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Posts Tagged ‘Bahá’í Faith’

Adib_Taherzadeh

Adib Taherzadeh: for source of image see link

My recently published sequence of two posts on the power of metaphor suggested strongly that I should publish this sequence again. It is a perfect illustration, in my view, of Lakoff and Johnson’s contention in Metaphors We Live By that (page 193):

Metaphor is one of our most important tools for trying to comprehend partially what cannot be comprehended totally; our feelings, aesthetic experiences, moral practices, and spiritual awareness.

In the end, they feel that (page 233) ‘much of self-understanding involves consciously recognising previously unconscious metaphors and how we live by them’ and ‘engaging in an unending process of viewing your life through new alternative metaphors.’  Until I read their words I don’t think I had fully appreciated exactly what I was doing when I grappled with the challenges of understanding what Bahá’u’lláh meant by the phrase ‘understanding heart.’

We ended the previous post reflecting that Erich Fromm does not deal with a crucial basic question in his explanation of why we are so prone to espousing destructive beliefs: do we fall so easily into the quicksand of debased frames of reference and divided attachments because we think that matter is all that matters, is all there is in fact? ‘Abdu’l-Bahá clearly thinks so. If that is so, then this belief is perhaps one of the key delusions that Bahá’u’lláh is referring to when He says: ‘the [people’s] superstitions [have] become veils between them and their own hearts and kept them from the path of God.’ We need to find out, if possible, what might make such a ‘delusion’ so prevalent if it is false? Also what does He mean by the ‘heart’ that we are ‘veiled’ from?

To even begin to answer those questions in words on a page, I am going to have to draw on wiser writers than me to get me started.

Why Hidden?

First, there will be the question of whether the world is set up in such a way that the spiritual dimension is hidden. Bahá’u’lláh is clear that it is hidden, and there appear to be good reasons for that. Knowing what the next life is like can create a desire to move there straight away. J E Esslemont quotes the words of Bahá’u’lláh in his book (page 189):

Blessed is the soul which, at the hour of its separation from the body, is sanctified from the vain imaginings of the peoples of the world. Such a soul liveth and moveth in accordance with the Will of its Creator, and entereth the all-highest Paradise. . . .  If any man be told that which hath been ordained for such a soul in the worlds of God, the Lord of the throne on high and of earth below, his whole being will instantly blaze out in his great longing to attain that most exalted, that sanctified and resplendent station.

That these are not idle words is illustrated by the story of the man who became able to see the spiritual realm and as a result wanted to die. Adib Taherzadeh refers to the event twice in his four volume account of Bahá’u’lláh’s life, The Revelation of Bahá’u’lláh. I have pulled the references together from Vol 1 Ch 8 page 103 and Vol 2 Ch5 page 112:

The story of Dhabíh is that of a passionate lover. The object of his adoration was Bahá’u’lláh, Who had ignited within his breast the fire of the love of God, a fire so intense that it began to consume his whole being. Eventually he reached a state where he would neither eat nor drink. For forty days he abstained from food. Unable, at last, to check the crushing force of love which pressed upon his soul, he came one day, at the hour of dawn, to the house of Bahá’u’lláh and for the last time swept its approaches with his turban. After performing this task, he paid a visit to the home of Áqá Muhammad-Ridá where he met some of the friends for the last time. Later he obtained a razor, went to the bank of the Tigris and there turning his face towards the house of Bahá’u’lláh, took his life by cutting his throat. . . . . Dhabíh took his own life because he was intoxicated by the wine of the presence of Bahá’u’lláh, Who had enabled him to witness the glory of the spiritual worlds of God. This cannot be compared with ordinary suicide, nor can this episode be taken to mean that Bahá’í belief condones the taking of one’s own life. On the contrary, suicide is strongly condemned in the Faith of Bahá’u’lláh and is clearly against His Teachings.

. . . . . One day [a witness wrote], they brought the news of the death of Siyyid Ismá’íl of Zavárih. Bahá’u’lláh said: ‘No one has killed him. Behind many myriad veils of light, We showed him a glimmer of Our glory; he could not endure it and so he sacrificed himself.’ Some of us then went to the bank of the river and found the body of Siyyid Ismá’íl lying there. He had cut his own throat with a razor which was still held in his hand. We removed the body and buried it.

It would be unwise to see this story as unique or as a parable meant to illustrate something else. Pim van Lommel in his book Consciousness beyond Life (page 206) quotes a modern example of basically the same experience:

After a few days in an extremely critical condition, during which the doctors informed her family that she was unlikely to pull through, [a patient] suffered a cardiac arrest. At that moment she had an NDE, which she describes fully below. She was successfully resuscitated but remained in a critical condition and somehow became aware of her “hopeless” situation. She was desperate to return to the loving environment that she had just visited. In her desperation she managed to bite her breathing tube in half, thus precipitating an apnea.

She was again resuscitated and was able to describe the whole sequence of events.

John Hick also adduces a very compelling reason that appeals to a mind like mine that has never had even a glimpse of what that man or woman saw or Eben Alexander, amongst many others who came back to describe their near death experience, had access to. Hick, in his book The Fifth Dimension, contends that experiencing the spiritual world in this material one would compel belief whereas God wants us to be free to choose whether to  believe or not (pages 37-38):

In terms of the monotheistic traditions first, why should not the personal divine presence be unmistakably evident to us? The answer is that in order for us to exist as autonomous finite persons in God’s presence, God must not be compulsorily evident to us. To make space for human freedom, God must be deus absconditus, the hidden God – hidden and yet so readily found by those who are willing to exist in the divine presence, . . . . . This is why religious awareness does not share the compulsory character of sense awareness. Our physical environment must force itself upon our attention if we are to survive within it. But our supra-natural environment, the fifth dimension of the universe, must not be forced upon our attention if we are to exist within it as free spiritual beings. . . . To be a person is, amongst many other things, to be a (relatively) free agent in relation to those aspects of reality that place us under a moral or spiritual claim.

He talks also (page 114) of the materialism of our current ‘consensus reality.’ Naturalism has created the ‘consensus reality’ of our culture. It has become so ingrained that we no longer see it, but see everything else through it.

CharlesTart

Charles Tart (for source of image see link)

Consensus Trance

Given the hidden nature of spiritual reality and our freedom to choose what we believe or seek to teach others to believe, there is also therefore the immense power of social influence at work on what we experience and how we experience it. This is where we come to the fascinating work of Charles Tart in his book Waking Up.’ I will be quoting from him at some length.

He begins by contending (page 9) that ‘Consciousness, particularly its perceptual aspects, creates an internal representation of the outside world, such that we have a good quality “map” of the world and our place in it.’ He doesn’t mince words when he describes what he feels is an important correlative of this (page 11): ‘Our ordinary consciousness is not “natural,” but an acquired product. This has given us both many useful skills and many insane sources of useless suffering.’

He chooses to introduce a phrase that captures this (ibid):

. . . [For the phrase ordinary consciousness] I shall substitute a technical term I introduced some years ago, consensus consciousness, as a reminder of how much everyday consciousness has been shaped by the consensus of belief in our particular culture.

This is obviously closely related to Hick’s idea of  ‘consensus reality.’

There is a consequence of this, if it is true, which relates to the idea I am seeking to explore here: I want to get a better sense of what the veil is that Bahá’u’lláh refers to. Tart obliges with a step in the right direction (page 25): ‘By mistakenly thinking he is really conscious, [a person] blocks the possibility of real consciousness.’

This capacity for what Tart regards as our automated consciousness is not all bad, rather in the same way as Kahneman has explained in his idea of System 1 thinking, but its downside is potentially highly destructive. Tart writes (page 31-33):

The ability to set up some limited part of our sensitivity and intelligence so it automatically performs some fixed task with little or no awareness on our part is one of humanity’s greatest skills – and one of his greatest curses. . . . . . . . Mechanical intelligence can often be useful for utilitarian purposes, but it is dangerous in a changing and complex world. The mechanical, automated stereotypings we know of as racism, sexism, and nationalism, to use just three examples, are enormously costly. Automatised perceptions, emotions, thoughts, and reactions to one situation frequently get associated with the automatized perceptions, emotions, thoughts, and reactions to other situations, so we can be lost for long periods – a lifetime in the most extreme cases – in continuously automated living.

In a way that parallels Bahá’u’lláh’s ‘veils’ of delusion and superstition, Tart sees consensus consciousness as on a disturbing continuum (page 102): ‘We can view illusions and hallucinations as extreme points on the continuum of simulation of the world.’

He continues (page 59):

. . . . one of our greatest human abilities, and greatest curses, is our ability to create simulations of the world . . . . These simulations, whether or not they accurately reflect the world, can then trigger emotions. Emotions are a kind of energy, a source of power.

He begins then to unpack the full implications of his metaphor (page 85): ‘normal consciousness will be referred to as consensus trance; the hypnotist will be personified as the culture. The “subject,” the person subjected to this process, is you.’

He doesn’t give us much room to wriggle off the hook here. The state of mind he goes onto to describe is not an enviable one (page 95):

. . . . consensus trance is expected to be permanent rather than merely an interesting experience that is strictly time-limited. The mental, emotional, and physical habits of a lifetime are laid down while we are especially vulnerable and suggestible as children. Many of these habits are not just learned but conditioned; that is, they have that compulsive quality that conditioning has.

He goes onto to describe the full picture but I think this quote conveys enough for us to move onto the next stage of his argument.

3rd 'I' v6

Trance Breaking

First though it is important to pull into the frame a model he is drawing on for his idea of more appropriate functioning. He is influenced heavily in this by the work of Gurdjieff, a charismatic figure whose ideas are as intriguing as his character is difficult to read. Tart summarises what he finds useful (page 150):

Gurdjieff’s concept of man as a three-brained being, then, specifies that there are three major types of evaluation: intellectual, as we ordinarily conceive of it, emotional, and body/instinctive. . . . . [A] lack of balanced development of all three types of evaluation processes is a major cause of human suffering.

This was exciting to re-read after all these years not just because it is reminiscent of the Three ‘I’s I have been recently exploring. This is more importantly for now where I begin to find my two main lines of questioning coming together. I am trying to understand both the nature of the veils and the nature of the heart, and in particular what Bahá’u’lláh meant by the ‘understanding heart.’

Tart quotes a fable to illustrate more clearly what he means (pages 150-52):

There is an Eastern parable of the horse, carriage, and driver that richly illustrates our nature as three-brained beings and the problems resulting from poor development of each and from imbalance. . . . . .the carriage is our physical body. The horse is our emotions. The driver is our intellectual mind. The Master is what we could become if we provided for the development of our higher nature.

He goes on to describe what he feels, on the basis of Gurdjieff’s model, are the basic ways in which we can develop this higher nature. He emphasises what he calls ‘self-observing’ and ‘self-remembering.’ For reasons that will hopefully become clear, it is not necessary, even if we had the time, to examine those processes in detail. They are in my view in any case closely related to mindfulness and Vipassanā

Vipassanā as practiced in the Theravāda centers on mindfulness, including mindfulness of breathing, combined with the contemplation of impermanence.

The underlying principle is the investigation of phenomena as they manifest in the Four Foundations of Mindfulness highlighted in the Satipatthana Sutta:[15][note 5]

  1. kaya (body or breath),
  2. vedana (feeling tone or sensation)
  3. citta (mind or consciousness), and
  4. dhamma (mind objects/phenomena).

Tart’s conclusion is important to quote though (pages 197-98):

. . . by creating a deliberate centre of consciousness that is outside of the usual automated pattern of identifications and conditions, we create a more awake, less entranced self, the foundation for the Master, with which we can both know ourselves better and function more effectively.

Georges Gurdjieff

Georges Gurdjieff

Higher Centres

It is at this point that things for me get really interesting when it comes to getting a clearer idea of what an understanding heart might be (page 217):

Gurdjieff claimed that in addition [to the three-brained aspects of our being] we have two more centres, the higher emotional centre and the higher intellectual centre. Each of these higher centres is tremendously more powerful and intelligent than the ordinary emotional and intellectual centre, and each operates far more rapidly than the ordinary centres. The higher emotional centre includes what Gurdjieff called “real consciousness,” as opposed to the relative, conditioned morality of consensus trance. Both of these centres are part of our natural heritage as human beings and fully developed and operational, but it takes great work on one’s development to create the third-level foundation for contacting and utilising them.

Even though Gurdjieff has separated emotion from intellect in these higher centres, could this third level relate to the idea of an ‘understanding heart’?

Perhaps Gurdjieff was mistaken to see intellect and emotion as separate in this way at this higher level. ‘Abdu’l-Bahá is very clear that the mind is a unity and it is our experience in the body that creates the feeling of separation in terms of its qualities, and Bahá’u’lláh could not be clearer, as we read in the first post, that the heart is ‘one and undivided’ and we should not split its affections.

My own sense is that unity is key here and that we should not be looking for splits and distinctions of this kind in the spiritual realm.

Coda

Before we leave this topic of conflicted feeling and divineness, it is worth going back to Tart’s thoughts on prayer quoted in the earlier post (pages 229-30):

. . . effective petitionary prayer for Gurdjieff, then, is intense and consistent desire and thought. However, most petitionary prayer, formal or unwitting, has almost no effect.

First, because the ordinary person is plagued by shifting identities that have disparate and often conflicting desires, the unwitting prayers of various identities tend to contradict and largely cancel one another.

Second, an obstacle to effective prayer is our inability to be consciously intense.

Effective petitionary prayer would be much more possible to a person who is genuinely conscious, who, at will and for extended periods, deliberately summoned up the intellectual and emotional intensity to pray consciously without distraction. If he prayed from his more integrated and constructive subpersonalities or from his essence, better yet. Praying from the third level of consciousness, remembering yourself while you pray, is the most effective all.

Maybe that’s why I have always found prayer so difficult, more difficult even than mindful meditation on holy scripture.

Tart then goes on to say things to which any Bahá’í, and any other soul convinced of the essential oneness of humanity anywhere, would resonate (page 232):

At times it has been perfectly obvious to me that we are not separate, isolated beings, that we are a part of a divine plan, that our prayers come from our deeper selves, which are also a part of that plan, and that our prayers are answered in ways that are best for our evolution.

Next time we will be looking at how all this relates to what we know about brain function and where that might leave us in the battle to get in better touch with our understanding heart.

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Head Hand & Heart v4

. . . . .the people are wandering in the paths of delusion, bereft of discernment to see God with their own eyes, or hear His Melody with their own ears. Thus have We found them, as thou also dost witness.

Thus have their superstitions become veils between them and their own hearts and kept them from the path of God, the Exalted, the Great.

(Bahá’u’lláhTablet of Ahmad)

. . . . consciousness will be referred to as consensus trance; the hypnotist will be personified as the culture. The “subject,” the person subjected to this process, is you.

(Charles Tart: Waking Up – page 85)

My recently published sequence of two posts on the power of metaphor suggested strongly that I should publish this sequence again. It is a perfect illustration, in my view, of Lakoff and Johnson’s contention in Metaphors We Live By that (page 193):

Metaphor is one of our most important tools for trying to comprehend partially what cannot be comprehended totally; our feelings, aesthetic experiences, moral practices, and spiritual awareness.

In the end, they feel that (page 233) ‘much of self-understanding involves consciously recognising previously unconscious metaphors and how we live by them’ and ‘engaging in an unending process of viewing your life through new alternative metaphors.’  Until I read their words I don’t think I had fully appreciated exactly what I was doing when I grappled with the challenges of understanding what Bahá’u’lláh meant by the phrase ‘understanding heart.’

When I set my foot on the Bahá’í path in 1982 there were many things that puzzled and tested me. I have already dealt with one of the main ones – ‘mind is an emanation of the spirit‘ at considerable length. That most certainly was not the only one.

Another was the phrase ‘understanding heart.’ This occurs at least 30 times in currently translated Bahá’í texts. It made no sense to me at all at the time, but it challenged me by its regular occurrence to grapple with what for me was its irreconcilable paradox. The head, in my view at the time, did the understanding: the heart did the feeling. In so far as there was a relationship between them it was better to keep the heart in a subordinate position and let your head rule, OK. Understanding in an emotional sense bordering on thought was found in such expressions as ‘She’s very understanding,’ and had nothing to do with penetrating into the meaning of profound statements about spiritual reality.

I needed to know in what sense my heart could understand what Bahá’u’lláh was talking about better than my head.

I was familiar with apparent profundities such as Pascal’s ‘The heart has its reasons that reason knows nothing of.’ I made sense of them within my frame of reference by dismissing them as nonsense.

It was clear I had an Everest to climb. The muddle in the picture at the head of this post doesn’t convey the half of it. Let’s just say that what my sceptical gaze fell upon was a confused mix of psychological and layman’s points of reference poking through the layered screens of memory and perception that constituted my experience, and here I was, being required to completely revise them in the light of the new perspective I had catapulted myself into accepting.

My first step was to read all the Bahá’í Writings at my disposal – I had no computer, not even a Concordance, at this time. I noted down on index cards every reference to the heart that I could find. There were hundreds of them. I arranged them into various groups. I think this work was probably what brought me to the point where I had the dream I described and explained in a recent post. Sadly, I have long ago shredded them thinking that they had served their purpose, not realising then that I would have need of them now.

Into the mix of my muddled understanding at the time went ideas about reflection. After all Bahá’u’lláh had quoted the hadith ‘One hour’s reflection is preferable to seventy years of pious worship.’ These I have also explored at length elsewhere. Reflection was something I saw as very closely related to meditation and heavily dependant upon, if not overlapping with, aspects of detachment.

That was pretty good going really for a recently derailed died-in-the-wool atheist. But, as life went out of its way to prove, it was by no means enough. So I’m back here once more feeling I need to pull together stuff I’ve learned over the years in an attempt to dig even deeper into this paradox.  Sometimes it feels as though the rest of my life might depend upon it in some way I don’t quite understand yet, probably because of the heart problem I’m talking about.

Divided Heart v4

Let me illustrate one place where problems still clearly lurk for me behind the bushes of ignorance with which the garden of my mind is overgrown. Over many months, years even, off and on, I used the following quotation in my morning meditations:

Return, then, and cleave wholly unto God, and cleanse thine heart from the world and all its vanities, and suffer not the love of any stranger to enter and dwell therein. Not until thou dost purify thine heart from every trace of such love can the brightness of the light of God shed its radiance upon it, for to none hath God given more than one heart. . . . .  And as the human heart, as fashioned by God, is one and undivided, it behoveth thee to take heed that its affections be, also, one and undivided. Cleave thou, therefore, with the whole affection of thine heart, unto His love, and withdraw it from the love of any one besides Him, that He may aid thee to immerse thyself in the ocean of His unity, and enable thee to become a true upholder of His oneness., the Exalted, the Great.

(Proclamation of Bahá’u’lláh: page 52)

Anyone who reads that carefully will almost certainly recognise one of the key challenges it presents. Do you know anyone personally who answers to the description of possessing an ‘undivided’ heart? I don’t. And I definitely know mine has a variety of allegiances. Books for a start, food, lyric poetry, coffee, songs, murder mysteries, Shakespeare, chocolate – need I go on? I find it hard enough to forego sitting in a chair watching Poirot, as I dunk ginger biscuits in my coffee, even for the sake of the physical heart within me that I know for sure exists and whose earnestly desired ability to beat for a bit longer depends upon exercise and diet. How do I learn to sacrifice all that and much more for the sake of my invisible inaudible insensible but apparently understanding heart in some other sense?

I hope I can make my desperate explorations of this topic clear enough to be of use to others. Even if I can’t, I need to do it any way, and doing it this way, in public, makes me try harder than I would if I did it in private. And after all, you don’t have to read it if you don’t want to.

I know I’m not the only one to be divided against myself. ‘Abdu’l-Bahá makes it completely clear:

. . . all souls [must] become as one soul, and all hearts as one heart. Let all be set free from the multiple identities that were born of passion and desire, and in the oneness of their love for God find a new way of life.

(Selections from the Writings of ‘Abdu’l-Bahá: page 78)

That he needs to state this at all implies that most of us don’t experience things that way.

The list he also makes, at another point, of things we crave for can apply not just to different people but to the same person who can at different times long for different things, particularly those, like me, of a butterfly-minded tendency, flitting from the marigold of one temptation to the dandelion of another:

Every soul seeketh an object and cherisheth a desire, and day and night striveth to attain his aim. One craveth riches, another thirsteth for glory and still another yearneth for fame, for art, for prosperity and the like. Yet finally all are doomed to loss and disappointment. One and all they leave behind them all that is theirs and empty-handed hasten to the realm beyond, and all their labours shall be in vain. To dust they shall all return, denuded, depressed, disheartened and in utter despair.

(Selections from the Writings of ‘Abdu’l-Bahá  : page 204)

Waking Up

Charles Tart has a very interesting explanation, the first one he gives in a list of several, for why prayer can so often seem completely ineffective (Waking Up: pages 229-30):

. . . . most petitionary prayer, formal or unwitting, has almost no effect. First, because the ordinary person is plagued by shifting identities that have disparate and often conflicting desires, the unwitting prayers of various identities tend to contradict and largely cancel one another.

This view is indirectly supported by statements in the Baha’i Writings where we are assured of the efficacy of our prayers if we say them ‘with absolute sincerity’ or with ‘pure-hearted devotion.’ Not an easy state of mind and heart to achieve.

It does not take much thought to realise that this mishmash of conflicted attachments probably stems from some deeper cause. Most spiritual traditions would agree that it stems at least in part from what ‘Abdu’l-Bahá spells out: we think that matter is more real and more important than spirit, and our culture is probably further down that road than most.

It does take a bit more unpacking though to grasp why we are so prone to the mistake of investing emotionally in empty vessels, and even why that vulnerability and its context make it so difficult even to see that we are vulnerable at all.

For the beginnings of an explanation of our vulnerability to this trap it’s useful to turn to someone who does not feel we need a faith in anything beyond ourselves. Even the most sceptical might then be prepared to accept this as a valid premise upon which to proceed further, though with caution. Erich Fromm writes in his masterpiece, The Anatomy of Human Destructiveness, a dog-eared disintegrating paperback copy of which I bought in 1976 and still cling onto, something which deserves quoting at length (pages 260-61):

The intensity of the need for a frame of orientation explains a fact that has puzzled many students of man, namely the ease with which people fall under the spell of irrational doctrines, either political or religious or of any other nature, when to the one who is not under their influence it seems obvious that they are worthless constructs. . . . . Man would probably not be so suggestive were it not that his need for a cohesive frame of orientation is so vital. The more an ideology pretends to give answers to all questions, the more attractive it is; here may lie the reason why irrational or even plainly insane thought systems can so easily attract the minds of men.

But a map is not enough as a guide for action; man also needs a goal that tells him where to go. . . . man, lacking instinctive determination and having a brain that permits him to think of many directions in which he could go, needs an object of total devotion; he needs an object of devotion to be the focal point of all his strivings and the basis for all his effective – and not only proclaimed – values. . . . In being devoted to a goal beyond his isolated ego, he transcends himself and leaves the prison of absolute egocentricity.

The objects man’s devotion vary. He can be devoted to an idol which requires him to kill his children or to an ideal the makes him protect children; he can be devoted to the growth of life or to its destruction. He can be devoted to the goal of amassing a fortune, of acquiring power, of destruction, or to that of loving and being productive and courageous. He can be devoted to the most diverse goals and idols; yet while the difference in the objects of devotion are of immense importance, the need for devotion itself is a primary, existential need demanding fulfilment regardless of how this need is fulfilled.

For me though his explanation does not go far enough, in one respect in the same way as Kahneman’s does not.

First of all though, it implies that we would all search for a single dominating focus until we found it, but this is so often not the case for so many people. Many are lost in a mist of competing and chaotic distractions with no real focus whatsoever.

The similarity to the deficiency of Kahneman’s two-brain model is that Fromm’s thesis also misses out too much. Even before I accepted the reality of a spiritual realm, something not easily reducible the mechanics of matter and its formulae was thrusting itself upon my attention with an insistence that would not be dismissed. My dreamwork was the main example of this.

Fromm does not deal with some of the basic questions, it seems to me. For example, do we fall so easily into the quicksand, not just of debased frames of reference but also of divided attachments, not least because we are mistaken in thinking that matter is all that matters? If this idea is an illusion it would be as much use to us as individuals and communities as a mirage of water to a man dying of thirst. If it is an illusion, why do so many of us believe it? More of that next time.

garden of earthly delights

Hieronymus Bosch’s The Garden of Earthly Delights – for source of image see link

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Altruism Black Earth

In the light of recent events concerning the best way to deal with those who had been drawn into working with Daesh in Syria, it seemed worth republishing this sequence from two years ago. The three posts, of which this is the last, appeared on consecutive Thursdays.

The first post looked at the implications of two books – Altruism and Black Earth – which led me to reflect on the possibility that we might not be immune to a repetition of the horrors of the Holocaust. At the end of the previous post we had reached the point of arguing that it is essential, if our society is to lift its collective consciousness to a more compassionate level, that we focus more intently upon the education of our children.

There are two key areas that determine the direction of a child’s development: parenting and schooling.

Parenting

Let’s take parenting first, and why it matters.

One main point is, and probably always should have been, fairly obvious, though now we have empirical evidence to back it up. When Jeremy Rifkin in his excellent book – The Empathic Civilisation – looks at where we are at present with the challenges we face, he concludes (page 502):

The question is, what is the appropriate therapy for recovering from the [current] well/happiness addiction? A spate of studies over the past 15 years has shown a consistently close correlation between parental nurturance patterns and whether children grow up fixated on material success. . . . If… the principal caretaker is cold, arbitrary in her or his affections, punitive, unresponsive, and anxious, the child will be far less likely to establish a secure emotional attachment and the self-confidence necessary to create a strong independent core identity. These children invariably show a greater tendency to fix on material success, fame, and image as a substitute mode for gaining recognition, acceptance, and a sense of belonging.

There are also less obvious forces at work as well. Ricard explores the exact relationship as currently understood between evolution and altruism. He looks carefully at the evidence and quotes Sarah Blaffer Hrdy’s conclusion from her research that (page 173):

. . . . ‘novel rearing conditions along the line of early hominids meant that youngsters grew up depending on a wider range of caretakers than just their mothers, and this dependence produced selection pressure that favoured individuals who were better at decoding the mental state of others, and figuring out who would help and who would hurt.’

In other words, the fact that newborns interact quickly with a large number of people may have contributed considerably to raising the degree of cooperation and empathy among humans.

Hrdy’s final point of view is very clear (page 174):

. . . without the help of “alloparents,” there would never have been a human species.

We are now breaking that pattern (ibid.):

The notion of “family” as limited to a couple and their children developed only in the 20th century in Europe, and as late as the 1950s in the United States. Before that, most families included members of three generations, comprising aunts, cousins, et cetera.

This carries a significant risk (pages 175-76):

. . . . given empathy and the faculties of understanding others developed thanks to particular ways of taking care of children, and if an increasing proportion of humans no longer benefited from these conditions, compassion and the search for emotional connections would disappear. [Hrdy] questions whether such people “will be human in ways that we now think of as distinguishing our species – that is, empathic and curious about the emotions of others, shaped by our ancient heritage of communal care.”

Schooling

Is there any sign that our educational systems, not just in the West but also in countries such as China, are working hard enough to counteract a trend towards narcissistic materialism and competitiveness? There is a considerable body of evidence suggesting otherwise.

Of American education John Fitzgerald Medina writes in his hard-hitting Faith, Physics & Psychology (page 319):

Within the mainstream educational system, students spend endless hours in academic tasks almost to the exclusion of all other forms of social, emotional, moral, artistic, physical, and spiritual learning goals. This type of education leaves students bereft of any overarching sense of why they are learning things, other than perhaps to obtain some lucrative job in the distant future.

Though Jeremy Rifkin sees it more positively and refers to the existence in schools of programmes designed to develop empathy, he is not completely blind to the obstacles (pages 604-05):

. . . because empathic engagement is the most deeply collaborative experience one can ever have, bringing out children’s empathic nature in the classroom requires collaborative learning models. Unfortunately, the traditional classroom curriculum continues to emphasise learning as a highly personal experience designed to acquire and control knowledge by dint of competition with others.

[An example of what Rifkin refers to elsewhere in his book when describing programmes for cultivating empathy is in this clip.]  

An example of the current state of play in the States comes in a blog post on the NY Times site from a philosopher father after encountering issues with his son’s education. He summarises what he has learnt:

In summary, our public schools teach students that all claims are either facts or opinions and that all value and moral claims fall into the latter camp. The punchline: there are no moral facts. And if there are no moral facts, then there are no moral truths.

He spells out the implications of this rampant moral relativism:

. . . . in the world beyond grade school, where adults must exercise their moral knowledge and reasoning to conduct themselves in the society, the stakes are greater. There, consistency demands that we acknowledge the existence of moral facts. If it’s not true that it’s wrong to murder a cartoonist with whom one disagrees, then how can we be outraged? If there are no truths about what is good or valuable or right, how can we prosecute people for crimes against humanity? If it’s not true that all humans are created equal, then why vote for any political system that doesn’t benefit you over others?

My strong impression is that the UK system has moved a long way in this dehumanising direction also. There is ample evidence to justify this view. Confirmation that Medina’s bleak picture applies at least to some extent within the UK can be found, for example, in an article in the Guardian of February this year which quotes recent research:

The survey of 10,000 pupils aged 14 and 15 in secondary schools across the UK found that more than half failed to identify what researchers described as good judgments when responding to a series of moral dilemmas, leading researchers to call for schools to have a more active role in teaching character and morality.

“A good grasp of moral virtues, such as kindness, honesty and courage can help children to flourish as human beings, and can also lead to improvements in the classroom. And that level of understanding doesn’t just happen – it needs to be nurtured and encouraged,” said Prof James Arthur, director of Birmingham’s Jubilee Centre for Character and Virtues, which conducted the research.

There was also a piece by Layard on the LSE website in January this year:

In a path-breaking analysis using the British Cohort Study, we found some astonishing results. The strongest predictor of a satisfying adult life was the child’s emotional health. Next came social behaviour, and least important was academic achievement. This is exactly the opposite sequence to the priorities of most (but not all) educators and politicians.

An article on the Greater Good website emphasises how important it is to include a moral component in the curriculum and shows that there is widespread concern about this issue:

Many schools are hopping on the bandwagon to teach “performance character”—qualities such as perseverance, optimism, and creativity— because it has been shown to lead to greater academic success. Fewer, though, are also teaching moral character, which focuses on qualities that enhance ethical behavior, including empathy, social responsibility, and integrity.

The challenge is that performance character by itself is not necessarily good or bad. A person can exhibit great perseverance and creativity, but use it towards bad means—take your pick of corporate scandals to see this in action. To blunt ends-justify-means thinking, schools need to balance achievement-oriented performance character with the ethical orientation of moral character, while also teaching emotional skills.

Case in point: A recent study found that students at a middle school that emphasized moral character demonstrated higher rates of academic integrity than students at two middle schools that taught only performance character. In other words, the students who cultivated their moral backbone were less likely to cheat than the students who developed perseverance.

chinese teachers

Chinese Teachers in UK (for source of image see link)

A recent series on BBC television showed clearly how China is walking along the same potentially destructive path. Four teachers came to the UK to prove how the Chinese system is far more effective than ours in boosting academic performance. They emphasised, in their comments on their approach, how China stresses preparing their students to succeed in what they see as an extremely and inevitably competitive world. Their blackboard-based monologues, pumping out facts with no opportunity to experience their living meaning, was reminiscent of the Gradgrind approach to education Charles Dickens satirised in Hard Times:

‘Gradgrind’s Class’ from The Illustrated Hard Times by Nick Ellis (for source see link)

‘Gradgrind’s Class’ from The Illustrated Hard Times by Nick Ellis (for source see link)

‘Girl number twenty,’ said Mr. Gradgrind, squarely pointing with his square forefinger, ‘I don’t know that girl. Who is that girl?’

‘Sissy Jupe, sir,’ explained number twenty, blushing, standing up, and curtseying.

‘Sissy is not a name,’ said Mr. Gradgrind. ‘Don’t call yourself Sissy. Call yourself Cecilia.’

‘My father as calls me Sissy. sir,’ returned the young girl in a trembling voice, and with another curtsey.

‘Then he has no business to do it,’ said Mr. Gradgrind. ‘Tell him he mustn’t. Cecilia Jupe. Let me see. What is your father?’

‘He belongs to the horse-riding, if you please, sir.’

Mr. Gradgrind frowned, and waved off the objectionable calling with his hand.

‘We don’t want to know anything about that, here. You mustn’t tell us about that, here. . . . Give me your definition of a horse.’

(Sissy Jupe thrown into the greatest alarm by this demand.)

‘Girl number twenty unable to define a horse!’ said Mr. Gradgrind, for the general behoof of all the little pitchers. ‘Girl number twenty possessed of no facts, in reference to one of the commonest of animals! Some boy’s definition of a horse. Bitzer, yours. . . .’

The square finger, moving here and there, lighted suddenly on Bitzer, perhaps because he chanced to sit in the same ray of sunlight which, darting in at one of the bare windows of the intensely white-washed room, irradiated Sissy. . . . . .

‘Bitzer,’ said Thomas Gradgrind. ‘Your definition of a horse.’

‘Quadruped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in the spring; in marshy countries, sheds hoofs, too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.’ Thus (and much more) Bitzer.

‘Now girl number twenty,’ said Mr Gradgrind. ‘You know what a horse is.’

Unfortunately the Chinese teachers’ approach was shown to produce better grades than the UK system. My worry is that it probably does not produce better human beings, even while conceding that our own system leaves a lot to be desired still in that respect.

In addition to the need to build back into the curriculum elements of creativity, morality, and spirituality, there is an additional vital element we must not forget. A service component, something at the core of the Bahá’í approach, is almost certainly crucial to any educational system, not just one for remedial purposes. Compassion has to be linked to action to be fully internalised.

Even if we accept that attempts are being made to introduce empathy-inducing elements into educational and training programmes in the States the blinkered way these are sometimes implemented undermines their efficacy, as Timothy Wilson testifies. For example, the research he reviews in his excellent short book Redirect: the surprising new science of psychological change points towards the critical importance of incorporating a community service component into any remedial programme for children and young people manifesting behavioural problems. He was reacting to the fact that an expensive implementation of the programme involving nearly 600 students across several sites failed to produce any of the expected benefits (page 131):

What happened? It turns out that each site was given a fair amount of latitude in how they implemented the QOP [Quantum Opportunities Programme], and none of the sites adopted the entire curriculum. In particular, most of the site managers decided to focus on the mentoring aspects of the program and non-fully implemented the community service component – the very component that we know, from the Teen Outreach and Reach for Health programs, has beneficial effects! Sadly, more than $15 million was spent on a five-year intervention in which a key ingredient (community service) was eliminated. . . .

The fact that policymakers learned so little from past research – at huge human and financial cost – is made more mind-boggling by being such a familiar story. Too often, policy makers follow common sense instead of scientific data when deciding how to solve social and behavioural problems. When well-meaning managers of the QOP sites looked at the curriculum, the community service component probably seemed like a frill compared to bringing kids together for sessions on life development. Makes sense, doesn’t it? But common sense was wrong, as it has been so often before. In the end, it is teens… who pay the price…

For a sense of the what the Bahá’í Approach involves this video is a good introduction. It shows how the Bahá’í emphasis upon engaging young people in the process of child education and community building works in practice.

(Published on 2 May 2013: You can download this film from the Official website: http://www.bahai.org/frontiers/)

It seems to me imperative that everyone, no matter what their circumstances might be, needs at the very least to find whatever ways they can to raise consciousness among their family, friends and contacts, so that more and more people internalise a vision of humanity as one family and understand better how to nurture and sustain people, fellow creatures and the planet. If that can also involve directly relevant action so much the better.

It is also appropriate to add here that even those who have ended up seduced by the manipulations of extremists can potentially be rehabilitated, as a recent article by Lynne Wallis in the Guardian contended, and, if we are to be true to the Universal House of Justice’s exhortation to take responsibility for the welfare all human beings without exception, then, provided we protect ourselves at the same time, we should offer them this chance.

Wallis feels strongly, in spite of the difficulties involved, that the evidence suggests ‘the process of indoctrination can . . . be reversed. It is commonly referred to as “exit counselling”, and when it happens – it’s often hard to get a cult member alone for long enough – it is often successful.’ As we are not dealing with people embedded in a ‘cult’ with repatriated Daesh members: they may well have gone through a process in the courts and be prisoners, in which case consistent access should be no problem.

My personal plan

For the foreseeable future I plan to explore, as often as I am able, this whole issue of altruism. In particular I want to understand more fully what factors enable us to widen the compass of our compassion and what factors narrow it.

I am already fairly clear that this will take me back over some familiar territory, though perhaps seeing it through a slightly different lens, but it will also require me to look carefully at some areas I have not explored in detail. Historical texts, for example, have not been my favourite grazing ground in the past – something about the way they marshal information switches me off. However, Snyder’s book has persuaded me I ought to give them another chance as I came to realise, from reading Black Earth, how little I really understood about many of the background factors that shaped the Holocaust. Maybe I also need to revisit some philosophical work that I have previously avoided as too challenging in its approach.

Some bolder experiments in terms of my personal experience might not come amiss either. I doubt that I can fully understand the challenges of this area without stepping into the fire.

What I have realised about this topic is that I can investigate it almost anywhere at any time, no matter what I am doing – perhaps even when I am chilling out in front of some anodyne murder mystery on the television.

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Had the life and growth of the child in the womb been confined to that condition, then the existence of the child in the womb would have proved utterly abortive and unintelligible; as would the life of this world, were its deeds, actions and their results not to appear in the world to come.

(‘Abdu’l-Bahá in Bahá’í World Faith: page 393)

This is the last of three posts originally published in 2012, then again in 2014, 2015 and 2016. It seems appropriate to publish them yet again, because I have been pondering on the issue of theodicy in preparation from my talk in May at a humanist group. They will be interwoven another sequence over a three week period. 

In the previous two posts, I have been looking at Dabrowski’s Theory of Personal Disintegration (TPD) most particularly for what it has to say about suffering.

Both TPD and a rich and interesting approach to psychotherapy – Acceptance and Commitment Therapy (ACT) – owe much to existentialism. Mendaglio acknowledges his debt in the last chapter of the book he edited on this subject (page 251):

However, there is a great deal of similarity between existential psychology and the theory of positive disintegration. Both emphasise similar key concepts such as values, autonomy, authenticity, and existential emotions such as anxiety and depression. A more fundamental similarity is seen in the philosophical underpinnings of TPD, which is in large measure existentialism.

In spite of my own immense debt to existentialist thinking, only rivalled by my debts to Buddhism and to the Bahá’í Faith, I have certain reservations about Dabrowski’s take on the degree of choice we are able to exercise.

Crucial Caveats

His take on suffering is truly inspiring. Care needs to be taken though that we do not adopt this view in a way that assumes that those who are crushed by their sufferings are somehow to blame.

It is true that his model presupposes that each of us will probably meet a challenging choice point sometime in our lives, where we can either cling to the familiar comfortable half-truths that have failed us or strive to rise about them to higher levels of understanding. It is also true that he feels that many of us are capable of choosing the second option, if we only would.

However, not everyone is so lucky. I include here a brief summary of the life history of Ian – the man whose interview I have quoted extensively in the first three posts on An Approach to Psychosis.

His history shows very clearly that he could only make the second choice at times and then meet the pain and work through it to alleviate his tormenting voices. At other times the voices were preferable to experiencing the guilt and he chose what we might call madness rather than lucidity. Given the horrors he had faced it was clear that he should not be thought a failure. I would probably have done the same had I gone through what he had experienced in his life, from his earliest days.

Dabrowski seems to feel that our capacity to choose is genetically determined. Mendaglio explains (page 250):

Dabrowski . . . . postulated the existence of a third factor of development, representing a powerful autonomous inner force which is rooted in the biological endowment of individuals.

It seems to me that it would have taken a truly exceptional individual to make the choice to experience Ian’s level of pain in order to progress. If that does not seem quite convincing, there is another case history I would like to share very briefly.

Among the sequence of posts related to mental health there is a poem called ‘Voices.’ The woman upon whose experiences that poem is based, was brutally abused by her father, sexually, and by her mother, physically, from her earliest years through her mid-teens.

She came to us to work on her father’s abuse. We developed a safe way of working which involved starting with 15 minutes exploring how things had been since we last met. Then we moved on to 15-20 minutes of carefully calibrated work on the abuse. Then the last half hour of the session was spent helping her regain her ordinary state after mind after the work on her early experiences had intensified her hallucinations.

After almost a year of this work things seemed to be going well. Then came the unexpected. She found herself in a building that closely resembled the building strongly connected with the worst episode of abuse she had experienced at the hands of her father. Just being there was more than she could cope with. She became retraumatised in a way we none of us could have anticipated or prevented. The next time we met she could not stop sobbing.

We discussed what she might do. There were two main options.

She could, if she wished, continue on her current low levels of medication and move into a social services hostel where she would be well supported while we continued our work together, or she could be admitted onto the ward and given higher levels of medication in order to tranquillise her out of all awareness of her pain.

She chose the second option and I could not blame her in any way for doing so. It would be a betrayal of the word’s meaning to suppose she had any real choice at that point but to remain psychotic while the medication kicked in rather than deal with the toxic emotions in which she felt herself to be drowning.

It is when I consider these kinds of situation at my current level of understanding of his theory, that I feel it could leave the door open to destructive attitudes.

He believes, if I have understood him correctly, that some people’s genetic endowment is so robust they will ultimately choose the harder option regardless of the environment in which they grew up. Most of us are in the middle and with an environment that is not too extreme we will do quite well. The endowment of some is so poor, he seems to be saying, that it requires an optimal environment if they are to choose to grow even in a modest way.

This approach, if I have got it right, has two problems. The first, which is less central to the theme of this post, is that it is perhaps unduly deterministic because of the power that is given to inherited ‘endowment’ to determine the life course of any individual. The second problem is more relevant to current considerations in this post, though related to the first point. By placing such a determining role upon heredity, the force of the environment may be unduly discounted.

I am not claiming that he attaches no importance to environment. In fact, education for example is much emphasised in his work and he is clearly aware that limited societies will be limiting most people’s development – and he would include the greedy materialism of Western cultures in that equation. I’m not sure where he would place the impact of natural disasters in his scheme of things.

He may though be minimising the crushing impact of such experiences as the two people I worked with had undergone, in the second case throughout almost all her formative years. Could a strong genetic endowment have endured such hardship and come through significantly less damaged? If you feel so, you may end up not so much thinking ‘There, but for the grace of God, go I!’ but more ‘They broke because they were weak.’ Empathy, which Dobrawski values so much, would be impaired because we can start to define people as essentially different from us, not quite part of the same superior species.

More Complexities

This is a truly complex area to consider though, and I will have to restrict myself at this point to a very brief examination of one approach to it which does justice to that complexity.

‘Abdu’l-Bahá, in his description of the various components of our character, suggests that what we inherit is a source of either strength or weakness (Some Answered Questions: page 213):

The variety of inherited qualities comes from strength and weakness of constitution—that is to say, when the two parents are weak, the children will be weak; if they are strong, the children will be robust. . . . . . For example, you see that children born from a weak and feeble father and mother will naturally have a feeble constitution and weak nerves; they will be afflicted and will have neither patience, nor endurance, nor resolution, nor perseverance, and will be hasty; for the children inherit the weakness and debility of their parents.

However, this is not quite the end of the matter. He does not conclude from this that moral qualities, good or bad, stem directly from the inherited temperament of an individual (pages 214-215):

But this is not so, for capacity is of two kinds: natural capacity and acquired capacity. The first, which is the creation of God, is purely good—in the creation of God there is no evil; but the acquired capacity has become the cause of the appearance of evil. For example, God has created all men in such a manner and has given them such a constitution and such capacities that they are benefited by sugar and honey and harmed and destroyed by poison. This nature and constitution is innate, and God has given it equally to all mankind. But man begins little by little to accustom himself to poison by taking a small quantity each day, and gradually increasing it, until he reaches such a point that he cannot live without a gram of opium every day. The natural capacities are thus completely perverted. Observe how much the natural capacity and constitution can be changed, until by different habits and training they become entirely perverted. One does not criticize vicious people because of their innate capacities and nature, but rather for their acquired capacities and nature.

Our habits and choices have a crucial part to play. Due weight though has also to be given to the power of upbringing and the environment (Selections from the Writings of ‘Abdu’l-Bahá, Sec. 95, pp. 124–25):

It is not, however, permissible to strike a child, or vilify him, for the child’s character will be totally perverted if he be subjected to blows or verbal abuse.

This theme is taken up most powerfully by the central body of the Bahá’í Faith ((Universal House of Justice: April 2000):

In the current state of society, children face a cruel fate. Millions and millions in country after country are dislocated socially. Children find themselves alienated by parents and other adults whether they live in conditions of wealth or poverty. This alienation has its roots in a selfishness that is born of materialism that is at the core of the godlessness seizing the hearts of people everywhere. The social dislocation of children in our time is a sure mark of a society in decline; this condition is not, however, confined to any race, class, nation or economic condition–it cuts across them all. It grieves our hearts to realise that in so many parts of the world children are employed as soldiers, exploited as labourers, sold into virtual slavery, forced into prostitution, made the objects of pornography, abandoned by parents centred on their own desires, and subjected to other forms of victimisation too numerous to mention. Many such horrors are inflicted by the parents themselves upon their own children. The spiritual and psychological damage defies estimation.

This position allows for the fact that we need to take responsibility for our own development while at the same time acknowledging that we may be too damaged by the ‘slings and arrows of outrageous’ upbringing to do so to any great extent without a huge amount of help from other people. And most of us are the other people who need to exert ourselves to protect all children and nurture every damaged adult who crosses our path to the very best of our ability. Maybe Dabrowski is also saying this, but I haven’t read it yet. Even so his thought-provoking message is well worth studying.

In the end though, as the quote at the beginning of this post suggests, any consideration of suffering that fails to include a reality beyond the material leaves us appalled at what would seem the pointless horror of the pain humanity endures not only from nature but also from its own hands. I may have to come back to this topic yet again. (I did in fact return to a deeper consideration of Dabrowski’s model in a sequence of posts focused on Jenny Wade’s theory of human consciousness: see embedded links.)

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Altruism Black Earth

In the light of recent events concerning the best way to deal with those who had been drawn into working with Daesh in Syria, it seemed worth republishing this sequence from two years ago. The three posts, of which this is the second, appear on consecutive Thursdays.

The previous post, triggered by two contrasting books – Altruism and Black Earth – raised the possibility that we might repeat the horrors of the Holocaust. We may not have travelled as far down the road of moral enlightenment as we would like to think. We are prone to rationalising our self-centredness and have not freed ourselves from the virus of racism.

Ayn Rand (for source of image see link)

Ayn Rand (for source of image see link)

Ayn Rand

That a popular strain of American thought idolises the guru of egotism, Ayn Rand, should give us pause for thought. While proponents might contend that Rand and her acolytes place sufficient emphasis upon preserving the powers of the state to protect individual freedom in a way that will prevent any repetition of Hitler’s state destroying excesses, it is worth examining for a moment some of her ideas and the results that they are having to this day.

Ricard (page 302) recalls a televised interview in which Rand stated: ‘I consider altruism as evil . . . Altruism is immoral . . because . . . you are asked to love everybody indiscriminately . . . you only love those who deserve it.’ Her ‘sacred word’ is ‘EGO,’ but it did not bring her any happiness (page 305).

If she were not so influential in the States her bizarre position would not matter. Many Americans, in a 1993 survey, ‘cited Atlas Shrugged, her main work, as the book that influenced them most, after the Bible!’ Furthermore, as Ricard points out, she has powerful advocates (page 301):

Alan Greenspan, former head of the Federal Reserve, which controls the American economy, declared she had profoundly shaped his thinking, and that “our values are congruent.” Ayn Rand was at Greenspan’s side when he took the oath before President Ford. . . . .

She has shaped libertarian economic thinking (page 303) which regards the poor as ‘killers of growth, beings who harm entrepreneurs.’ Moreover, ‘Only the individual creates growth; society is predatory, and the welfare state, a concept that prevails in Europe, constitutes “the most evil national psychology ever described,” and those who benefit from it are nothing but a gang of looters’ [The quote is from Ayn Rand 1976 in The Economist, 20 October, 2012, page 54].

I understand that it is important not to be simplistic about this and dismiss all libertarians as narrow-mindedly self-seeking. Jonathan Haidt analyses some of the complexities in his excellent The Righteous Mind. He clarifies that on the American political scene the word ‘libertarian’ denotes someone of a conservative mind set.  He teases out some important aspects of this world view in order to get out from under his preconceptions about it (pages 305-306):

[Libertarians] do not oppose change of all kinds (such as the Internet), but they fight back ferociously when they believe that change will damage the institutions and traditions that provide our moral exoskeletons (such as the family).

He unpacks this in the context of his understanding of the value of moral capital (page 292):

. . . we can define moral capital as the resources that sustain a moral community . . . . . .  and thereby enable the community to suppress or regulate selfishness and make cooperation possible.

He writes (page 307):

We need groups, we love groups, and we develop our virtues in groups, even though those groups necessarily exclude nonmembers. If you destroy all groups and dissolve all internal structure, you destroy your moral capital. . . . . To be attached to the subdivision, to love the little platoon we belong to in society, is the first principle (the germ as it were) of public affections. It is the first link in the series by which we proceed towards a love to our country, and to mankind.

So, after this analysis of the way that liberals, with whom he identifies, fail to understand some of the crucial insights of their political opponents (and of course vice versa), he reflects upon a disturbing trend (page 309):

America’s political class has become far more Manichaean since the early 1990s, first in Washington and then in many state capitals. The result is an increase in acrimony and gridlock, a decrease in the ability to find bipartisan solutions. . . . .

So even from within his own balanced critique which accepts the value of moral capital, he is clearly aware of the dangers of group identity and especially of any group identity with a black-and-white view of the world and/or with an egotistical creed.

Narrow ideologies of this type are many and varied.

Collaboration

During the Second World War, for example, those who believed in some form of nationalism, originally well-short of Nazism’s totally racist ideology, when battered by the depredations of the Soviet Union during the period of its cynical pact with Hitler, were more likely to collude with pogroms (Snyder: page 130-31):

Insofar as the Soviets removed states that people wanted, and insofar as the Germans could pose as the ally of those who wished to restore them, the Germans could manipulate a powerful desire. The nature of this opportunity depended, of course, upon what leaders of national groups believed they could gain or lose from occupiers.

He explains exactly what this specifically meant in practice (page 142):

By destroying the Lithuanian and Latvian states, the Soviets gave the Germans the ability to promise a war of liberation.

What the Germans learnt (page 143) ‘was to exploit the experience of the Soviet occupation to further the most radical goals of their own, and what they invented was a politics of the greater evil.’

That pogroms were in fact somehow related to the sense that the Nazis were liberators is made clear (page 150):

. . . pogroms were most numerous where Germans drove out Soviet power, . . . Pogroms and other forms of local collaboration in killing were less likely in Poland, where anti-Semitism had been more prevalent before the war, than they were in Lithuania and Latvia, where anti-Semitism was less prevalent.

That pogroms tended not to escalate where that hopeful belief in liberation was absent is confirmed by their rarity in Poland where (page 161) ‘Germany could not even pretend to offer Poland to the Poles. Germany had already invaded Poland once.’ It seems as though people are not inclined to go the whole hog with wholesale systematic slaughter on the basis of psychological or material gain alone: you need an ideological component as well.

Narrow ideologies, possibly always in combination with greedy and/or self-serving tendencies, make us more vulnerable to perpetrating systematic atrocities against those who are seen as beyond the Pale[1] we have ourselves arbitrarily created. Self-interest and dissonance reduction seem to have played a strong part in the Holocaust as well: for example, blaming the Jews for all the ills perpetrated under Soviet occupation exonerated everyone else in those territories from the shame of their own collusion as well as ensuring the property they had gained would not be restored to their original owners (Snyder page 152-54). Killings do, of course, occur without an ideology to back them, and can involve large numbers of victims, but never on the same massive and sustained scale.

Raising a more general and bleakly pessimistic point, Snyder earlier quoted Herling, a victim of the Gulags (page 122): ‘. . . There is nothing, in fact, which a man cannot be forced to do by hunger and pain.’ Herling became convinced that ‘a man can only be human under human conditions.’

While the examples of heroic self-sacrifice in Nazi and Japanese concentration camps, in the cases of Martin Luther King, Mahatma Ghandi and Nelson Mandela, as well as in the current example of Bahá’í prisoners in Iran, suggest most strongly this is not true for everyone, Herling’s point is probably true for most of us under such extreme conditions. In our relatively benign social climate, the rarity of whistleblowing in the face of toxic reactions within an organisation suggests that most of us are too craven to stand up against abuses.

Expanding our Circle of Compassion

Zimbardo in Warsaw 2009

Zimbardo in Warsaw 2009

This sad probability is what drove Zimbardo, after his many experiences of humanity’s inability to resist evil, to formulate his ‘ten-step programme for resisting the impact of undesirable social influences and at the same time promoting personal resilience and civic virtue’ (The Lucifer Effect – pages 452-456). He ends his explanation of the steps by saying (page 456):

Before moving to the final stop in our journey, celebrating heroes and heroisms, I would like to add two final general recommendations. First, be discouraged from venal sins and small transgressions, such as cheating, lying, gossiping, spreading rumours, laughing at racist or sexist jokes, teasing, and bullying. They can become stepping-stones to more serious falls from grace. They serve as mini-facilitators for thinking and acting destructively against your fellow creatures. Second, moderate you’re in-group biases. That means accepting that your group is special but at the same time respecting the diversity that other groups offer. Fully appreciate the wonder of human variety and its variability. Assuming such a perspective will help you to reduce group biases that lead to derogating others, to prejudice and stereotyping, and to the evils of dehumanisation.

All this has confirmed my conviction that there is an imperative need for our society to actively believe in two fundamental truths: first, that altruism is as natural as egotism and can therefore be nurtured in our children, and second, that in this age it is not enough for us to extend our compassion only as far as our family or immediate neighbourhood – we can and should learn to embrace the whole earth and its inhabitants, living and non-living as our concern.

A core aspect of this is articulated in a message of the Universal House of Justice to all those gathered on Mount Carmel to mark the completion of the project there on 24th May 2001:

Humanity’s crying need will not be met by a struggle among competing ambitions or by protest against one or another of the countless wrongs afflicting a desperate age. It calls, rather, for a fundamental change of consciousness, for a wholehearted embrace of Bahá’u’lláh’s teaching that the time has come when each human being on earth must learn to accept responsibility for the welfare of the entire human family. Commitment to this revolutionizing principle will increasingly empower individual believers and Bahá’í institutions alike in awakening others to the Day of God and to the latent spiritual and moral capacities that can change this world into another world.

There is a challenging aspect to this as we discovered as we explored this together in a recent workshop at the Bahá’í Summer School in Keele.

There is no get-out clause in the wording that this message uses: ‘Each human being on earth must learn to accept responsibility for the welfare of the entire human family.’ So that means everyone must take responsibility for the welfare of everyone. I can’t wriggle out of it. This means me: I have to take responsibility for the welfare of everyone – no exceptions allowed.

Some aspects of this are not too challenging. I live near a college for the visually handicapped. Quite often as I walk to town I spot a blind person with a white cane at a difficult crossing, where traffic is hard to judge if you can’t see, struggling to decide whether or not it is safe to cross. It’s easy for me to offer help and let them take my arm as I choose the right moment to cross. It costs me no more than a minute or two and I know exactly what needs doing.

It gets harder with large groups that are equally in need of my help, if not more so, because effective help would require more effort and more knowhow. I might baulk at the idea of helping thousands of refugees even though I wanted to.

That was not the biggest problem though. What about those who undoubtedly are playing a part in creating the refugee problem, Isis for example? I have no problem helping the physically blind. What should be my attitude to the morally blind, those who might harm me if I try to help them and who are impossible for me to like let alone love? Isn’t moral blindness deserving of compassion and effective help?

In the workshop we got as far as realising that society has a responsibility to understand their deficiencies and seek to remedy them compassionately, while keeping those individuals who are doing this work safe from harm at the hands of psychopaths or fanatical ideologues.

It was heartening to find that Ricard’s book addresses exactly the same issue more effectively (page 28):

Like the sun that shines equally over both the “good” and the “bad,” over a magnificent landscape as well as over a pile of trash, impartiality extends to all beings without distinction. When compassion thus conceived is directed at a person who is causing great harm to others, it does not consist of tolerating, or encouraging by inaction, his hatred and his harmful actions, but in regarding that person as gravely ill or stricken with madness, and wishing that he be freed from the ignorance and hostility that are in him. This doesn’t mean that one will consider anyone who does not share one’s moral principles or deeply disagrees with them, as being ill. It refers to people whose views lead them to seriously harm others. In other words, it is not a matter of contemplating harmful actions with a equanimity, even indifference, but of understanding that it is possible to eradicate their causes the way that one can eliminate the causes of an illness.

In explaining a related meditative exercise he recommends (page 263):

Go further; include in this loving kindness, those who have harmed you, even those who are harming humanity in general. That does not mean that you want them to succeed in their malevolent undertakings; you simply form the wish that they give up their hatred, greed, cruelty or indifference, and that they become kind and concerned for the well-being of others. Look at them the way a doctor looks at his most seriously ill patients. Finally, embrace all sentient beings in a feeling of limitless and love.

fallon2-b0ee8cb596cc89ff6f00864002eb74ed8351d68e

James Fallon (far right) with his wife, daughters, and son.

What becomes even clearer both in terms of Ricard’s argument in his book as a whole, but also in terms of the Bahá’í model of civilisation building, is that prevention is infinitely better then cure. We need to address the problem of how to enable our society as a whole to widen its compass of compassion so that everyone who grows up within its sphere of influence embraces the whole of humanity in its circle of concern. There is some evidence (see link for Fallon’s view) to suggest that certain kinds of positive experience can temper the destructive aspects of even a genetic predisposition to psychopathy.

And once we have convinced ourselves of this, and we must do it soon, we need to ensure that we educate our children to become citizens who will feel inwardly compelled to take responsibility for the care of everyone and everything that lies directly or indirectly within their power. We must ensure that this sense of responsibility is not just a feeling. We must ensure that it is active.

More of this next time.

Footnote:

[1] The term ‘pale’ came to mean the area enclosed by a paling fence and later just figuratively ‘the area that is enclosed and safe’. So to be ‘beyond the pale’ was to be outside the area accepted as ‘home’. Catherine the Great created the Pale of Settlement in Russia in 1791. This was the name given to the western border region of the country, in which Jews were allowed to live. The motivation behind this was to restrict trade between Jews and native Russians. Some Jews were allowed to live, as a concession, ‘beyond the pale’. (See link for source of reference.)

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‘Greed is Good’

The mind and spirit of man advance when he is tried by suffering. The more the ground is ploughed the better the seed will grow, the better the harvest will be. Just as the plough furrows the earth deeply, purifying it of weeds and thistles, so suffering and tribulation free man from the petty affairs of this worldly life until he arrives at a state of complete detachment. His attitude in this world will be that of divine happiness. Man is, so to speak, unripe: the heat of the fire of suffering will mature him. Look back to the times past and you will find that the greatest men have suffered most.

(‘Abdu’l-Bahá: Paris Talks page 184)

This is the second of three posts originally published in 2012, then again in 2014, 2015 and 2016. It seems appropriate to publish them yet again, because I have been pondering on the issue of theodicy in preparation from my talk in May at a humanist group. They will be interwoven another sequence over a three week period. 

The Role of Suffering in Personal Growth

After the first more general post on this issue, this one brings me onto a more detailed consideration of Sal Mendaglio’s book about Dabrowski’s Theory of Personal Disintegration (TPD).

I have to own up. I’ve not quite finished the book yet and it is rather uneven. Some of the chapters are excellent while others leave too many gaps in the thinking to do full justice to the aspect of his theory they are tackling. However, I am already convinced that this approach to the human predicament has a huge amount to offer – not least on the issue of suffering and a related issue, sacrifice.

I will have to summarise fairly brutally here if I am to avoid seriously over-inflating this series of posts.

Rather as in the British Psychological Society (BPS) article I quoted from last time, Dabrowski sees suffering as triggering a process that can move in either of two directions. In his terms, it can lead us either to negative disintegration, regression to ineffective ways of being, and even to possible illness, or to a positive disintegration, an unusual take on the world, conducive to higher development and growth.

Where he differs from the BPS article is in the way he privileges suffering, even when it is apparently close to mental illness, as a necessary and powerful means of personal and moral development. This is all closely allied to his model of human potential which is hierarchical. It hypothesises that there are levels which rise from the lowest, least conscious and least developed (biological & social), through the next highest level which is somewhat more conscious and conflicted but still too automated and blindly conformist, via two higher levels of inner conflict which are more autonomous, consciously choosing higher rather than lower values, to level five, where the highest ideals the person can envisage are chosen and enacted regardless of social disapproval and discouragement.

The diagram above is a very crude approximation of his model just to convey a general sense of it. Mendaglio explains that Level I (page 35):

. . . . is a cohesive mental organisation dedicated to gratifying an individual’s biological instincts, drives and needs, including social needs.

The social aspect is not ultimately beneficial (page 36):

. . . . some individuals characterised by primary integration are overly socialised; their way of being in the world is highly socially conforming.

Level II involves a challenge to this comfortable conformity which makes it distinctly uncomfortable (page 37):

Dabrowski postulated that when crises have the effect of loosening the integrated mental organisation of individuals, they have limited choices. Individuals return to the previous integrated state or they move to the next level. Remaining in Level II may lead to bad consequences such as psychoses or suicide.

At Level III (page 38):

Inner conflict arises from the individual’s growing awareness of the way personal and social phenomena ought to be is discrepant with the way they are. The ideal-real discrepancy intensifies as the individual becomes increasingly self-aware and aware of societal values.

Without the suffering that spurs a person to abandon lower levels of integration which involve biological urges and social conformity, there would be no growth to start with, and without the determination to pursue the higher path in spite of the suffering it can involve, there would be no final peace of mind as the person lives out their highest values.

When a person reaches Level IV something Dabrowski calls the ‘third factor’ comes into play (page 26):

. . . . It is described as the force by which individuals become more self-determined, controlling their behaviour through their inner voices and values.

Level IV is a distinct leap forward (page 38):

Whereas Level III is dominated by disintegrating dynamisms, Level IV sees the rise of developmental dynamisms such as autonomy, authenticity, self-education and autopsychotherapy, and the third factor. Under the direction of the third factor, individuals deliberately select higher values and courses of action, abandoning lower ones. In addition, individuals develop a strong sense of responsibility for self and others.

The diagonal line on the top surface of the diagram is meant to represent the idea that as dissolving dynamisms fade, developmental ones increase in power.

In Dabrowski’s model at Level V (page 39):

[individuals] conduct their lives by enacting the personality ideal, whereby behaviour is directed by their constructive hierarchy of values. Virtually no inner conflict is experienced, since the lower forms of motivation have been destroyed, and replaced by the higher forms of empathy, autonomy, and authenticity.

Chrysalis from Music of Nature

Where suffering can take us if we let it

There are certain issues to clarify here. For example, in Chapter 3 of the book, Piechowski makes an important point (page 75):

I feel that the Dabrowski extolled the virtues of inner conflict perhaps too much, as he believed in the ennobling value of suffering but failed to mention that the ennobling is possible only if one accepts the suffering as something to grow through. Acceptance is essential.

It may be possible in a later sequence of posts to explore the parallels and differences between this view and the position of Acceptance and Commitment Therapy (ACT), an approach already explored in previous posts (see links) where the need to face pain in order to enact one’s values is central, but there seems little emphasis if any upon suffering as a primary spur. It may also be appropriate to bring in ideas from Jenny Wade‘s book ‘Changes of Mind‘ which also sees an hierarchical structure to our personality development. But more of that eventually maybe.

Tillier in Chapter 5 (page 119) quotes passages of great importance from Dabrowski’s own writing:

‘Crises are periods of increased insight into oneself, creativity, and personality development’ . . . . And: ‘Every authentic creative process consists of “loosening”, “splitting” or “smashing” the former reality. Every mental conflict is associated with destruction and pain; every step forward in the direction of authentic existence is combined with shocks, sorrows, suffering, and distress.’

This resonates with the view of spiritual traditions, including that of the Baha’i Faith, which place great emphasis upon the crucial importance of crises and ‘tests’ and the way we deal with them (Arabic Hidden Words: nos. 18 & 51):

O SON OF SPIRIT! Ask not of Me that which We desire not for thee, then be content with what We have ordained for thy sake, for this is that which profiteth thee, if therewith thou dost content thyself.

O SON OF MAN! My calamity is My providence, outwardly it is fire and vengeance, but inwardly it is light and mercy. Hasten thereunto that thou mayest become an eternal light and an immortal spirit. This is My command unto thee, do thou observe it.

At the end of this path lies the highest development of the human personality. There are examples given of people who seem to have achieved this. The degree of empathy they have realised seems to make possible supreme acts of self-sacrifice, for example (page 99):

Janusz Korczak, physician, writer, and above all, educator. He was Polish and of Jewish origin. When the decision was made in the Second World War to burn in the crematorium at Treblinka all the children attending his school, he decided to go with them even though he had received an amnesty from the Nazis. . . . . The decision arose from the compassion and love he had for the children and his fidelity for them.

Or (pages 134-135):

Henri Bergson was born in France in 1859 and lived and taught there all his life. When, after the fall of France in 1940, the Vichy government introduced anti-Semitic measures based on the Nazi model, it was proposed, because of Bergson’s international reputation, that he be exempted from them. He refused to be treated differently, resigned his various honours, and, although at that time an enfeebled old man who had to be supported while standing in line, registered with the other Jews.

Part of this empathy seems to have derived, at least in some instances, from a strong sense of unity with all creation. Tillier quotes the Peace Pilgrim (page 62):

. . . . In the midst of the struggle came a wonderful mountain-top experience, and for the first time I knew what inner peace was like. I felt oneness – oneness with all my fellow human beings, oneness with all of creation. I have never felt really separate since.

Universal Values


There is a tricky issue lying behind this. Dabrowski places great importance on the value of autonomy. Suffering, in his view, spurs a person to discover what their highest values are in order to live by them. He also believes there are universal values and that some people, as a result of suffering, will autonomously choose to work towards these values. He is contemptuous of any education system that creates conformity. He trusts that we can and will choose these universal values, rather than be dogmatically forced towards them. Mróz explains this succinctly (page 231):

Dabrowski . . . . assumes the existence of absolute values prior to their experience by the individual. These values are only discovered in the process of disintegration and the discovery is associated with the achievement of advanced levels of development. . . . . . The values consciously selected and adopted by the individual . . . . become the building material for the personality ideal formed at these levels.

This raises various questions. A relativist, which Dabrowski is not, will ask, “Are there really any absolute values?” Someone with a strong sense that there are, if (s)he feels (s)he knows exactly what they are, might question whether it is safe to leave anyone free to decide for themselves what these values might be.

Interestingly, the Bahá’í Faith offers a way past this dilemma. On the one hand, it insists that people should be left free to investigate reality for themselves and come to their own conclusions. At the same time, it explains that, at this stage of human development, we must recognise the essential oneness of all humanity and the principles that can be derived from that recognition. If we do not, we risk taking, to paraphrase the Porter in Macbeth, ‘the primrose way to the . . . bonfire’ that destroys our whole civilisation. The principles we need to take on board include the detailed operational definitions of universal compassion and universal justice to be found in the Bahá’í Writings (see links to get started on that one!). So we can feel free, if we are so minded, to choose the destruction of all that mankind has created – no pressure there then.

Also this position leaves open the intriguing possibility that at a higher stage of human development we will be able to grasp even higher values. This in a way may be inherent in the Bahá’í concept of ‘progressive revelation.’

In the next post I will explore some further implications of Dabrowski’s view of suffering.

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COL SED 1

© Bahá’í World Centre

THE BAHÁ’ÍS MUST WORK WITH HEART AND SOUL TO BRING ABOUT A BETTER CONDITION IN THE WORLD

(‘Abdu’l-Bahá: Paris Talks, page 99)

From time to time it comes to seem appropriate to republish a much earlier sequence from 2009 on the Bahá’í approach to healing our wounded world. My recent republishing of the sequence on Jeremy Rifkin’s The Empathic Civilisation seemed an appropriate trigger. The posts have been interwoven with the Rifkin sequence.

What do we do?

We have looked at the plight of children. We must face the truth. We are all responsible and we all need to respond to the challenge: we must all do everything in our power to change this situation for the better. The same message already quoted from our world centre states:

Our worldwide community cannot escape the consequences of these conditions. This realisation should spur us all to urgent and sustained action in the interests of children and the future.

(Universal House of Justice: April 2000)

Obviously the whole problem cannot be fixed overnight but we have to start somewhere. This need to do what we can sustain over a long period, however small a step that may seem, has led to a concerted attempt to provide classes for children in as many localities as we can using all the resources currently at our disposal, though these are as yet inadequate to the task that faces us:

Aware of the aspirations of the children of the world and their need for spiritual education, they extend their efforts widely to involve ever-growing contingents of participants in classes that become centres of attraction for the young and strengthen the roots of the Faith in society.

(Universal House of Justice: April 2008)

Young people, on the threshold of independence, have comparable needs which we are seeking to learn how to meet:

[We] assist junior youth to navigate through a crucial stage of their lives and to become empowered to direct their energies toward the advancement of civilization.

(Universal House of Justice: April 2008)

JY KIR_0863

How should we treat them?

We must appreciate fully and whole-heartedly

. . . the imperative to tend to the needs of the children of the world and offer them lessons that develop their spiritual faculties and lay the foundations of a noble and upright character. . . [and] the full significance of [our] efforts to help young people form a strong moral identity in their early adolescent years and empower them to contribute to the well-being of their communities.

(Universal House of Justice: 20 October 2008

Character building and society building are inextricably linked. The positive results of doing it properly are beyond dispute.

But how do we do it?

The House of Justice seek to define the qualities a community should possess:

An all-embracing love of children, the manner of treating them, the quality of the attention shown them, the spirit of adult behaviour toward them – these are all among the vital aspects of the requisite attitude. Love demands discipline,  the courage to accustom children to hardship, not to indulge their whims or leave them entirely to their own devices.

(Universal House of Justice: April 2000)

It is perhaps worth dwelling a little on what they might mean by discipline and hardship, not positive ideas in many people’s thinking today.

Layard and Dunn, in an article in the  Sunday Times on 1st February describe four styles of parenting and point out what they feel is the optimal. These are: disciplined, authoritative, neglectful and permissive.

Researchers have studied the effects of each upon the way in which children develop. They agree that the style that is loving and yet firm – now known in the jargon as authoritative – is the most effective. In this approach boundaries are explained, in the context of a warm, loving relationship. Without boundaries and the management of frustration that these require children to learn, it is hard for them to develop the kind of impulse control that the work on emotional intelligence suggests underpins a successful life in society. All too often childhoods are  seriously warped by indulgent neglect, though it is the cruelty of an abusive background that more often hits the headlines.

More recent work highlights the way our schools are increasingly focused on preparing our children for the competitive employment market place, and neglecting other important elements of character-building. Speaking of the American system, John Fitzgerald Medina, in his thought-provoking book Faith, Physics & Psychology writes (page 319):

Within the mainstream educational system, students spend endless hours in academic tasks almost to the exclusion of all other forms of social, emotional, moral, artistic, physical, and spiritual learning goals. This type of education leaves students bereft of any overarching sense of why they are learning things, other than perhaps to obtain some lucrative job in the distant future.

He is not the only one to have concerns about the direction the American education system has been heading. An example of the current state of play in the States comes in a blog post on the NY Times site from a philosopher father after encountering issues with his son’s education. He summarises what he has learnt:

In summary, our public schools teach students that all claims are either facts or opinions and that all value and moral claims fall into the latter camp. The punchline: there are no moral facts. And if there are no moral facts, then there are no moral truths.

He spells out the implications of this rampant moral relativism:

. . . . in the world beyond grade school, where adults must exercise their moral knowledge and reasoning to conduct themselves in the society, the stakes are greater. There, consistency demands that we acknowledge the existence of moral facts. If it’s not true that it’s wrong to murder a cartoonist with whom one disagrees, then how can we be outraged? If there are no truths about what is good or valuable or right, how can we prosecute people for crimes against humanity? If it’s not true that all humans are created equal, then why vote for any political system that doesn’t benefit you over others?

My strong impression is that the UK system, under the influence of Michael Gove and his successors, has moved a long way in this dehumanising direction also. There is ample evidence to justify this view. Confirmation that Medina’s bleak picture applies at least to some extent within the UK can be found, for example, in an article in the Guardian of February this year which quotes recent research:

The survey of 10,000 pupils aged 14 and 15 in secondary schools across the UK found that more than half failed to identify what researchers described as good judgments when responding to a series of moral dilemmas, leading researchers to call for schools to have a more active role in teaching character and morality.

“A good grasp of moral virtues, such as kindness, honesty and courage can help children to flourish as human beings, and can also lead to improvements in the classroom. And that level of understanding doesn’t just happen – it needs to be nurtured and encouraged,” said Prof James Arthur, director of Birmingham’s Jubilee Centre for Character and Virtues, which conducted the research.

There was also a piece by Layard on the LSE website in January this year:

In a path-breaking analysis using the British Cohort Study, we found some astonishing results. The strongest predictor of a satisfying adult life was the child’s emotional health. Next came social behaviour, and least important was academic achievement. This is exactly the opposite sequence to the priorities of most (but not all) educators and politicians. Indeed the last Secretary of State for Education, Michael Gove, deliberately reduced towards zero the importance which Ofsted should give to the emotional wellbeing of students.

A recent article on the Greater Good website emphasises how important it is to include a moral component in the curriculum and shows that there is widespread concern about this issue:

Many schools are hopping on the bandwagon to teach “performance character”—qualities such as perseverance, optimism, and creativity— because it has been shown to lead to greater academic success. Fewer, though, are also teaching moral character, which focuses on qualities that enhance ethical behavior, including empathy, social responsibility, and integrity.

The challenge is that performance character by itself is not necessarily good or bad. A person can exhibit great perseverance and creativity, but use it towards bad means—take your pick of corporate scandals to see this in action. To blunt ends-justify-means thinking, schools need to balance achievement-oriented performance character with the ethical orientation of moral character, while also teaching emotional skills.

Case in point: A recent study found that students at a middle school that emphasized moral character demonstrated higher rates of academic integrity than students at two middle schools that taught only performance character. In other words, the students who cultivated their moral backbone were less likely to cheat than the students who developed perseverance.

Researchers also refer to other things such as mutual respect, commitment and education in parenting. The Bahá’í view goes further even than this:

An atmosphere needs to be maintained in which children feel they belong to the community and share in its purpose. They must lovingly but insistently be guided to live up to Bahá’í standards, to study and teach the Cause in ways that are suited to their circumstances.

(Universal House of Justice: April 2000)

The current state of play within our schools suggests that Bahá’ís and others have a crucial role to play in supplementing the deficiencies that are crippling our educational system.

The Needs of Young People

They describe the special needs of a sub-group of young people:

[Those between the ages of, say, 12 to 15] represent a special group with special needs as they are somewhat in between childhood and youth when many changes are occurring within them. Creative attention must be devoted to involving them in programmes of activity that will engage their interests, mould their capacities for teaching and service, and involve them in social interaction with older youth.

(Universal House of Justice: April 2000)

Paul Lample explains that this has led to

[a]n effort to endow youth with the capacity to conquer the word and unravel its meaning both for their own spiritual upliftment, and as a basis for social action. The work with Junior Youth broadened beyond efforts for SED to become a fourth core activity.

(Paul Lample: Revelation & Social Reality page 135)

JY BRA_4762Parents

The role of parents is clearly critical:

. . . parents . . . bear the prime responsibility for the upbringing of their children. We appeal to them to give constant attention to the spiritual education of their children. Some parents appear to think that this is the exclusive responsibility of the community; others believe that in order to preserve the independence of children to investigate truth, the Faith should not be taught to them. Still others feel inadequate to take on such a task. None of this is correct . . . . ..

Independent of the level of their education, parents are in a critical position to shape the spiritual development of their children. They should not ever underestimate their capacity to mould their children’s moral character. Of course, in addition to the efforts made at home, the parents should support children’s classes provided by the community.

(Universal House of Justice: April 2000)

In the end where does all this leave us?

For Bahá’ís the message is clear. In capital letters on page 99 of Paris Talks we find the quotation at the head of this post:

THE BAHÁ’ÍS MUST WORK WITH HEART AND SOUL TO BRING ABOUT A BETTER CONDITION IN THE WORLD

The words immediately above that are:

Let your ambition be the achievement on earth of a Heavenly civilization! I ask for you the supreme blessing, that you may be so filled with the vitality of the Heavenly Spirit that you may be the cause of life to the world.

There’s really nothing else that anyone can add after that and it seems to me that it applies to everyone, Baha’i and non-Baha’i alike, each in his or her own way inspired by the purpose of God in this age which is to make us all act upon the realisation that we are one family — the human family.

The whole of humanity is indeed our business.

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