The psychology of peace can be compared to a colosseum with many entrances which lead people to the central arena for mutual communication. In other words, any school of modern psychologies is eligible for discussing the urgent problems of the world peace. William James was one of the first psychologists who devoted themselves to theorize the psychology for peace. Although he did believe in the inherited military instincts of mankind on the ground of the evolutionism, he carefully discriminated between the military instincts and the militaristic sentiments, that is, the martial virtues without war-function. To foster the latter type of character, war is not necessary. What is needed, he insists, is to discover"The moral equivalent of war." His principal idea on the eternal peace lies in the following ;(1)to constitute a conscription of young population to form an army enlisted against Nature.(2)such a conscription will breed a stable system of morals of civic honour in lieu of the old morals of military honour.(3)On the other hand, it will inflame the civic temper as past history has inflamed the military temper. This proposition may seem too much utopian, but it must be stressed that when he tries to picture up"the war against war"as a program of pacificism, he can not rely on nothing else but the civic passion of the whole community which grasps the individual"as in a vise." William James may well be said to have entered into the colosseum as a forerunner of psychology of peace raising aloft a torch of the civic passion that we have in common. Supplementary remarks are made in this paper on NFC's anti-nuclear movement in Cambridge Mass.

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The understanding of pointing in normal and autistic children was investigated in view of object and interpersonal cognition. In results it was suggested that a significant relation was not found between stage 5 task in object cognition of Uzgiris & Hunt's scale and the understanding of away-type pointing. It could not be explained unless interpersonal cognition was took into account. Moreover, the item 12 in the stage 6 was significantly related with the understanding of across-type pointing. On the other hand, in the autistic children all subjects have passed the item 12 and understood the away-type pointing. Therefore the relation between the stage 5 and the away-type pointing was not found. Unlike the normal, however, the significant relation between the item 12 and the across-type pointing was not found. This result was tentatively considered in terms of the deficiency in a attentional function of the autistic.

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