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Posts Tagged ‘empathy’

One hour’s reflection is worth seventy years’ pious worship.Mirror 1

Bahá’u’lláh: quoting a hadith in the Kitáb-i-Íqán

It seems a good idea to republish this sequence from almost six years ago to complement the recently completed sequence on transcending the crocodile within and providing more detailed background to its thinking. This is the fifth of six.

Three Crucial Factors

There are at least three other crucial factors in the mind-work process over and above what we have dealt with in the previous posts: Reflection, Relatedness and Relativity. They are qualities that the mind-worker must have from the start. The names for these qualities are used in an existential model of mind-work. (Reflection is also a core quality of the Bahá’í spiritual process and has been discussed at length in other posts on this site, as has consultation which can be fairly described as a process of group reflection.)

Reflection, relativity and relatedness as discussed here are the antidotes to three forces of fixity – drowning, dogmatism and disowning — which I discussed in detail in the article on The Art of Reflection (there I discussed in depth collaborative conversation, a term I borrowed at the time from Anderson and Swim) in This is Madness. The forces of fixity are common when we function in survival mode. Psychotic experiences in people who need help from Mental Health Services are very threatening. Being in survival mode is therefore very much the norm for many of them. Creating a situation that feels safe is of paramount importance. Otherwise it can be very difficult to mobilise the forces of flexibility.

Reflection, Relatedness and Relativity are the core of the mind-work process. They will need some further explanation. They are what the mind-worker models and what the client can either develop further or discover how to use. If the mind-worker lacks them the process of mind-work is likely to remain locked in unproductive disputes that tend to drive the client further into his private world. The client may or may not demonstrate them at the beginning but should increasingly do so as the mind-work progresses.  The better the mind-worker models them the more likely it is that the client will begin to use them too. These qualities are what consolidate and generalise the process of change. They ensure that the process of mind-work becomes a permanently transformative one. If the client does not develop these abilities there is likely to be no real sustainable progress.

These three capacities combine with the relationship aspects in different ways – trust, containment and authenticity – each of which contributes something special and important to the therapeutic process. They may have an order of importance which is discussed later in that without Trust it may be impossible to develop Containment and without Trust and Containment Authenticity may be impossible. Eventually the client will certainly need to acquire and evince Reflection, Relatedness and Relativity, without which he will never make his own any clarity that comes from the mind-worker.

What, in the Relationship, Makes Change Possible?

The Plane of Authenticity

Clarification and Congruence (see earlier posts) are two sides of a square mind-space, so to speak, which is completed by Reflection and Relativity, two concepts which are also related. The combination constitutes what we might call Authenticity.

Let’s take reflection first. Reflection is the capacity to separate consciousness from its contents (Koestenbaum: 1979). We can step back, inspect and think about our experiences. We become capable of changing our relationship with them and altering their meanings for us. We may have been trapped in a mindset. Through using and acquiring the power of reflection, we do not then replace one “fixation” with another: we are provisional and somewhat tentative in our new commitments which remain fluid in their turn. Just as a mirror is not what it reflects we are not what we think, feel and plan but the capacity to do all those things. Knowing this and being able to act on it frees us up: we are no longer prisoners of our assumptions, models and maps.

The principal focus of reflection in mind-work is often upon our models of reality and upon the experiences which give rise to them and to which they give rise in return. This is especially true of “psychosis.” The capacity to reflect increases the flexibility of our models in the face of conflict and opens us up to new experiences: the adaptation and change that this makes possible enhances the potential usefulness of our models and their connected experiences. It is the antithesis of drowning where we are engulfed in our experiences and sink beneath them.

The ability to reflect, one part of our repertoire of tools for transformation, enables us to achieve our own clarification without depending upon another mind-worker. If a mind-worker does all the reflecting she is just giving people fish: if she can help someone discover how to reflect, she has taught him to fish. In combination with its sister quality, relativity, it becomes a powerful tool indeed. The antidote to chronic dogmatism, another of the forces of fixity, is relativity. Being dogmatic seals us off from new evidence which makes it hard to change our minds even when we are wrong.

It is not surprising that Reflection and Relativity are interconnected. By placing our models and assumptions mentally in brackets or inverted commas, which is a necessary first step towards reflecting upon them, we inevitably acknowledge, at least implicitly, that we have no monopoly on the truth, that we understand and experience the world at best imperfectly from a particular viewpoint or perspective which is only relatively true. This is not the same as saying there is no truth out there and any viewpoint is as good as any other. We refine the usefulness and accuracy of our simulations of reality partly at least through a process of comparing notes with others in consultation or, as I call it here, collaborative conversation.

We can, and as mind-workers we must, become almost as sceptical of our own position as we tend to be of other people’s.  Any other posture is unhelpfully dogmatic in this context. The extent to which I should then explicitly endorse the client’s position is still an issue of debate. Peter Chadwick, for instance, in his book Schizophrenia: a positive perspective, contends that it would not have been at all helpful to him to have staff endorse his beliefs in supernatural influences at the time he was experiencing extreme psychotic phenomena, even though he still holds those beliefs to be valid now that he is well: had they been endorsed by staff at the time he might have killed himself.

Authenticity matters because without it the clarity necessary for effective action and coping is unlikely to become possible. Client and mind-worker could well remain in a warm and sympathetic muddle that leads nowhere. As we will see in a moment though, without the warmth of an accepting relationship, authenticity and its resulting clarity can seem far too dangerous to risk.

Without a clear sense of uncertainty about absolute truth radical authenticity of the kind required here may prove impossible. An example from my own work serves to illustrate this well. A client was convinced the devil had a purpose for him. He was very concerned about whether I believed in the devil or not. He pressed me in almost every session for an answer. In the end, concerned to be congruent, I told him I did not. He broke off mindwork. I reflected on this afterwards. It became apparent to me that I had spoken from a position of dogmatic and unreflecting identification with my views about the devil. It would have been more authentic to acknowledge that, as a fellow human being struggling to make sense of the world, I couldn’t know for sure whether the devil existed or not. I could have shared with him, if he had pushed me further, that I had chosen to operate in my own life on the assumption that the devil did not exist. This would not, I think, have broken the relationship in a way that made further work I possible.

The Plane of Trust

Relativity shares a space with Relatedness. This term was chosen because it began with an ‘r’! Perhaps openness is a better word. Ernesto Spinelli (1st Edition: 1994) uses the expression “ownership.” Either way, along with Warmth, Encouragement (both discussed in earlier posts) and Relativity, it helps develop Trust, a crucial component that the client must eventually bring to the therapeutic process, and along with Empathy, Solidarity and Reflection it helps the client develop the ability to contain, rather than disown or act out, his inner experiences. The relation between Trust and Containment we will return to in a moment.

First of all we need to know what Relatedness is. Relatedness, in this context, is the capacity to consciously acknowledge and relate to what we are experiencing. It is the antidote to disowning, the last of the forces of fixity. It makes us sufficiently accessible to relationships with people and things to learn to accommodate to as well as assimilate experiences, to make appropriate adjustments to our selves or to our circumstances. If we disown parts of experience we become a prey to it, just as Ian was a prey to his repressed pain which turned into hostile or destructive voices. Anything we disown controls us while eluding our influence to change it in any way. What we are open to we can affect even though it may also affect us directly in its turn.

Trust comes first. We need to trust someone sufficiently to feel the strength flow into us from her Solidarity, to be able to know that she understands how we feel but will not therefore dump us or summon undermining and unwanted help, and to see how she feels confident enough to open up to what she feels about us and subject it to careful Reflection.  This is what gives us the opportunity to learn that we can contain our experiences and change our relationship with and understanding of them.

How do we develop Trust?

First of all, we need to feel the warmth of the mind-worker, her unwavering and unconditional valuing of us. Next, we need to sense her relativity, that she knows the incompleteness and inadequacy of her understanding and can suspend judgement and criticism indefinitely until it is really constructive to share (not impose) it. Then, we need to experience her encouragement, which unfailingly rewards our efforts to apply what we have discovered to our problems. Last but by no means least, we need to see her relatedness, her unthreatened openness to all experience, which allows us to become more aware of other dimensions of our own experience.  These things together make it possible for us to trust other people, our experience and ourselves. Without this making and sustaining change becomes almost impossible.

The Plane of Containment

This mind-space comprises empathy, solidarity (both discussed in an earlier post), relatedness and reflection. If someone is standing beside us in our struggles, giving us comfort, understanding what we are going through, and showing an open and reflective attitude to the revelations we share, it helps us to contain what might otherwise be too scary and/or disturbing to contemplate. What we cannot contain, we find it almost impossible to reflect on and process. Containment therefore plays a central role in the therapeutic process.

In our culture we are all too prone to either repression (convincing ourselves we’re not experiencing something when we are) or acting out (expressing whatever we are currently experiencing and ignoring the consequences until it is too late). Containment is the creative third way and a key to change.

An inability to contain experiences of a disturbing nature accounts for much substance abuse, self-harm and dependency on mind-altering subscription drugs. Containment is often not possible outside a set of supportive relationships of the kind I am attempting to describe.

Furthermore, if we cannot trust anyone, and perhaps least of all ourselves, we cannot contain what frightens us or threatens to overwhelm us. So perhaps without Trust there is no Containment. And without Trust and Containment, Authenticity will be impossible, I suspect. Any life-lie will seem a tempting port in the storm of life if distrust and disowning rule the mind.

In the next post I will attempt to pull this all together.

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It seems a good idea to republish this sequence from almost six years ago to complement the current sequence on transcending the crocodile within and providing more detailed background to its thinking. This is the fourth of six.

Many people have grappled with defining what mind-workers ought to do. Two “orts” emerge as favourites: rapport, as described by Carl Rogers, and support, as outlined by David Smail. My idea of the mind-working process starts from but does not end there. We will also have to consider other factors of crucial importance if the client is going to be able to take over and keep going the process of transformation for himself. These factors will be described in more detail in the next post: I’ll be using terms rooted in existential therapy but the key underlying concept is present in a strong form in my Faith tradition.

The Rogerian Triad

Carl Rogers

First there is the old faithful – the so-called Therapeutic Triad! I have used the word ‘therapist’ here because it is the one Rogers chooses. I’ve mentioned my doubts about the word in an earlier post of this sequence.

The Therapeutic Triad of Carl Rogers consists of genuineness (or congruence), empathy and warmth (or unconditional positive regard). Though it is very well known it perhaps needs a brief comment here. Carl Rogers in 1957 described the core conditions required of the mind-worker. To be genuine the therapist must be “freely and deeply ” herself. The therapist must also find herself experiencing “a warm acceptance of each aspect of the client’s experience as being a part of that client” if she is to experience “unconditional positive regard.” Empathy is “to sense the client’s private world as if it were your own.” For this to be effective the client must perceive “the acceptance and empathy which the therapist experiences for him.”

This triad can be summarised as Rapport, one of the “orts” which the mind-worker must bring to the mind-work to make the existential processes possible. This is what the mind-worker brings to the relationship but does not expect the client to apply to his own life.

(Incidentally, I will be using “he” or “we” for a client and “she” for a mind-worker in order to be politically correct, to avoid awkward constructions such as “(s)he” or him/her and to increase the likelihood of our reading at least some of these words from a client’s perspective.) If these qualities were not seen by the client to be present the mind-work would never get going. Rapport may often do no more than make change possible.

Smail’s Triad

Then there is the relatively new one on the block which takes things a bit further. This other “ort”, which can be labeled “Support”, is the Smail Triad, which he introduces in his book “How To Survive Without Psychotherapy” (1996). This is less widely known and will need a bit more introduction. It consists of Encouragement, Solidarity (or Comfort) and Clarification.

Warmth and Encouragement are related but not identical. Encouragement is essential. Smail defines this as:

. . . any kind of influence brought to bear by the therapist on the patient (sic) to try actively to make a difference to the factors that are causing him or her distress.

(A feature of so-called “psychosis” is passivity in the face of experience: encouragement is therefore very important in this context. Also such people have typically been facing deeply discouraging experiences for many years.) By encouragement the mind-worker responds positively to the efforts of her client to apply what he has discovered in mind-work. Praise is, for me, a key component.

Solidarity is, according to Smail, “one of the most potently therapeutic experiences to be had,” even though in itself it changes nothing. It is derived from sharing your deepest fears and most shameful secrets with a ‘valued other’ who does not immediately heap blame or scorn upon you, but who instead listens patiently and sympathetically to what you have to say.

It is something one human being gives to another by uncritically and supportively, but not blindly, standing beside him in his difficulties. It should but perhaps does not go without saying that this does not mean leaping in and drowning in there with him.

In the words of Smail (page 213):

Solidarity with others is both one of the most significant and, all things considered, the most available forms of power for ‘ordinary’ people.

David Smail

For people with a label of psychosis it is significantly less available and we should not underestimate the corrosive effects of that unavailability upon a person’s well-being. Solidarity is also what stops the praise and encouragement from being experienced as patronising. The mind-worker stands alongside, not above, the client. To feel that we are not alone in our troubles and that some one appreciates our efforts has a power to keep us going and bring about success that should not be underestimated.

Though Solidarity and Empathy have much in common they also are not the same thing. Solidarity involves standing with somebody as he struggles to act. Though it implies the mind-worker knows how the client feels, solidarity also implies action whereas empathy might only sit nearby and commiserate with how difficult it must feel.

Clarification is also crucial. People in distress are often confused. Simple questions and straightforward feedback are often all that is needed to dispel the fog. Sometimes another map of the world needs to be gradually introduced, again as a colleague and fellow human being, not as a superior being from her pedestal.

Smail (page 42) feels that there is,

. . . in principle at least, not a great deal of difficulty in arriving at an acceptable account of how people come to be as they are and what are the origins of their distress. Where difficulties do arise is in knowing what is to be done with this information. The idea that ‘insight’ leads automatically to cure, while figuring largely in many patients’ expectations, has long been recognised to be problematic by therapists.

The glib assumption, that to be clear is to be able to change, places an unrealistic degree of responsibility upon the client. Part of Smail’s solution is to emphasise solidarity and encouragement: the rest of what he stresses may be summarised under the idea of taking proper account of the power of environment in creating and alleviating difficulties. The extent to which an oppressive environment cannot be changed sets limits on the degree of change we can bring about.

For me, the physical environment within which the mind functions can be both outside (society, unemployment, lack of cash, poor housing etc) and inside (brain structure, chemistry, hormones etc) the individual. The degree to which these variables can operate effectively to bring about change is affected by environment, but that is a topic too large for present consideration.

Transferring Ownership

The process of clarification provides us with the easiest bridge from the “orts” to the factors we mentioned earlier which enable the client to keep the transformation process going because the client has to have more ownership of clarification than of the other qualities in these groups of three.

Support, even in the context of a good rapport, can only make change possible but it doesn’t tell us how to make sure it will happen in the first place and then continue in the right direction in the absence of the mind-worker. These qualities do not become the instruments the client will use himself to bring about change nor are they the results of changes taking place. They are composed of the essential prerequisites that make positive change processes possible within a relationship. With the possible exception of clarification, if the client lacks them, he does not need to develop them if he does not wish to. However, he needs to sense most of them in the mind-worker.

The Good Samaritan

The Good Samaritan

It perhaps goes without saying that most of these characteristics of the relationship, such as warmth, empathy, honesty, encouragement and solidarity are also emphasised in many spiritual traditions as essential to a proper relationship with other people. The golden rule, which recommends that we treat others as we would ourselves wish to be treated, occurs over and over again across the world transcending barriers of language and culture.

The characteristics I will be discussing in the next post helped me combine practical insights specifically drawn from the Bahá’í Faith with the processes of therapeutic practice. They are key to someone’s being able to carry on the work after the mind-worker has gone.

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Last time I described my quest to understand our penchant for evil acts, including what might help us get past this fatal flaw, and what drew me to buy and start reading Peterson’s book 12 Rules for Life.

Before I begin to tackle his exact contribution to this quest, I need to summarise the key ideas I’ve gleaned from those who are his forerunners in my investigations. My right-brain has agreed to this because I can pull most of this in from previous posts so it won’t greatly delay its desperately needed return to poetry.

Our Moral Imagination

Robert Wright in his book The Evolution of God argues that in evolutionary terms we are being forced to expand our sense of common humanity ever wider if we are not to face destructive challenges.

He states (page 428):

The moral imagination was ‘designed’ by natural selection . . . . . to help us cement fruitfully peaceful relations when they’re available.

He is aware that this sounds like a glorified pursuit of self-interest. He argues, though, that it leads beyond that (page 428-429):

The expansion of the moral imagination forces us to see the interior of more and more other people for what the interior of other people is – namely remarkably like our own interior.

He rescues this from cliché by pointing out that the idea of common humanity may be a self-evident point when we read or hear it, but it’s far from obvious if you look at the way we act. This is because we are under the illusion that we are special (page 429):

We all base our daily lives on this premise – that our welfare is more important than the welfare of pretty much anyone else, with the possible exception of close kin. . . . We see our own resentments as bona fide grievances and we see the grievances of others as mere resentments.

He links the progress of humanity with the application of the unifying insight in daily life (page 429):

. . . . the salvation of the global social system entails moral progress not just in the sense of human welfare; there has to be as a prerequisite for that growth, a closer encounter by individual human beings with moral truth.

At the end of this sequence I will be exploring more fully the implications of this with the help of the diagram on the left. For now all I will say is that it will take a long period of time before enough of us to make a real difference shift from the ‘me now’ position to expanding the compass of our compassionate understanding so that it embraces the whole of humanity.

Writght feels that it is inevitable that we will either move closer to moral truth or descend into chaos (we’ll be coming back to that word again in much more detail later). He feels that (ibid):

. . . history has driven us closer and closer to moral truth, and now our moving still closer to moral truth is the only path to salvation . . .

by which he means salvation of the social structure. He feels (page 430) that religions that have ‘failed to align individual salvation with social salvation have not, in the end, fared well.’

Jeremy Rifkin, in his thought-provoking book The Empathic Civilisation, articulates an important caveat to any assumption that an increasing global culture will inevitably move us onward and upward. He adduces evidence to illustrate the role of entropy. We hit this forcefully almost from the start of the book (page 25):

If there were any lingering doubt as to how close our species is coming to the very limits of its sustainability on earth, a single statistic is revealing of our current state of affairs: our scientists tell us that the nearly seven billion human beings now inhabiting the Earth make up less than 1% of the total biomass of all the Earth’s consumers. Yet with our complex global economic and social infrastructure, we are currently consuming nearly 24% of the net primary production on Earth . . .

He then spells out what that means (page 26):

Our journey begins at the crossroads where the laws of energy that govern the universe come up against the human inclination to continually transcend our sense of isolation by seeking the companionship of others in evermore complex energy-consuming social arrangements. The underlying dialectic of human history is the continuous feedback loop between expanding empathy and increasing entropy.

In terms of Wright’s position, entropy notwithstanding, what we need to understand is what is blocking the process he describes of expanding the scope and range of our ‘moral imagination,’ or in my terms the compass of our compassion.

My very battered copy of this classic.

Our Objects of Devotion

In his attempt to understand the horrors of Nazism, 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.

When we choose the wrong object of devotion the price can be terrifying.

Eric Reitan makes essentially the same point. He warns us that we need to take care that the object of devotion we choose needs to be worthy of our trust. In his book, Is God a delusion?, he explains a key premise that our concept of God, who is in essence entirely unknowable, needs to show Him as deserving of worship: any concept of God that does not fulfil that criterion should be regarded with suspicion.  Our idealism, our ideology, will then, in my view, build an identity on the crumbling and treacherous sand of some kind of idolatry, including the secular variations such a Fascism and Nazism.

In Wright’s terms, if the compass of our compassion is set too narrow, and we only identify with a subgroup of humanity rather than with humanity as a whole, we’re doomed.

Idealism, Ideology and Mistaking our Maps for Reality

Once we have taken that fatal step into mistaken devotion we are in the danger zone of idealism. Jonathan Haidt in his humane and compassionate book ‘The Happiness Hypothesis’ indicates that, in his view, idealism has caused more violence in human history than almost any other single thing (page 75):

The two biggest causes of evil are two that we think are good, and that we try to encourage in our children: high self-esteem and moral idealism. . . . Threatened self-esteem accounts for a large portion of violence at the individual level, but to really get a mass atrocity going you need idealism — the belief that your violence is a means to a moral end.

McGilchrist’s contribution towards enriching my understanding of this issue is in his profound interrogation of the negative impact of the dominant left-hemisphere’s processing on our thinking. The conclusion he reaches that most matters when we look at our western society is on pages 228-229:

The left hemisphere point of view inevitably dominates . . . . The means of argument – the three Ls, language, logic and linearity – are all ultimately under left-hemisphere control, so the cards are heavily stacked in favour of our conscious discourse enforcing the world view re-presented in the hemisphere that speaks, the left hemisphere, rather than the world that is present to the right hemisphere. . . . which construes the world as inherently giving rise to what the left hemisphere calls paradox and ambiguity. This is much like the problem of the analytic versus holistic understanding of what a metaphor is: to one hemisphere a perhaps beautiful, but ultimately irrelevant, lie; to the other the only path to truth. . . . . .

There is a huge disadvantage for the right hemisphere here. If . . . knowledge has to be conveyed to someone else, it is in fact essential to be able to offer (apparent) certainties: to be able to repeat the process for the other person, build it up from the bits. That kind of knowledge can be handed on. . . . By contrast, passing on what the right hemisphere knows requires the other party already to have an understanding of it, which can be awakened in them. . .

On the whole he concludes that the left hemisphere’s analytic, intolerant, fragmented but apparently clear and certain ‘map’ or representation of reality is the modern world’s preferred take on experience. Perhaps because it has been hugely successful at controlling the concrete material mechanistic aspects of our reality, and perhaps also because it is more easily communicated than the subtle, nuanced, tentative, fluid and directly sensed approximation of reality that constitutes the right hemisphere experience, the left hemisphere view becomes the norm within which we end up imprisoned. People, communities, values and relationships though are far better understood by the right hemisphere, which is characterised by empathy, a sense of the organic, and a rich morality, whereas the left hemisphere tends in its black and white world fairly unscrupulously to make living beings, as well as inanimate matter, objects for analysis, use and exploitation.

Group Dynamics

There are also social facilitation, group difference and status differential effects. Take, for instance, Zimbardo’s perspective, which is rooted in the study he initiated at Stanford University. Student volunteers were divided randomly into two groups: prisoners and guards. It did not take long for the guards to descend into abusive behaviours that meant the study had to be halted before serious harm was done. From this, and after examining the behaviour of American troops at Abu Ghraib, he came to disturbing conclusions about human behaviour in situations that steer us towards evil. He feels strongly that good people can do bad things, not necessarily because they are bad apples who should bear full responsibility for their crimes, but because they are placed in a bad barrel that rots them. More than that, it is too simplistic to then blame the barrel for the whole problem. The barrel maker has to take his share of the responsibility. Corrupt systems can corrupt good people. Only the minority in his experience are able to resist.

The power of such influences is reinforced by Haidt’s idea of the hive effect.

Haidt, in his other brilliant book The Righteous Mind, comes back to our need to belong and to the role of religion as one of the main ways we meet that need. Haidt discusses this at some length in his book and what he says is both fascinating and critically important (page 247):

Why do the students sing, chant, dance, sway, chop, and stomp so enthusiastically during the game? . . . From a Durkheimian perspective these behaviors serve a [particular] function, and it is the same one that Durkheim saw at work in most religious rituals: the creation of a community. A college football game is a superb analogy for religion.

How does he justify that apparently bizarre statement? He feels the fundamental effect is the same (ibid.):

. . . from a sociologically informed perspective, . . . a religious rite . . . . pulls people up from Durkheim’s lower level (the profane) to his higher level (the sacred). It flips the hive switch and makes people feel, for a few hours, that they are “simply a part of a whole.”

Being ‘part of a whole’ can have an unacceptable price, though, as I will explore next time.

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© Bahá’í World Centre

© Bahá’í World Centre

I haven’t republished this sequence since 2015. Given my brief look on Monday at Koestenbaum’s levels of consciousness it seemed worthwhile repeating this sequence which contains a brief explanation of Rifkin’s model.

I’m sorry about the rhyming title. I just couldn’t resist it. There’s no more poetry in the rest of this post, I promise, not even in a book title. Now back to the theme.

The distinctive virtue or plus of the animal is sense perception; it sees, hears, smells, tastes and feels but is incapable, in turn, of conscious ideation or reflection which characterizes and differentiates the human kingdom. The animal neither exercises nor apprehends this distinctive human power and gift. From the visible it cannot draw conclusions regarding the invisible, whereas the human mind from visible and known premises attains knowledge of the unknown and invisible.

(‘Abdu’l-Bahá: Promulgation of Universal Peace)

We’ll come back to the issue of reflection in a moment.  As I said at the end of the previous post, I find I believe Rifkin when he writes:

The more deeply we empathise with each other and our fellow creatures, the more intensive and extensive is our level of participation and the richer and more universal are the realms of reality in which we dwell.

This could be easier said than done. As Bahá’u’lláh observes (Tablets: page 164):

No two men can be found who may be said to be outwardly and inwardly united.

So, given that I have explored this problem repeatedly from the Bahá’í point of view in this blog and don’t want to rehearse it all again here, from within the same realms of discourse as they inhabit, how do we put the experiences Parks is describing together with the ideas that Rifkin develops?

MindsightWell, I’ve found someone who seems to have found one way of doing that: Daniel Siegel in his book Mindsight. This is not to be confused with Ken Ring‘s concept which he developed to explain how blind people see in near death experiences.

Siegel’s idea is less exotic and of considerable use in daily life. It also corresponds to the experience many people, including Bahá’ís, might have as they struggle to enact the values and practices of their religion.

What he does is root such experiences in the body – well, in the brain to be more exact – and show how the changes that we can bring about by mindfulness, a powerful form of meditation, impact on our relationships with others, even those well beyond the small circle of family, friends, neighbours and work colleagues.

 

Siegel locates in the frontal area of the brain a number of crucial mental powers, which he feels are key to the development of what he calls mindsight. In his view there are nine such powers and they include, most importantly from the point of view of the current discussion, emotional balance, empathy, insight, moral awareness and intuition (pages 26-29).

They underpin our capacity to reflect (something I have explored often on this blog – see link for an example) which (page 31) ‘is at the heart of mindsight.’ Reflection entails three things: openness, meaning being receptive to whatever comes to awareness without judging it in terms of what we think it should be; observation, meaning the capacity to perceive ourselves and our inner processes at the same time as we are experiencing the events unfolding around us; and objectivity, meaning the ability to experience feelings and thoughts without be carried away by them (page 32). Reflection enables us to reconnect with earlier problem experiences which we want to understand better without falling (page 33) ‘back into the meltdown experience all over again.’

We soon begin to see how this change in our mental scenery can change our external scenery. He goes on to explain (page 37):

With mindsight our standard is honesty and humility, not some false ideal of perfection and invulnerability. We are all human, and seeing our minds clearly helps us embrace that humanity within one another and ourselves.

Just as Schwartz does in his book The Mind & the Brain (see earlier post), Siegel emphasises (page 39) that ‘[m]ental activity stimulates brain firing as much as brain firing creates mental activity’ and lasting changes in brain structure can and do result.

He looks at the work on mirror neurons (page 61) before concluding that (page 62) the better we know our own state of mind the better we know that of another person. We feel the feelings of others by feeling our own. This explains why ‘people who are more aware of their bodies have been found to be more empathic.’ And we seem to have some support here for the value in terms of empathy that Rifkin places on being embodied (see previous post).

This is not the same as navel-gazing. The result of reflection in this sense, and based on the processes he Master and Emissaryillustrates with fascinating examples from his clinical work and personal life, is something he calls integration (page 64). He defines it as ‘the linkage of differentiated elements.’ He sees it operating across eight domains including horizontally between the left brain and the right, the territory McGilchrist explores.

Particularly intriguing and illuminating is his discussion of the domain of memory (pages 73 and pages 149-151 as well as elsewhere). I have rarely read as clear an exposition of the crucial role implicit memory plays in our daily lives and almost always outside our awareness.  Implicit memory, he explains (page 150), has three unique features: first of all, you don’t need to pay attention or have any awareness to create an implicit memory; moreover, when such a memory emerges from storage you don’t feel as though it is being recalled from the past, and, lastly, it doesn’t necessarily engage the part of the brain that works on storing and organising episodic memories. These implicit memories influence almost everything we do but we are unaware of that influence unless we make special efforts to surface it.

When these memories are appropriate and helpful they are not a problem and it doesn’t really matter whether we notice them or not. Sometimes though they get in the way of responding constructively to current reality. He argues (page 153) that we can use mindsight to ‘begin to free ourselves from the powerful and insidious ways’ they shape our perception of what’s going on around us. We can integrate them into a conscious and coherent account of ourselves.

Robert WrightTo cut a long and fascinating story short (I wholeheartedly recommend this book to anyone who wants to explores these ideas in more depth) this leads to a strong link with Rifkin’s case (page 260):

Seeing the mind clearly not only catalyses the various dimensions of integration as it promotes physical, psychological, and interpersonal well-being, it also helps to dissolve the optical delusion of our separateness. We develop more compassion for ourselves and our loved ones, but we also widen our circle of compassion to include other aspects of the world beyond our immediate concerns.  . . . [W] see that our actions have an impact on the interconnected network of living creatures within which we are just a part.

His view here seems to map closely onto Robert Wright‘s contention that, if we are to meet the needs of the age, we have to expand our moral imagination. As Siegel expresses it on the previous page to this quote: ‘We are built to be a we.’  I couldn’t agree more. And what’s even better, he explains, in straightforward ways that I can relate to both as a psychologist and as a Bahá’í, how we can start to bring that state of being into our daily reality.

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The Water Seller of Seville: Velázquez

Meditation is the key for opening the doors of mysteries. In that state man abstracts himself: in that state man withdraws himself from all outside objects; in that subjective mood he is immersed in the ocean of spiritual life and can unfold the secrets of things-in-themselves. To illustrate this, think of man as endowed with two kinds of sight; when the power of insight is being used the outward power of vision does not see.

‘Abdu’l-Bahá: Paris Talks

I haven’t republished this sequence since 2015. Given my brief look yesterday at Koestenbaum’s levels of consciousness it seemed worthwhile repeating this sequence which contains a brief explanation of Rifkin’s model. 

Recently I have been falling over books that reveal sceptics turning a bit mystical, agnostics extolling empathy and scientific therapies rooted in developing kindness. What on earth is the world rising to?

Tim Parks is the sceptic I referred to. In his intriguing book Teach Us to Sit Still, the title of which is taken from T.SEliot, he unfolds his journey from debilitating pain to relative health via Shiatsu and meditation. He only needed a more explicit touch of McGilchrist to complete his account of his journey.

He describes his obsessive trawling of the internet in search of insight about his condition, which he at first thought might be to do with his prostate, and reflects upon his situation as he leans exhausted against a stone column near his home:

The Pilotòn is about two feet in diameter and ten feet high and dates back to Roman times. . . . . .

Since the operation, I get a kind of tickle and fullness, but I haven’t been able to achieve a proper . . .

This is silly.  Like when I started thinking of the waterseller’s fig as a prostate. Yet I notice that my mind is more at ease with these eccentric analogies than with the information onslaught of the net. I have the impression they bring me closer to some truth about my condition, but in the way dreams do. Something important is staring you in the face, only you can’t decode it. It won’t come out in words. That’s the fascination of dreams. And certain paintings. There is truth that can’t be said, knowledge you can’t access or use. My mind wanders off in these enigmas and after a while I find I’m feeling a little better. Is it a placebo effect? One day, I suppose, I will discover the meaning of Velázquez‘s painting. Or may be that would spoil it.

(Page 105-6)

I could produce many other quotes from Parks that reinforce McGilchrist’s depiction of how the world of the right hemisphere differs from that of the language-based left. One more will have to suffice for now:

Words can describe a mental experience, after the event, but had the same words been spoken to me a thousand times before the experience [of letting go/unquestioning acceptance], I would no more have understood them than a child born in the tropics would understand sleet and snow.

(Page 238)

McGilchrist makes precisely the same point.

One conclusion that Parks draws from his experience concerns our relationship with our bodies.

Finally, when [a moment of intense insight at a meditation retreat] was really over and I could go to the bathroom to wash my face, I was struck, glancing in the mirror, by this obvious thought: that the two selves that had shouted their separateness on waking that morning almost a year ago were my daily life on the one hand and the ambitions that had always taken precedence over that life on the other. I had always made a very sharp distinction between the business of being here in the flesh, and the project of achieving something, becoming someone, writing books, winning prizes, accruing respect. The second had always taken precedence over the first. How else can one ever get anywhere in life?

(Page 241)

 

Emp CivilThis insight paves the way for what Rifkin has to say in his book The Empathic Civilisation. While determined to keep himself grounded in the body, he takes off into the ether of global empathy on evolutionary wings. The idea of embodiment is central to his thesis:

Both the Abrahamic faiths . . . . as well as the Eastern religions . . . either disparage bodily existence or deny its importance. So too does modern science and the rational philosophy of the Enlightenment. For the former . . . the body is fallen and a source of evil. . . . . For the latter, the body is mere scaffolding to maintain the mind, a necessary inconvenience to provide sensory perception, nutrients, and mobility. It is a machine the mind uses to impress its will on the world.

(Page 141)

Rifkin defends the body against these attacks.

The notion of embodied experience is a direct challenge to the older faith- and reason-based approaches to consciousness. . . . . The idea of embodied experience takes us past the Age of Faith and the Age of Reason and into the Age of Empathy, without, however, abandoning the very special qualities of the previous world-views that continue to make them so attractive to millions of human beings.

(Page 143)

His take on embodiment, which is centred on the notion that all embodied experience is inherently relational, comes to some surprising conclusions:

The embodied experience philosophers, by contrast, suggest that understanding reality comes not from detachment and exercise of power but from participation and empathic communion. The more deeply we empathise with each other and our fellow creatures, the more intensive and extensive is our level of participation and the richer and more universal are the realms of reality in which we dwell. Our level of intimate participation defines our level  of understanding of reality. Our experience becomes increasingly more global and universal in character. We become fully cosmopolitan and immersed in the affairs of the world. This is the beginning of biosphere consciousness.

(Page 154)

Much of what Rifkin writes is impressively thought-provoking but it needs to be approached with caution as he is also capable of producing strings of statements that are breath-takingly implausible such as:

Oral cultures are steeped in mythological consciousness. [So far, so good.] Script cultures give rise to theological consciousness. [Problems creep in. For example, why not the other way round, I find myself asking? Do I smell a touch of reductionism here?] Print cultures are accompanied by ideological consciousness. [Apart from anything else, is it that easy to distinguish between a theology and an ideology? We can make a god of almost anything or anyone and determining where the god of an ideology morphs into the God of a religion may be a matter more of degree than of kind.] First-generation centralised electronic cultures give rise to full-blown psychological consciousness. [As a retired psychologist I’m not sure I have the energy to start on this one except to say that it could only have been written by someone who had momentarily forgotten or never known the highly impressive sophistication of Buddhist psychologies. I am not aware that you can get more full-blown than that. If he had said wide-spread commonplace psychologising I might have bought it.]

(Page 182)

This example is fairly typical of the traps he falls into as an enthusiastic manufacturer of his particular theory of everything social. In spite of these caveats his book is a major achievement and raises issues of great importance in a clear and compelling fashion for the most part. I find I believe him when he writes:

The more deeply we empathise with each other and our fellow creatures, the more intensive and extensive is our level of participation and the richer and more universal are the realms of reality in which we dwell.

How exactly might we put such an insight into practice? There is a way, explained in a recent book, whose discourse appeals to me both as a psychologist and as a Bahá’í (as if those two things were essentially different in any case).

But this will, I’m afraid, have to wait for the next post.

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Justin Renteria

A Facebook friend flagged up this fascinating piece on the Atlantic Website. It looks as though rising too high up the ladder can result in a kind of acquired psychopathy, although I suppose it might still leave the question open of whether it was there to some degree in the first place. My sense though is that a significant lack of cognitive empathy, large enough to lead to the fall of pride, becomes evident, and the most successful psychopaths usually have no lack of that kind at all. Also there is a sense that aspects of the studies had a longitudinal component that would have been able to rule this possibility out. Below is a short extract: for the full post see link.

How leaders lose mental capacities—most notably for reading other people—that were essential to their rise.

If power were a prescription drug, it would come with a long list of known side effects. It can intoxicate. It can corrupt. It can even make Henry Kissinger believe that he’s sexually magnetic. But can it cause brain damage?

When various lawmakers lit into John Stumpf at a congressional hearing last fall, each seemed to find a fresh way to flay the now-former CEO of Wells Fargo for failing to stop some 5,000 employees from setting up phony accounts for customers. But it was Stumpf’s performance that stood out. Here was a man who had risen to the top of the world’s most valuable bank, yet he seemed utterly unable to read a room. Although he apologized, he didn’t appear chastened or remorseful. Nor did he seem defiant or smug or even insincere. He looked disoriented, like a jet-lagged space traveler just arrived from Planet Stumpf, where deference to him is a natural law and 5,000 a commendably small number. Even the most direct barbs—“You have got to be kidding me” (Sean Duffy of Wisconsin); “I can’t believe some of what I’m hearing here” (Gregory Meeks of New York)—failed to shake him awake.

What was going through Stumpf’s head? New research suggests that the better question may be: What wasn’t going through it?

The historian Henry Adams was being metaphorical, not medical, when he described power as “a sort of tumor that ends by killing the victim’s sympathies.” But that’s not far from where Dacher Keltner, a psychology professor at UC Berkeley, ended up after years of lab and field experiments. Subjects under the influence of power, he found in studies spanning two decades, acted as if they had suffered a traumatic brain injury—becoming more impulsive, less risk-aware, and, crucially, less adept at seeing things from other people’s point of view.

Sukhvinder Obhi, a neuroscientist at McMaster University, in Ontario, recently described something similar. Unlike Keltner, who studies behaviors, Obhi studies brains. And when he put the heads of the powerful and the not-so-powerful under a transcranial-magnetic-stimulation machine, he found that power, in fact, impairs a specific neural process, “mirroring,” that may be a cornerstone of empathy. Which gives a neurological basis to what Keltner has termed the “power paradox”: Once we have power, we lose some of the capacities we needed to gain it in the first place.

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Altruism Black Earth

In the light of recent events in London and Manchester and of this week’s sequence on Hillman’s book, that dealt in some detail with Hitler, it seemed worth republishing this sequence from two years ago. The posts, of which this is the last, have appeared on the consecutive days.

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.

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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