliness in the future.
- The right to self-defence [6:20]: Whenever there is a conflict, we perceive ourselves as the injured party, simply responding to aggression, insults etc. It is never the other way round. Not once has any of the two sides admitted that they were the initiators.
- Disproportional retaliation: Another great Jew (E. Aronson) quotes research showing that it is all but impossible to restrain our tendency for excessive retaliation (Aronson & Tavris 2007 – p. 192). Time and again, our brain magnifies the other party’s offences and our own deeds seem insignificant by comparison.
- Attribution [7:38]: We act in the way we act because of the circumstances; the other side however acts the way they do because of their nature – because they cannot help it (e.g. ‘Because they are anti-semites’ etc. – Palestinians also perceive Israelis as racists). This is such a common phenomenon, there is a special term for it: the Fundamental Attribution Error.
- Mistrust [8:05]: Psychologically, we don’t mind so much if we miss an opportunity (e.g. to achieve peace). We do mind an awful lot however if we choose to trust the other party, we take a step towards reconciliation (e.g. by dismantling a settlement or releasing prisoners) and then we feel that this is turned against us (instead of appreciated).
So – what is to be done? Professor Kahneman says there is little hope in trusting that there will be a gradual change of attitudes among the Israeli people (or the Palestinians come to that). What is needed here is leadership – someone who will help steer the nation in the direction of peace. Will the Israelis manage this? The best answer perhaps is a Hebrew word from the Old Testament: ‘timshel’ ( = thou mayest).
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
Watch this fantastic short clip by the great (Israeli) Daniel Kahneman to see what insights Psychology can offer into the conflict between Israelis and Palestinians.
Looking at the issue from the point of view of Israel, Professor Kahneman says that peace is difficult – very difficult. Here is why:
- Power imbalance [1:07]: A power imbalance makes the powerful look down on the powerless (indeed, according to N. Epley (Epley 2014, Ch. 3), it often leads us to dehumanize our powerless adversaries), they are less empathetic, prone to contempt and they have a sense of entitlement. Israel is by far the more powerful party.
- Habituation [2:53]: We very easily ‘habituate’ to a certain state of affairs – thinking that it is going to last forever. Israel enjoys a number of privileges it would have to give up in order to attain peace. It is very hard to do that.
- Loss aversion [4:45]: Losses (esp certain and immediate losses) loom larger than benefits (esp uncertain, future benefits). If Israel struck a deal now, it would have to give up a number of things (not least territory it has occupied, not to mention the settlements) and hope that this might translate into peace and good-neighbourliness in the future.
- The right to self-defence [6:20]: Whenever there is a conflict, we perceive ourselves as the injured party, simply responding to aggression, insults etc. It is never the other way round. Not once has any of the two sides admitted that they were the initiators.
- Disproportional retaliation: Another great Jew (E. Aronson) quotes research showing that it is all but impossible to restrain our tendency for excessive retaliation (Aronson & Tavris 2007 – p. 192). Time and again, our brain magnifies the other party’s offences and our own deeds seem insignificant by comparison.
- Attribution [7:38]: We act in the way we act because of the circumstances; the other side however acts the way they do because of their nature – because they cannot help it (e.g. ‘Because they are anti-semites’ etc. – Palestinians also perceive Israelis as racists). This is such a common phenomenon, there is a special term for it: the Fundamental Attribution Error.
- Mistrust [8:05]: Psychologically, we don’t mind so much if we miss an opportunity (e.g. to achieve peace). We do mind an awful lot however if we choose to trust the other party, we take a step towards reconciliation (e.g. by dismantling a settlement or releasing prisoners) and then we feel that this is turned against us (instead of appreciated).
So – what is to be done? Professor Kahneman says there is little hope in trusting that there will be a gradual change of attitudes among the Israeli people (or the Palestinians come to that). What is needed here is leadership – someone who will help steer the nation in the direction of peace. Will the Israelis manage this? The best answer perhaps is a Hebrew word from the Old Testament: ‘timshel’ ( = thou mayest).
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes].
![Comedy for ELT - School Answering Machine
Would it not be great if we could tell people EXACTLY what we think for a change? The teachers at this particular school apparently had had enough of spoilt children and spoilt parents and so they recorded a, shall we say, rather frank message for the school answering machine... Level: B2 - C1 Topic: Education.
[NB: I do not own the copyright to this audio clip. I have uploaded it here for educational purposes].
SCRIPT
Hello. Youve reached the automated answering service of your school. In order to assist you in connecting to the right staff member please listen to all the options before making a selection.
- To lie about why your child is absent, press 1.
- To make excuses for why your child did not do his homework, press 2.
- To complain about what we do, press 3.
- To swear at staff members, press 4.
- To ask why you didnt get information that has already been enclosed in your newsletter and several fliers which have been mailed to you, press 5.
- If you want us to raise your child, press 6.
- If you want to reach out and touch, slap or hit someone, press 7.
- To request another teacher (for the third time this year), press 8.
- To complain about bus transportation, press 9.
- To complain about school lunches, press 0.
If you realize this is the real world and your child must be accountable and responsible for his or her own behaviour, classwork and homework and that its not the teachers fault for your childs lack of effort, hang up and have a nice day!
Thank you for your interest in public education. Comedy for ELT - School Answering Machine](https://i.ytimg.com/vi/bS1dcGCvojs/mqdefault.jpg)
![Psychology and ELT - Distancing
What’s the idea here? All these people waiting for the new Apple – surely that can’t be good for Samsung? Surely the message here is ‘If so many people swear by the new Apple i-Phone, it’s got to be good!’ right? [Social Proof!] And yet…. if we watch the ad, it turns out that those waiting are actually ‘old fogies’; the young generation have moved on – they are using Samsung. Here is the kicker: the few young people in the queue are actually saving a spot for their parents!!! What self-respecting teenager would like to look like their father/mother?!? [Moral: If you want people to avoid something like the plague, just show them that a group they want to dissociate themselves with actually have it / do it. Brilliant!] Psychology and ELT - Distancing](https://i.ytimg.com/vi/cLMFqW7HTzI/mqdefault.jpg)
![Psychology and ELT - Motivators
Imagine a company wishes to offer $ 1,000 as a bonus to employees. How should they go about it? There are 3 options: a) They could present it as a down payment on a new car or some home improvement b) They could present it as added security (money in the bank for a rainy day) or c) They could present it as a way of recognising the importance of the individual to the company. The question is: which of the 3 ways of presenting that bonus would be more likely to motivate people? Chip Heath run such a study and here is his brother Dan Heath reporting the results… In the light of these findings it is worth asking ourselves: do the management of the school we work for try to motivate us in the right way? And how can we motivate other people – not only people working in schools or businesses, but also people offering to do voluntary work in organisations like TESOL or IATEFL perhaps?
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Motivators](https://i.ytimg.com/vi/cOSIP60kmCs/mqdefault.jpg)
![Psychology and ELT - The Wrong Focus
So: you are a teacher, you’ve done your ELT training, you read ELT books, you watch ELT webinars, you attend ELT conferences, etc. How can you get even better as a teacher? What about doing more of the same? Is this a good idea? It seems that this would be the most obvious answer.
Yet Rory Sutherland seems to disagree. And he points out two very important things: a) The law of diminishing returns: Beyond a certain point, it takes a lot more effort to make a difference in something (and that difference is likely to be marginal); b) even if you do get better at something you are already good at, your students may not even notice. So this is the idea: perhaps we spend too much time trying to improve our knowledge about the language (grammar, discourse, phonology etc.) or methodology (methods, techniques etc.); perhaps we should focus on something else. Disciplines such as Psychology, Business Studies, Management and Behavioural Economics can potentially help us enormously. Even finding ways (as Rory Sutherland suggests) to let your students know how great you are may well be a better investment of your time (Marketing!)
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - The Wrong Focus](https://i.ytimg.com/vi/cYu8wm8L-WM/mqdefault.jpg)
![Communication: Creativity and Lateral Thinking
Once upon a time there was a little library. It was full of books and people loved it. Children spent many a happy hour browsing for little gems among its shelves. Alas, as often happens in fairy tales, things changed and the local authority found itself in dire financial straits. If the library was to be saved, the people would have to agree to a 0.7% rise in local taxes. August the 2nd was scheduled as the voting day. The fate of the little library hang in the balance…
This short clip about the campaign to save the library is one of the most amazing I have ever watched. Hats off to the people who came up with the idea! :-)
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Communication: Creativity and Lateral Thinking](https://i.ytimg.com/vi/chzmvMGiQmc/mqdefault.jpg)
![Psychology and ELT - CS Zappos 2
‘Pleased to make your acquaintance. And here is $ 2,000 for you’. I know it sounds bizarre, but read on…
You have applied for the job. Your application has been accepted. You will be working in the customer service department. Your training is completed and then… then the company makes you an offer. ‘If you think this job may not be for you, you don’t have to take it. Oh! And here is $ 2,000 for your time and effort!!’
‘Ok – hang on a sec’ you think to yourself ‘This company is paying me money – to leave?!?’ (if you decide to stay, you don’t get it; it’s a ‘golden handshake’).
Why would a company want to do such a thing??!? Here is Dan Ariely offering us a couple of reasons…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - CS Zappos 2](https://i.ytimg.com/vi/cjN1iWPDvMw/mqdefault.jpg)
![Human Nature - Anchoring
Anchoring is a fascinating phenomenon. The idea is that the presence of a figure in our mind exerts an influence on us – on our judgments / estimations / evaluations, even if we know that the former (the figure) has nothing to do with the latter. Professor Dan Ariely shows how this works by means of a fascinating study.
While we might perhaps be reluctant to use this mechanism to manipulate others, we need to be aware of its existence in order to resist other people’s attempts to manipulate us! For instance, when the local car dealer makes you an initial offer of $ 1000 for your car, when you both know full well it is worth at least four times as much, chances are s/he is trying to rip you off as the figure still functions as an anchor.
[NB: If you are involved in negotiations over money (cars – real estate – rent – a business deal etc.) it is important that you get in your offer FIRST. Then it is your sum which acts as the anchor for both parties].
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Human Nature - Anchoring](https://i.ytimg.com/vi/cmOc0hRaBwo/mqdefault.jpg)
![Human Nature - Signalling
HUMAN NATURE – SIGNALLING
OK – here is a while-viewing task for your students (just on the off-chance you may want to use it for practice purposes in class…)
i) What are the factors that make it difficult for people to care about the environment?
ii) Why was the To yota Prius more successful than the Honda hybrid car?
iii) In what ways are his Prius-driving friends different from his non-Prius-driving friends?
iv) What is the moral of all this?
The great Dan Ariely draws our attention to a key human motivator: signalling. Much of what we do in life (and about 99% of what we do in the social media) serves to signal to others what wonderful people we are. So why not use this natural tendency to get people to do what is right for the environment, for the planet – for all of us?
And yet we are reluctant to do this– it somehow feels like cheating. This may well be a mistake though. According to Rory Sutherland, The error of the environmental movement seems to me to be assuming that it is not only necessary for people to do the right thing, but that they must do the right thing for the right reasons (‘Alchemy’ – p. 313). Perhaps we should think again…
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Human Nature - Signalling](https://i.ytimg.com/vi/cqaaf44U4Jc/mqdefault.jpg)
![Pychology and ELT - Products and Experiences
This is an amazing insight: when we design physical products (e.g. a kettle), we take into account the way the human body has evolved, the shape of our hands etc. Yet when it comes to designing experiences, very often we fail to factor in our evolved psychological preferences – perhaps because (unlike our hands) these are not immediately apparent. Now however we know a lot more about how we have evolved to think and what choices we naturally prefer. Isn’t it high time this knowledge informed the way we approach people, the way we teach or the way we design things like websites for instance? Another little gem from Rory Sutherland.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Pychology and ELT - Products and Experiences](https://i.ytimg.com/vi/d80YaVIoS2I/mqdefault.jpg)
![Ads for ELT - Art
This ad is simply stunning. The people who made it have managed to link together some of the most iconic paintings in a beautiful little ‘story’.
This can be a great warm-up to a lesson on ‘Art’. Students can be asked to describe what they saw and then, as a follow-up, they can try to find out some information about the various paintings and their creators.
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Ads for ELT - Art](https://i.ytimg.com/vi/dLwdYBzp4cY/mqdefault.jpg)
![Psychology and ELT - Demotivation
You try something and it doesn’t quite work; you try a different tack and again you fail. Do you try again? Well, the answer seems to be that it depends on whether ‘failure’ has any consequences. Watch this amazing 2-min video.
Now think about what happens in class: do our students feel safe to experiment with language? Are we perhaps too focused on marks/grades based on performance? And what would have happened here if people were actually rewarded for trying and trying again?
[NB: I do not own the copyright to this video clip. I have uploaded it here for educational purposes]. Psychology and ELT - Demotivation](https://i.ytimg.com/vi/dYoQQ_Ncx3Q/mqdefault.jpg)