Professor Geraldine Smyth
Adjunct Assistant Professor, School of Religion

Projects

• Title
  • Ernst Strüngemann Forum: 'Formative Childhoods, Paths to Peace?': Member of Programme Advisory Committee (7 international experts) chaired by Profs. James F. Leckman, Catherine Panter-Brick (Yale) and Dr Rima Salah UNICEF. Cf., http://www.esforum.de
• Summary
  • The Ernst Strüngmann Forum facilitates the continual expansion of knowledge by providing a creative environment within which experts scrutinize high priority problems from multiple vantage points. The goal of this Forum is to identify "gaps" in knowledge, pose key questions and find ways to "fill these gaps" via a unique synergism towards future research. . To assess child development in the context of familial/group relations, and its role in peacebuilding . To identify gaps in knowledge and communication . To examine novel approaches to translating knowledge into action. The thematic of this Forum brings together bio-scientists, physicians, theologians, educators and peace theorists and practitioners to address the challenge of formative childhoods and peacebuilding. Peace as a multi-faceted construct, defined differently from various disciplinary perspectives, most often refers to a state of harmony characterized by the lack of violent conflict. Peace-building is a term used by the international development community to describe the processes and activities involved in resolving violent conflict and establishing a sustainable peace. Peace-building activities promote conflict resolution and reconciliation; re-integrate former combatants into civilian society; strengthen the rule of law; and improve the standard of living and protecting human rights. Efforts to understand the mechanisms of peace-building and conflict resolution require an eclectic consideration of humans as biological beings and their behavior on multiple levels: intra- and inter-family, community, national, and international. Nonetheless, current understanding as well as resultant policies and programs have been based on perspectives that have emanated from mainly from political science, international relations, history, anthropology, and religion. Although nearly self-evident that the role of early child development and intra- and inter-familial relationships as well as the underlying biology of affiliations (e.g., bonding and parenting) must be considered, these integral perspectives have yet to be addressed or factored into an overall understanding. In summary, previous efforts to understand, define, and promote the mechanisms of peace-building and conflict resolution must be expanded. Informed by research on child development and the latest findings from the neuroscience community, a new paradigm is clearly needed. A cogent and empirically validated theoretical foundation is required to guide the novel approaches that can effect change, and guidelines are needed to assist the next generation of declarations. In summary, previous efforts to understand, define, and promote the mechanisms of peace-building and conflict resolution must be expanded. Informed by research on child development and the latest findings from the neuroscience community, a new paradigm is clearly needed. A cogent, empirically validated theoretical foundation is required to guide the novel approaches that effect change, and guidelines are needed to assist the next generation of Declarations. This Forum aims to advance the assessment of the role of early child development and familial relationships and their neurobiological underpinnings in peace-building. This Forum of invited international experts took place at the Frankfurt Institute for Advanced Studies (FIS), October 13-19, 2013. A major publication is anticipated - timely in contributing to the renewal process for at least two global Declarations in 2015, which will guide future programs and policies for children and families throughout the world: 1. United Nations Millennium Declaration (MDG, 2000), signed in 2000 by the representatives of 191 countries, calls for an investment in social and economic development through eight goals. 2. Education for All (UNESCO, EFA, 1990) declaration, signed by leaders of over 160 countries, aims to enhance the quality of life and to reduce poverty through education.
• Funding Agency
  • Ernst Strüngemann Foundation
• Date From
  • Sept. 2012
• Date To
  • 2015

• Title
  • Visioning Ecumenism for the 21st Century: Diversity, Dialogue and Reconciliation
• Summary
  • Providing and sustaining opportunities for evaluation of the ecumenical movement, in Ireland and globally, elucidating new vision and prospects. This ground-breaking ISE research project provided a springboard for a major international conference in June 2010 - 'From World Mission to Interreligious Witness', to commemorate the centenary of what we know as modern ecumenism, by examining the role of ecumenism in global, Irish, and other national contexts, and identifying key areas in which ecumenism can contribute to ongoing global conversations on such issues as diversity, immigration, interreligious theology, dialogue and reconciliation. The project has stimulated research collaborations which are global in scope. The research consists of theological work, mainly from a Christian perspective, which critically examines and seeks to develop theological models of identity in plural contexts, extrapolating from biblical covenant traditions of exclusiveness-inclusiveness, justice and right relationship, and hospitality. Researchers are developing a theological perspective that will test the boundaries of ecumenism beyond the intra-Christian to interreligious approaches, and by ecumenical engagement within the public sphere, including politics, religion and the arts. In its final phase, the research has proceeded from a comparative religious studies ethnographic examination of the churches and other faith communities (Islam, Judaism, Hinduism) on the island of Ireland (including web-based surveys of clergy and laypeople - culminating in an Audited Report and conferences in Belfast in Nov. 2009 and Dublin 2011. A series of Expert Thematic Seminars (2011) enables a further theologically focussed analysis on paradigmatic issues in ecumenics. Through print-based and web-based publications the research will equip churches and other faith communities with theological and empirical resources for articulating a new ecumenical vision for the 21st century. The Lead Investigator is Professor Linda Hogan; Associate Researchers include: Professor Gladys Ganiel, Professor Andrew Pierce, Professor Geraldine Smyth, Professor David Tombs and Professor John D'Arcy May. Other staff and three Ph.D candidates are also engaged in correlative fields of research.
• Funding Agency
  • IRCHSS
• Date From
  • 8th Dec. 2008
• Date To
  • 7th Dec. 2011

• Title
  • Religion in Conflict and Reconciliation
• Summary
  • Irish School of Ecumenics, Trinity College Coordinator: Erasmus-Socrates Programme Research Partnership with the Dept of Religions and Theology, University of Uppsala and the Dept of Theology, University of Muenster - including pilot and establishment 2007-8 of Univ. of Uppsala M.A. Programme Religion in Conflict and Reconciliation and the current development of a Reader in Religion, Conflict and Peacebuilding
• Funding Agency
  • EU
• Date From
  • 2006
• Date To
  • 2008

• Title
  • Women Religious: Witness Seminars - Remembering the Conflict in and About Northern Ireland
• Summary
  • Witness testimony has a vital role in contributing to the academic integrity required for a comprehensive understanding of the years of the conflict in and about Northern Ireland. Women's voices have until recently been missing from the discourse, and only recently have community-based projects begun to remedy this via witness and archiving projects within cultural communities. This project works by convening, filming and archiving witness statements from women of faith, and initially, from female members of Catholic religious orders who lived and worked within and across various contexts in the years of violent conflict and subsequent transition. The conversation format facilitates the sharing of personal and shared recollections, insights and analysis from sisters and their communities in a safe and respectful space. They witness to personal, community social experiences from diverse vantage points and give expression to the ambiguities, tensions and challenges of living alongside or ministering with and to local communities or in cross community endeavour. The format of seminars is of a conversation seminar facilitated to evolve naturally and elicit personal or shared recollections, memories and reflections, acknowledging respectfully the range of socio-political and religious perspectives from religious women working across different and sometimes conflicting lines of church and community ideals and priorities in times of violence and peace building. Witness testimony has a vital role in contributing to the academic integrity required for a more inclusive, holistic and textured understanding of the period of the conflict. Such Witness Seminars complement and enrich academic data and archives by drawing on the indispensable knowledge of those who were actively involved with pastoral, community or educational activities within and between communities, often alongside those living in areas affected by violence - personally and structurally. The seminars are recorded and will be available via youtube and archived for access at the University of Winchester. The research project is led by Dr Dianne Kirby (Dept of History, Ulster Univ.) and Prof. Lisa Isherwood (Institute for Theological Partnerships, University of Winchester), in collaboration with Dr Geraldine Smyth, Irish School of Ecumenics, Trinity College Dublin, and Dr Jolene Mairs Dyer, (Media, Film and Journalism, Ulster University) .
• Funding Agency
  • Univ. of Winchester and private sources
• Date From
  • 2015
• Date To
  • -