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Posts Tagged ‘Stanley Greenspan’

© Bahá’í World Centre

© Bahá’í World Centre

Laying the groundwork for global civilization calls for the creation of laws and institutions that are universal in both character and authority. The effort can begin only when the concept of the oneness of humanity has been wholeheartedly embraced by those in whose hands the responsibility for decision making rests, and when the related principles are propagated through both educational systems and the media of mass communication. Once this threshold is crossed, a process will have been set in motion through which the peoples of the world can be drawn into the task of formulating common goals and committing themselves to their attainment. Only so fundamental a reorientation can protect them, too, from the age-old demons of ethnic and religious strife. Only through the dawning consciousness that they constitute a single people will the inhabitants of the planet be enabled to turn away from the patterns of conflict that have dominated social organization in the past and begin to learn the ways of collaboration and conciliation. “The well-being of mankind,” Bahá’u’lláh writes, “its peace and security, are unattainable unless and until its unity is firmly established.”

(From The Prosperity of Humankind, a statement issued by the Bahá’í International Community March 1995)

Given my recent sequence of posts on global warming it seemed timely to republish this sequence.

As we have seen in the posts on levels, Rifkin draws on Stanley Greenspan’s child developmental model Emp Civil(page 106-110: see link for more detail) involving six stages which can be summarised as sensation/security, relation, intention, self/other-awareness, emotional ideas and finally emotional thinking. Disruptions, for example to attachment, during these stages will create problems later. The development of empathy in the growing child depends upon the quality of care received (page 110):

Greenspan… is clear that ‘the ability to consider the feelings of others in a caring, compassionate way derives from the child’s sense of having been loved and cared for herself.’

This post will look more closely at Rifkin’s thinking on this issue and about how to facilitate constructive maturation in our children.

Child Rearing

He begins by looking at the effects of deprivation (Page 20):

What had been missing in . . . foundling homes was one of the most important factors in infant development – empathy. We are learning, against all of the prevailing wisdom, that human nature is not to seek autonomy – to become an island to oneself – but, rather, to seek companionship, affection, and intimacy.

He unpacks the implications (page 66):

The infant begins life, according to Suttie, with an inchoate but nonetheless instinctual need to receive as well as give gifts, which is the basis of all affection. Reciprocity is the heart of sociality and what relationships are built on. In reciprocity is blocked, the development of selfhood and sociability is stunted and psychopathology emerges.

Not surprisingly he brings attachment theory into the mix. Situations of parental dislocation can lead to maladaptive patterns of either ‘anxious’ or ‘avoidant’ attachment. More empathic parental relating has a better outcome (page 78):

The more securely attached infants grew up to be the more sociable adults. They were more sensitive to others, shared higher levels of cooperation with peers, and developed more intimate relationships. What those children all shared in common was a highly developed, empathic consciousness.

It should be no surprise that mechanistic attempts to remedy defects in parental child rearing habits has not proved much help (page 167):

In the 1980s and 1990s psychologists and educators introduced the notion of “quality time” into family relationships. The idea was for parents to set aside a few minutes in their otherwise overburdened and busy day to get back “in touch” with their children. The forced efficiency of these structured intimate encounters often defeated the purpose of the exercise. Deep relationships require nurturing and suffer when yoked yoked to the dictates of o’clock.

As a result we come very close in Rifkin’s next description to ‘Abdu’l-Bahá’s explanation of what would happen in a truly spiritual society (Selections from the Writings of ‘Abdu’l-Bahápage 133):

See then how wide is the difference between material civilization and divine. With force and punishments, material civilization seeketh to restrain the people from mischief, from inflicting harm on society and committing crimes. But in a divine civilization, the individual is so conditioned that with no fear of punishment, he shunneth the perpetration of crimes, seeth the crime itself as the severest of torments, and with alacrity and joy, setteth himself to acquiring the virtues of humankind, to furthering human progress, and to spreading light across the world.

Rifkin states (page 177):

While primitive empathic potential is wired into the brain chemistry of some mammals, and especially the primates, its mature expression in humans requires learning and practice and a conducive environment. Moral codes, embedded in laws and social policies, are helpful as learning guides and standards. But the point is that one isn’t authentically good because he or she is compelled to be so, with the threat of punishment hanging over them or a reward waiting for them, but, rather because it’s in one’s nature to empathise.

Over the next sections of his book he reviews our progress towards a more humane and insightful treatment of children from (page 244) progress under the Roman Empire which came to define infanticide as murder only in 374AD while treatment remained harsh in England well into the 17th Century (page 285-86). There was the Protestant urge to ‘impose patriarchal rule in the home and “break the will” of the child, to ensure his or her piety.’ Later:

. . . the extension of schooling to large numbers of children also subjected youngsters to a merciless routine of flogging by teachers for the slightest violation of decorum or for underperformance. Lawrence Stone reports “that more children were being beaten in the 16th and early 17th centuries, over a longer age span, than ever before.” . . . .

Parents saw corporal punishment as a way to save their children from the devil and an eternity in hell. Their behaviour was in stark contrast to the sentiments of parents in the earlier Italian Renaissance, who came to look on the children as pure, innocent, and uncorrupted.

Things did begin to improve somewhat as the century advanced (pages 286-87). For example, John Locke (1692) was more balanced: ‘while he cautioned against being overly permissive, he was equally opposed to being overly strict and punitive.’ By 1785 (page 288), ‘the practice of swaddling had been eliminated in England. . . . Wet-nursing went out of favour in the latter half of the 18th century in England as new mothers sought to be more attentive and nurturing towards their young. . . . The new expression of motherly affection ensured that the empathic impulse of the period would pass on to children, who will grow up loved and cared for and capable of empathising with others, just as their parents had empathised with that.’

© Bahá’í World Centre

© Bahá’í World Centre

Child Development

It was only late in the 19th Century that something more recognisably modern began to feature in the ideas around child development (page 388):

It was during the last decade of the 19th century and the first three decades of the 20th century that the concept of adolescence emerged. This was a special temporal domain to which all children – boys and girls – belonged equally. Society came to think of childhood as extending beyond puberty and into the later teenage years. Previously the child graduated to adulthood and the responsibilities that go with it upon reaching sexual maturity. No longer. Now work life was put off and children remained under the nurturing care of parents for a longer period of time.

This concept carried with it a sort of developmental time bomb (page 389):

Although it wasn’t until the 1940s that Eric Erikson coined the term “identity crisis,” the psychological phenomena accompanied the new period of adolescence from the very beginning. Adolescence is about identity crises as much as it is about identity formation.

Identity is partly a question of the priorities around which we organise our lives, the values we hold dearest and the meaning system we have developed. While the evidence suggests that we need to divide the influences that affect those outcomes among our genes, our parents and our peers, there is no doubt that for most of us our parents account for at least 30% of the items in the mix. So, when Rifkin looks at where we are at present with the challenges it brings, 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, except, and a sense of belonging.

The product propaganda known as advertising preys on this insecurity with its deceptive promises that greater wealth and more possessions will fill the void within.

Parents clearly have a critical role to play in how things take shape from here, whether upwards towards the light or downwards towards the dark (page 504):

Making the transition from a pioneer to a near-climax society and a truly sustainable economic area hinges on a far more self-conscious approach to parenting to prepare youngsters with deep pro-social values that will allow empathy to grow and the lure of the market to be tempered.

Schooling

© Bahá’í World Centre

© Bahá’í World Centre

Parenting is not the only consideration of course. He makes a bold claim (page 550):

The American public school system has leaped ahead of their counterparts in other countries by initiating a critical reform in the educational system, whose purpose is to better prepare future generations for the responsibilities attendant to creating social capital.

In the past 15 years, American secondary schools and colleges have introduced service learning programs into the school curriculum – a revolutionary change that has altered the educational experience for millions of young people.

Not everyone appears to share this rose-tinted view of the matter. John Fitzgerald Medina, in his book Faith, Physics & Psychology, is particularly sceptical. He bases his assessment on solid research (page 325):

David Purpel, an educator and author of The Moral and Spiritual Crisis in Education: a Curriculum for Justice and Compassion in Education… contends that the educational system is so enmeshed in the corrupt status quo that it consistently fails to address societal problems and that due to its slavish emphasis on grading-mongering and competition, it primarily acts like a giant socio-economic sorting machine that maintains and even exacerbates race and class separations between people.

Purpel is not the only witness Medina calls to the stand in his case against the current system of education in America (page 327):

Professor of education Clifford Mayes explains that the powerful influence of behaviourism shifted the field of education from an endeavor based on a strong sense of spiritual and moral calling to a technical job based on the tenets of classical science… Under the influence of industrialisation, schools and teachers were expected to serve and to promulgate the “cult of efficiency” and the “scientific management” of people and organisations.

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. 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 (page 131):

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 [Quantum Opportunities Programme] 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…

Rifkin explains what for him is the power of these socially engineered interventions (page 551):

The exposure to diverse people from various walks of life has spurred an empathic surge among many of the nation’s young people. Studies indicate that many – but not all – students experience a deep maturing of empathic sensibility by being thrust into unfamiliar environments where they are called upon to reach out and assist others.

© Bahá’í World Centre

© Bahá’í World Centre

A Fork in the Road

Not for the first time in his book, he comments on the fork in the road that lies ahead (page 581):

The rap on today’s young people in the age group that stems from toddlers to young adults in their early 30s (everyone born after the mid-1970s) is that they are coddled, overexposed, overindulged, told they are special, believe that to be the case, are self-centred – “it’s all about me” – and trapped in their self-absorbed inflated self-esteem. We are also told, however, that they are more open and tolerant, less prejudiced, multicultural in their views, nonjudgmental, civic-and service-oriented, and more collaborative than any other generation in history. . . .

Is it possible that today’s young people are caught between both poles…? . . . . Yes, but with the qualification that the newest data shows a trend away from the ‘it’s all about me’ phenomenon and prevalent in the 1980s and 1990s . . . .

Exactly which way the dice will fall is not yet predictable (page 589):

The situation is anything but clear. While there are some among the younger generation who dream of personal fame, there are as many others just as devoted to community service and assisting those less fortunate. The likely reality is that the younger generation is growing up torn between both a narcissistic and empathic mind-set, with some attracted to one and some to the other.

Clearly parenting and schooling are crucial components in the creation of a compass and a map that will enable our children to choose the wiser route in life. What is disturbing is the vicious circle clearly at work if we do not rise to this challenge. The effects of unwise and unfeeling parenting will be further confounded by mercenary and mechanistic education systems. This combination will produce parents who will bring up more damaged children, and voters who will continue to elect governments that enthusiastically perpetuate education systems designed to create cogs for the machine of the global market. Building a more benign civilisation begins with our children who are “the most precious treasure a community can possess, for in them are the promise and guarantee of the future.” (Universal House of Justice: Ridván 2000) We need to change our approach and we need to change it soon.

Rifkin places his hopes for the future on the development of biosphere consciousness, a motivating force whose limitations I explained in the previous post (page 601):

Children are becoming aware that everything they do – the very way they live – affects the lives of every other human being, our fellow creatures, and the biosphere we inhabit. They come to understand that we are as deeply connected with one another in the ecosystems that make up the biosphere as we are in the social networks of the blogosphere.

He feels this hope is given added strength by the interventions being mounted in schools (ibid.):

Now the new emerging biosphere awareness is being accompanied by cutting edge curriculum [sic] designed to help young people develop an even deeper sense of interconnectivity and social responsibility at the level of their personal psyches.

. . . . . the new pedagogical revolution is emphasising empathic development. In April 2009, The New York Times ran a front-page article reporting on the empathy revolution occurring in American classrooms. Empathy workshops and curriculums [sic] now exist in 18 states, and the early evaluations of these pioneer educational reform programmes are encouraging.

I feel we need to read what follows with a balancing sense of the countervailing forces also at work within the very same educational system. Medina 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.

I am not convinced that we can leave to our schools the work of spiritualising the awareness of our children and making them more attuned to the suffering of others and how to help, hence the strong Bahá’í emphasis within our communities placed upon the training of children and youth – something we offer to the wider community as well without in any way seeking to recruit people to our ranks. We simply want to find ways of helping young people become more community-oriented. I will be republishing relevant posts later this week that go some way towards articulating the Bahá’í view of the matter.

Rifkin sees it differently from Medina  (page 604):

Tens of thousands of students have gone through the Roots of Empathy program. What educators find is that the development of empathic skills leads to greater academic success in the classroom. . . . Empathic maturity is particularly correlated with critical thinking. The ability to entertain conflicting feelings and thoughts, be comfortable with ambiguity, approach problems from a number of perspectives, and listen to another’s point of view are essential emotional building blocks to engage in critical thinking. Gordon makes the telling observation that “love grows brains.” . . . [ Mary Gordon writes]:

“The Roots of Empathy classroom is creating citizens of the world – children who are developing empathic ethics and a sense of social responsibility that takes the position that we all share the same lifeboat. These are the children will build a more caring, peaceful and civil society, child by child.”

To be fair, Rifkin 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.

© Bahá’í World Centre

© Bahá’í World Centre

Cooperation not Competition

He argues, as Michael Karlberg does in Beyond the Culture of Contest, that we must replace competition with cooperation if we are to rise above our current challenges. Karlberg describes in far more detail than is possible to include here an alternative model, based on the Bahá’í experience. The nub of his case is (page 131 – my emphasis):

Bahá’ís assert that ever-increasing levels of interdependence within and between societies are compelling us to learn and exercise the powers of collective decision-making and collective action, born out of a recognition of our organic unity as a species.

Rifkin even defines one of the fruits of cooperation in similar terms to the values Bahá’ís place on true consultation as a spiritual process (page 605):

Collaborative education begins with the premise that the combined wisdom of the group, more often than not, is greater than the expertise of any given member and by learning together the group advances its collective knowledge, as well as the knowledge of each member of the cohort.

The Bahá’í view is expressed as follows (Selections from the Writings of ‘Abdu’l-Bahápage 320)

The members [of a Spiritual Assembly] must take counsel together in such wise that no occasion for ill-feeling or discord may arise. This can be attained when every member expresseth with absolute freedom his own opinion and setteth forth his argument. Should any one oppose, he must on no account feel hurt for not until matters are fully discussed can the right way be revealed. The shining spark of truth cometh forth only after the clash of differing opinions.

Coda

Rifkin closes by emphasising once more the importance of our recognising our links with nature (page 611):

In the case of our Palaeolithic forebears, fear of nature’s wrath, as much as dependency, conditioned the relationship. To reparticipate with nature willingly, by exercising free will, is what separates biosphere consciousness from everything that has gone before. . . .

Schools across the United States are already beginning to extend the classroom into the outdoors through their service learning programs, internship programs, and extended field trips. Reaffiliating with the biosphere is an empathic experience that has to be felt as well as intellectualised to be meaningful. It also has to be practised.

This sequence of posts so far has attempted, admittedly rather selectively, to give a sense of Rifkin’s overall argument, pointing out, where it seemed appropriate, its strengths and its weaknesses, but by and large letting Rifkin’s own words speak for his position.

The next and final pair of posts will look at what seems to me to be his most glaring omission – the role of religion in turning around our slide towards self-destruction.

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© Bahá’í World Centre

A co-operation game: © Bahá’í World Centre

Exponents of the world’s various theological systems bear a heavy responsibility not only for the disrepute into which faith itself has fallen among many progressive thinkers, but for the inhibitions and distortions produced in humanity’s continuing discourse on spiritual meaning. To conclude, however, that the answer lies in discouraging the investigation of spiritual reality and ignoring the deepest roots of human motivation is a self-evident delusion. The sole effect, to the degree that such censorship has been achieved in recent history, has been to deliver the shaping of humanity’s future into the hands of a new orthodoxy, one which argues that truth is amoral and facts are independent of values.

(From The Prosperity of Humankind, a statement issued by the Bahá’í International Community March 1995)

Given my recent sequence of posts on global warming it seemed timely to republish this sequence.

We now need to move from considering how empathy and entropy interact to looking at Jeremy Rifkin’s Emp Civilunderstanding of levels of consciousness.

I have already had a bit of a rant, in a previous post, about Rifkin’s treatment of this topic (page 182):

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.]

At times he hopefully throws labels at his hypothetical levels and then tries to make them stick with the glue of his speculations. However there are enough valuable insights housed in his wobbly tower-block to make exploring it more fully well worthwhile.

He draws initially on Stanley Greenspan’s child developmental model (page 106-110: see link for more detail) involving six stages which can be summarised as sensation/security, relation, intention, self/other-awareness, emotional ideas and finally emotional thinking. Disruptions, for example to attachment, during these stages will create problems later. The development of empathy in the growing child depends upon the quality of care received (page 110):

Greenspan… is clear that ‘the ability to consider the feelings of others in a caring, compassionate way derives from the child’s sense of having been loved and cared for herself.’

It is not just parental practices that are critical here but cultural norms as well. Sometimes even cultures that pride themselves on their occupation of the moral high ground can poison empathy in its cradle (page 121):

Ironically, while a shaming culture pretends to adhere to the highest standards of moral perfection, in reality it produces a culture of self-hate, envy, jealousy, and hatred towards others. . . . . When a child grows up in a shaming culture believing that he must conform to an ideal of perfection or purity or suffer the wrath of the community, he is likely to judge everyone else by the same rigid, uncompromising standards. Lacking empathy, he is unable to experience other people’s suffering as if it were his own …

He quotes examples such as how a victim of rape (page 122):

. . . bears the shame of the rape, despite the fact that she was the innocent victim. As far as her family and neighbours are concerned, she is forever defiled and impure and therefore an object of disgust to be blotted out.

It is after these clarifications of the basics that Rifkin begins to explain his full model (page 154):

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. We become fully cosmopolitan and immersed in the affairs of the world. This is the beginning of biosphere consciousness.

After briefly relating early cultures to early childhood (page 162) and suggesting that initially, in the Age of Faith and the Age of Reason ‘empathetic consciousness developed alongside disembodied beliefs,’ he refers to three stages of human consciousness (page 176): ‘theological, ideological, and early psychological.’ In his view during these stages ‘bodily experience is considered either fallen, irrational, or pathological’ and ‘moral authority’ is therefore ‘disembodied.’

However, this all changes with a further enhancement of ‘empathic consciousness.’ While ‘embodied experience is considered to be… at odds with moral laws, there will always be a gap between what is and what ought to be human behaviour’ he argues. ‘Empathic consciousness overcomes the is/ought gap. Empathic behaviour is embodied . . . .’ This is a large leap of logic to which we will need to return later when we look at other ways of decoding the components of empathy.

He helps his argument by unpacking exactly what he is getting at a few pages later (pages 273-74):

Hatred of the body could hardly endear one to another flesh-and-bones human being. Embodied experience is the window to empathic expression. . . . Empathy is the celebration of life, in all of its corporeality. Not paradoxically, it is also the means by which we transcend ourselves.

He strongly relates what he feels is a fuller expression of empathy (page 366) to ‘psychological consciousness,’ something rooted in the ‘coming together of the electricity revolution with the oil powered internal combustion engine.’ He goes on:

While earlier forms of consciousness – mythological, theological, and ideological – were still in play all over the world and within each psyche to various degrees, the new psychological consciousness would come to dominate the 20th century and leave its mark on every aspect of human interaction and on virtually every social convention. With psychological consciousness, people began to think about their own feelings and thoughts, as well as those of others in ways never before imaginable.

Psychological Consciousness & the God Issue

It is in the 1890s, interestingly at exactly the same time as Bahá’u’lláh, the Founder of the Bahá’í Faith, was publically and fully explaining the Bahá’í Revelation, that Rifkin perceives another potential pitfall emerging, in addition to entropy, that could derail the empathic train (page 390):

In the 1890s, at the dawn of psychological consciousness, the long-standing notion of becoming a person of ‘good character’ began to give way to the revolutionary new idea of developing one’s ‘personality.’

He unpacks what that might mean (page 391):

Individuals became less concerned about their moral stature and more interested in whether they were liked by others. A premium was placed on influencing peers. To be personable was to exude charisma, to stand out in a crowd and be the centre of attention.

He concludes that this was not all bad though (ibid.):

. . . . The shift from being a good character to having a good personality had another, more positive impact. People began to pay more attention to how their behaviour affected others. In the process, they came more mindful of other people’s feelings.

He refers (page 411) to Maslow’s “hierarchy of needs,” a theory we will be looking at more closely when I come to examine in a later sequence of posts Medina’s take on personal and societal development. He relates it to the stages “one goes through to develop a mature empathic sensitivity.”

He then moves into similar territory to Wilber in privileging a Western mode of experiencing the world. He states (page 414):

While in developing countries theological consciousness is still the dominant mode of expression, and in the middle range of developed countries ideological consciousness is the most prevalent form of public expression, in the most highly developed nations of the world, psychological consciousness has gained the upper hand, even to the extent that it partially interprets and remakes the older forms of consciousness into its own image.

is-god-a-delusionThis default assumption that somehow a belief in God in inherently a more primitive take on the world that must hold development back is as dangerous and as ultimately unsubstantiable as the delusion that everything can be explained in material terms. This steers Rifkin away from looking at the potential role of religion as a positive force, something I will return to later.

The crucial issue in my view is rather the same as Eric Reitan’s as expressed in his book Is God a Delusion?: what matters is what kind of God we believe in. One of his premises is 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.

Deciding whether your concept of God fulfills that criterion is probably easier said than done as Gilles Kepel illustrates in his book, Jihad: the trail of political Islam, when he refers to Qutb and his followers arguing that (page 25-26):

The Muslims of the nationalist period were ignorant of Islam, according to Qutb; just like the pagan Arabs of the original jahiliyya [original state of ignorance before Muhammad] who worshipped stone idols, Qutb’s contemporaries worshiped symbolic idols such as the nation, the party, socialism, and the rest. . . . Within Islam, Allah alone has sovereignty, being uniquely worthy of adoration by man. The only just ruler is one who governs according to the revelations of Allah.

The problem remains. What is the ruling conception of Allah we should adopt and what exactly has He revealed that should guide our conduct? What interpretation of the Qu’ran is to be devoutly followed? This question is of course blurred by the issue of the hadith and sharia, lenses through which the Qu’ran has been variously interpreted by different schools and periods of Islam.

Robert Wright seems to be singing from roughly the same hymn sheet as Reitan. He has bravely tackled the issue of religion from a sympathetically evolutionary perspective. One of his most trenchant insights is (The Evolution of God page 439):

Any religion whose prerequisites for individual salvation don’t conduce to the salvation of the whole world is a religion whose time has passed.’

As I will explain below he does not simplistically conclude that all religion should be tarred with that brush.

© Bahá’í World Cetnre

© Bahá’í World Cetnre

Globalisation

Interacting with the development of psychological consciousness and instrumental in shaping it, is the impact (page 424) of ‘cyberspace’ where ‘the human race finds itself nearly face-to-face. . . . Distances are becoming less relevant in the era of globalisation.’

There is also the complexity this brings in its wake (page 425):

A vast array of economic, social, and political institutions oversee the most complex civilisation ever conceived by human beings. The entire system is managed and maintained by billions of people, differentiated into thousands of professional talents and vocational skills, all working in specialised tasks in an interdependent global labyrinth.

Empathy has inevitably extended, in spite of the friction entailed (ibid.):

Brought together in an ever closer embrace, we are increasingly exposed to each other in ways that are without precedent. While the backlash of globalisation – xenophobia, political populism, and terrorist activity – is widely reported, far less attention has been paid to the growing empathic extension, as hundreds of millions of people come in contact with diverse others.

He argues that (page 429) that ‘2007 marks a great tipping point.’

For the first time in history, the majority of human beings live in the vast urban areas, according to the United Nations – many in mega-cities with suburban extensions – some with populations of 10 million people or more.

He then introduces what for him is another key concept: cosmopolitanism (page 430):

At the same time, the urbanisation of human life, with its complex infrastructures and operations, has lead to greater density of population, more differentiation and individuation, an ever more developed sense of self, more exposure to diverse others, and an extension of the empathic bond. . . . .

Cosmopolitanism is the name we used to refer to tolerance and the celebration of human diversity and is generally found wherever urban and social structures are engaged in long-distance commerce and trade and the business of building empires.

Robert Wright similarly locates (page 445) the ‘expansion of humankind’s moral imagination’ to the Robert Wrightextension of such connections throughout history. Though a sceptic, he does not dogmatically conclude there is no God and only blind material forces.

. . . . Occasionally I’ve suggested that there might be a kind of god that is real. . . . The existence of a moral order, I’ve said, makes it reasonable to suspect that humankind in some sense has a “higher purpose.” And maybe the source of that higher purpose, the source of the moral order, is something that qualifies for the label “god” in at least some sense of that word.

Because Rifkin does not accept that there is a God of any kind and contends that theology is suspect, he is in need of some other organising principle to motivate us to lift our game. For him this is ‘biosphere consciousness’ (page 432:

A globalising world is creating a new cosmopolitan, one whose multiple identities and affiliations spend the planet. Cosmopolitans are the early advance party, if you will, of a fledgling biosphere consciousness. . . .

However, being cosmopolitan is no guarantee we’ll buy the biosphere package (ibid.):

Although admittedly a bit of a caricature, I’m quite sure that a survey of cosmopolitan attitudes would find that the most cosmopolitan in attitudes leave behind them the largest entropic footprint.

If we subtract God from the Bahá’í system of belief, it is clear he shares a central tenet of that Faith (page 443):

We are within reach of thinking of the human race as an extended family – for the very [first] time in history – although it goes without saying that the obstacles are great and the odds of actually developing a biosphere consciousness are less than certain.

A Summary of his Levels

Now I need to quote him at some length to indicate how, rather as Wilber does, he locates the highest levels of consciousness in Western societies (pages 447-450):

As individuals in industrialising and urbanising societies become more productive, wealthy, and independent, their values orientation shifts from survival values to materialist values and eventually post-materialist, self-expression values.

Traditional societies, imperilled by economic hardship and insecurities, tend to be intolerant of foreigners, ethnic minorities, and gays and staunch supporters of male superiority. Populations are highly religious and nationalistic, believing the firm hand of state authority, emphasise conformity, and exhibit a low level of individual self-expression. Because self-expression is low, and empathic extension is shallow and rarely reaches beyond the family bond and kinship relations.

In secular rationalist-societies engaged in the takeoff stage of industrial life, hierarchies are reconfigured away from God’s created order to giant corporate and government bureaucracies. . . . In the process, the individual, as a distinct self-possessed being, begins to emerge from the communal haze but is still beholden to hierarchical institutional arrangements. . . .

Knowledge-based societies, with high levels of individualism and self-expression, exhibit the highest levels of empathic extension. . . . . In fact, the emancipation from tight communal bonds and the development of weaker but more extended associational ties exposes individuals to a much wider network of diverse people, which, in turn, both strengthens one’s sense of trust and openness and provides the context for a more extended empathic consciousness.

Robert Wright’s treatment of a similar theme from a different angle indicates that it is not quite as simple as that. While the Abrahamic faiths have significantly lacked tolerance at key points in their history not all faiths have been the same (page 441):

At the risk of seeming to harp on the non-specialness of the Abrahamic faiths: this expansion of the moral circle is another area in which non-Abrahamic religions have sometimes outperformed the Abrahamics.

Even then though, the whole picture is not dark for the Abrahamic faiths in his view, as he explains in considering the life of Ashoka, the king who converted to Buddhism and instated a tolerant regime (ibid):

. . . Buddhism’s emphasis on brotherly love and charity, rather like comparable Christian emphases in ancient Rome, is presumably good for the empire’s transethnic solidarity. Yet, like the early Islamic caliphate – and unlike Constantine – Ashoka insisted on respecting other religions in the Empire; he never demanded conversion.

He also refers (pages 188 passim) to the interesting case of Philo of Alexandria as a devout monotheistic Jew who saw ‘a deep streak of tolerance in Yahweh.’

Rifkin summarises his understanding of the research by stating (page 451):

The key finding, according to the researchers, is that “individual security increases empathy.”

. . . .

Empathy exists in every culture. The issue is always how extended or restricted it is. In survival societies, empathic bonds are less developed, meager, and reserved for a narrow category of relationships. . . .

As energy/communications revolutions establish more complex social structures and extend the human domain over time and space, new cosmologies serve like a giant overarching frame for enlarging the imaginative bonds and empathy. Theological consciousness allowed individuals to identify with non-kin and anonymous others and, by way of religious affiliation, to incorporate them into the empathic fold. . . . Ideological consciousness extended the empathic borders geographically to nation states.

There is much more to say on the issue of levels but it will have to wait until the next post on Thursday.

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© Bahá’í World Centre

© Bahá’í World Centre

Laying the groundwork for global civilization calls for the creation of laws and institutions that are universal in both character and authority. The effort can begin only when the concept of the oneness of humanity has been wholeheartedly embraced by those in whose hands the responsibility for decision making rests, and when the related principles are propagated through both educational systems and the media of mass communication. Once this threshold is crossed, a process will have been set in motion through which the peoples of the world can be drawn into the task of formulating common goals and committing themselves to their attainment. Only so fundamental a reorientation can protect them, too, from the age-old demons of ethnic and religious strife. Only through the dawning consciousness that they constitute a single people will the inhabitants of the planet be enabled to turn away from the patterns of conflict that have dominated social organization in the past and begin to learn the ways of collaboration and conciliation. “The well-being of mankind,” Bahá’u’lláh writes, “its peace and security, are unattainable unless and until its unity is firmly established.”

(From The Prosperity of Humankind, a statement issued by the Bahá’í International Community March 1995)

I realise that my current sequences of posts are very much focused on the individual life and its traumas, only incidentally bringing in the context of our lives as a consideration. To redress that imbalance I am republishing a sequence on ‘The Empathic Civilisation.’

As we have seen in the posts on levels, Rifkin draws on Stanley Greenspan’s child developmental model Emp Civil(page 106-110: see link for more detail) involving six stages which can be summarised as sensation/security, relation, intention, self/other-awareness, emotional ideas and finally emotional thinking. Disruptions, for example to attachment, during these stages will create problems later. The development of empathy in the growing child depends upon the quality of care received (page 110):

Greenspan… is clear that ‘the ability to consider the feelings of others in a caring, compassionate way derives from the child’s sense of having been loved and cared for herself.’

This post will look more closely at Rifkin’s thinking on this issue and about how to facilitate constructive maturation in our children.

Child Rearing

He begins by looking at the effects of deprivation (Page 20):

What had been missing in . . . foundling homes was one of the most important factors in infant development – empathy. We are learning, against all of the prevailing wisdom, that human nature is not to seek autonomy – to become an island to oneself – but, rather, to seek companionship, affection, and intimacy.

He unpacks the implications (page 66):

The infant begins life, according to Suttie, with an inchoate but nonetheless instinctual need to receive as well as give gifts, which is the basis of all affection. Reciprocity is the heart of sociality and what relationships are built on. In reciprocity is blocked, the development of selfhood and sociability is stunted and psychopathology emerges.

Not surprisingly he brings attachment theory into the mix. Situations of parental dislocation can lead to maladaptive patterns of either ‘anxious’ or ‘avoidant’ attachment. More empathic parental relating has a better outcome (page 78):

The more securely attached infants grew up to be the more sociable adults. They were more sensitive to others, shared higher levels of cooperation with peers, and developed more intimate relationships. What those children all shared in common was a highly developed, empathic consciousness.

It should be no surprise that mechanistic attempts to remedy defects in parental child rearing habits has not proved much help (page 167):

In the 1980s and 1990s psychologists and educators introduced the notion of “quality time” into family relationships. The idea was for parents to set aside a few minutes in their otherwise overburdened and busy day to get back “in touch” with their children. The forced efficiency of these structured intimate encounters often defeated the purpose of the exercise. Deep relationships require nurturing and suffer when yoked yoked to the dictates of o’clock.

As a result we come very close in Rifkin’s next description to ‘Abdu’l-Bahá’s explanation of what would happen in a truly spiritual society (Selections from the Writings of ‘Abdu’l-Bahápage 133):

See then how wide is the difference between material civilization and divine. With force and punishments, material civilization seeketh to restrain the people from mischief, from inflicting harm on society and committing crimes. But in a divine civilization, the individual is so conditioned that with no fear of punishment, he shunneth the perpetration of crimes, seeth the crime itself as the severest of torments, and with alacrity and joy, setteth himself to acquiring the virtues of humankind, to furthering human progress, and to spreading light across the world.

Rifkin states (page 177):

While primitive empathic potential is wired into the brain chemistry of some mammals, and especially the primates, its mature expression in humans requires learning and practice and a conducive environment. Moral codes, embedded in laws and social policies, are helpful as learning guides and standards. But the point is that one isn’t authentically good because he or she is compelled to be so, with the threat of punishment hanging over them or a reward waiting for them, but, rather because it’s in one’s nature to empathise.

Over the next sections of his book he reviews our progress towards a more humane and insightful treatment of children from (page 244) progress under the Roman Empire which came to define infanticide as murder only in 374AD while treatment remained harsh in England well into the 17th Century (page 285-86). There was the Protestant urge to ‘impose patriarchal rule in the home and “break the will” of the child, to ensure his or her piety.’ Later:

. . . the extension of schooling to large numbers of children also subjected youngsters to a merciless routine of flogging by teachers for the slightest violation of decorum or for underperformance. Lawrence Stone reports “that more children were being beaten in the 16th and early 17th centuries, over a longer age span, than ever before.” . . . .

Parents saw corporal punishment as a way to save their children from the devil and an eternity in hell. Their behaviour was in stark contrast to the sentiments of parents in the earlier Italian Renaissance, who came to look on the children as pure, innocent, and uncorrupted.

Things did begin to improve somewhat as the century advanced (pages 286-87). For example, John Locke (1692) was more balanced: ‘while he cautioned against being overly permissive, he was equally opposed to being overly strict and punitive.’ By 1785 (page 288), ‘the practice of swaddling had been eliminated in England. . . . Wet-nursing went out of favour in the latter half of the 18th century in England as new mothers sought to be more attentive and nurturing towards their young. . . . The new expression of motherly affection ensured that the empathic impulse of the period would pass on to children, who will grow up loved and cared for and capable of empathising with others, just as their parents had empathised with that.’

© Bahá’í World Centre

© Bahá’í World Centre

Child Development

It was only late in the 19th Century that something more recognisably modern began to feature in the ideas around child development (page 388):

It was during the last decade of the 19th century and the first three decades of the 20th century that the concept of adolescence emerged. This was a special temporal domain to which all children – boys and girls – belonged equally. Society came to think of childhood as extending beyond puberty and into the later teenage years. Previously the child graduated to adulthood and the responsibilities that go with it upon reaching sexual maturity. No longer. Now work life was put off and children remained under the nurturing care of parents for a longer period of time.

This concept carried with it a sort of developmental time bomb (page 389):

Although it wasn’t until the 1940s that Eric Erikson coined the term “identity crisis,” the psychological phenomena accompanied the new period of adolescence from the very beginning. Adolescence is about identity crises as much as it is about identity formation.

Identity is partly a question of the priorities around which we organise our lives, the values we hold dearest and the meaning system we have developed. While the evidence suggests that we need to divide the influences that affect those outcomes among our genes, our parents and our peers, there is no doubt that for most of us our parents account for at least 30% of the items in the mix. So, when Rifkin looks at where we are at present with the challenges it brings, 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, except, and a sense of belonging.

The product propaganda known as advertising preys on this insecurity with its deceptive promises that greater wealth and more possessions will fill the void within.

Parents clearly have a critical role to play in how things take shape from here, whether upwards towards the light or downwards towards the dark (page 504):

Making the transition from a pioneer to a near-climax society and a truly sustainable economic area hinges on a far more self-conscious approach to parenting to prepare youngsters with deep pro-social values that will allow empathy to grow and the lure of the market to be tempered.

Schooling

© Bahá’í World Centre

© Bahá’í World Centre

Parenting is not the only consideration of course. He makes a bold claim (page 550):

The American public school system has leaped ahead of their counterparts in other countries by initiating a critical reform in the educational system, whose purpose is to better prepare future generations for the responsibilities attendant to creating social capital.

In the past 15 years, American secondary schools and colleges have introduced service learning programs into the school curriculum – a revolutionary change that has altered the educational experience for millions of young people.

Not everyone appears to share this rose-tinted view of the matter. John Fitzgerald Medina, in his book Faith, Physics & Psychology, is particularly sceptical. He bases his assessment on solid research (page 325):

David Purpel, an educator and author of The Moral and Spiritual Crisis in Education: a Curriculum for Justice and Compassion in Education… contends that the educational system is so enmeshed in the corrupt status quo that it consistently fails to address societal problems and that due to its slavish emphasis on grading-mongering and competition, it primarily acts like a giant socio-economic sorting machine that maintains and even exacerbates race and class separations between people.

Purpel is not the only witness Medina calls to the stand in his case against the current system of education in America (page 327):

Professor of education Clifford Mayes explains that the powerful influence of behaviourism shifted the field of education from an endeavor based on a strong sense of spiritual and moral calling to a technical job based on the tenets of classical science… Under the influence of industrialisation, schools and teachers were expected to serve and to promulgate the “cult of efficiency” and the “scientific management” of people and organisations.

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. 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 (page 131):

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 [Quantum Opportunities Programme] 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…

Rifkin explains what for him is the power of these socially engineered interventions (page 551):

The exposure to diverse people from various walks of life has spurred an empathic surge among many of the nation’s young people. Studies indicate that many – but not all – students experience a deep maturing of empathic sensibility by being thrust into unfamiliar environments where they are called upon to reach out and assist others.

© Bahá’í World Centre

© Bahá’í World Centre

A Fork in the Road

Not for the first time in his book, he comments on the fork in the road that lies ahead (page 581):

The rap on today’s young people in the age group that stems from toddlers to young adults in their early 30s (everyone born after the mid-1970s) is that they are coddled, overexposed, overindulged, told they are special, believe that to be the case, are self-centred – “it’s all about me” – and trapped in their self-absorbed inflated self-esteem. We are also told, however, that they are more open and tolerant, less prejudiced, multicultural in their views, nonjudgmental, civic-and service-oriented, and more collaborative than any other generation in history. . . .

Is it possible that today’s young people are caught between both poles…? . . . . Yes, but with the qualification that the newest data shows a trend away from the ‘it’s all about me’ phenomenon and prevalent in the 1980s and 1990s . . . .

Exactly which way the dice will fall is not yet predictable (page 589):

The situation is anything but clear. While there are some among the younger generation who dream of personal fame, there are as many others just as devoted to community service and assisting those less fortunate. The likely reality is that the younger generation is growing up torn between both a narcissistic and empathic mind-set, with some attracted to one and some to the other.

Clearly parenting and schooling are crucial components in the creation of a compass and a map that will enable our children to choose the wiser route in life. What is disturbing is the vicious circle clearly at work if we do not rise to this challenge. The effects of unwise and unfeeling parenting will be further confounded by mercenary and mechanistic education systems. This combination will produce parents who will bring up more damaged children, and voters who will continue to elect governments that enthusiastically perpetuate education systems designed to create cogs for the machine of the global market. Building a more benign civilisation begins with our children who are “the most precious treasure a community can possess, for in them are the promise and guarantee of the future.” (Universal House of Justice: Ridván 2000) We need to change our approach and we need to change it soon.

Rifkin places his hopes for the future on the development of biosphere consciousness, a motivating force whose limitations I explained in the previous post (page 601):

Children are becoming aware that everything they do – the very way they live – affects the lives of every other human being, our fellow creatures, and the biosphere we inhabit. They come to understand that we are as deeply connected with one another in the ecosystems that make up the biosphere as we are in the social networks of the blogosphere.

He feels this hope is given added strength by the interventions being mounted in schools (ibid.):

Now the new emerging biosphere awareness is being accompanied by cutting edge curriculum [sic] designed to help young people develop an even deeper sense of interconnectivity and social responsibility at the level of their personal psyches.

. . . . . the new pedagogical revolution is emphasising empathic development. In April 2009, The New York Times ran a front-page article reporting on the empathy revolution occurring in American classrooms. Empathy workshops and curriculums [sic] now exist in 18 states, and the early evaluations of these pioneer educational reform programmes are encouraging.

I feel we need to read what follows with a balancing sense of the countervailing forces also at work within the very same educational system. Medina 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.

I am not convinced that we can leave to our schools the work of spiritualising the awareness of our children and making them more attuned to the suffering of others and how to help, hence the strong Bahá’í emphasis within our communities placed upon the training of children and youth – something we offer to the wider community as well without in any way seeking to recruit people to our ranks. We simply want to find ways of helping young people become more community-oriented. I will be republishing relevant posts later this week that go some way towards articulating the Bahá’í view of the matter.

Rifkin sees it differently from Medina  (page 604):

Tens of thousands of students have gone through the Roots of Empathy program. What educators find is that the development of empathic skills leads to greater academic success in the classroom. . . . Empathic maturity is particularly correlated with critical thinking. The ability to entertain conflicting feelings and thoughts, be comfortable with ambiguity, approach problems from a number of perspectives, and listen to another’s point of view are essential emotional building blocks to engage in critical thinking. Gordon makes the telling observation that “love grows brains.” . . . [ Mary Gordon writes]:

“The Roots of Empathy classroom is creating citizens of the world – children who are developing empathic ethics and a sense of social responsibility that takes the position that we all share the same lifeboat. These are the children will build a more caring, peaceful and civil society, child by child.”

To be fair, Rifkin 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.

© Bahá’í World Centre

© Bahá’í World Centre

Cooperation not Competition

He argues, as Michael Karlberg does in Beyond the Culture of Contest, that we must replace competition with cooperation if we are to rise above our current challenges. Karlberg describes in far more detail than is possible to include here an alternative model, based on the Bahá’í experience. The nub of his case is (page 131 – my emphasis):

Bahá’ís assert that ever-increasing levels of interdependence within and between societies are compelling us to learn and exercise the powers of collective decision-making and collective action, born out of a recognition of our organic unity as a species.

Rifkin even defines one of the fruits of cooperation in similar terms to the values Bahá’ís place on true consultation as a spiritual process (page 605):

Collaborative education begins with the premise that the combined wisdom of the group, more often than not, is greater than the expertise of any given member and by learning together the group advances its collective knowledge, as well as the knowledge of each member of the cohort.

The Bahá’í view is expressed as follows (Selections from the Writings of ‘Abdu’l-Bahápage 320)

The members [of a Spiritual Assembly] must take counsel together in such wise that no occasion for ill-feeling or discord may arise. This can be attained when every member expresseth with absolute freedom his own opinion and setteth forth his argument. Should any one oppose, he must on no account feel hurt for not until matters are fully discussed can the right way be revealed. The shining spark of truth cometh forth only after the clash of differing opinions.

Coda

Rifkin closes by emphasising once more the importance of our recognising our links with nature (page 611):

In the case of our Palaeolithic forebears, fear of nature’s wrath, as much as dependency, conditioned the relationship. To reparticipate with nature willingly, by exercising free will, is what separates biosphere consciousness from everything that has gone before. . . .

Schools across the United States are already beginning to extend the classroom into the outdoors through their service learning programs, internship programs, and extended field trips. Reaffiliating with the biosphere is an empathic experience that has to be felt as well as intellectualised to be meaningful. It also has to be practised.

This sequence of posts so far has attempted, admittedly rather selectively, to give a sense of Rifkin’s overall argument, pointing out, where it seemed appropriate, its strengths and its weaknesses, but by and large letting Rifkin’s own words speak for his position.

The next and final pair of posts will look at what seems to me to be his most glaring omission – the role of religion in turning around our slide towards self-destruction.

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© Bahá’í World Centre

A co-operation game: © Bahá’í World Centre

Exponents of the world’s various theological systems bear a heavy responsibility not only for the disrepute into which faith itself has fallen among many progressive thinkers, but for the inhibitions and distortions produced in humanity’s continuing discourse on spiritual meaning. To conclude, however, that the answer lies in discouraging the investigation of spiritual reality and ignoring the deepest roots of human motivation is a self-evident delusion. The sole effect, to the degree that such censorship has been achieved in recent history, has been to deliver the shaping of humanity’s future into the hands of a new orthodoxy, one which argues that truth is amoral and facts are independent of values.

(From The Prosperity of Humankind, a statement issued by the Bahá’í International Community March 1995)

I realise that my current sequences of posts are very much focused on the individual life and its traumas, only incidentally bringing in the context of our lives as a consideration. To redress that imbalance I am republishing a sequence on ‘The Empathic Civilisation.’

We now need to move from considering how empathy and entropy interact to looking at Jeremy Rifkin’s Emp Civilunderstanding of levels of consciousness.

I have already had a bit of a rant, in a previous post, about Rifkin’s treatment of this topic (page 182):

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.]

At times he hopefully throws labels at his hypothetical levels and then tries to make them stick with the glue of his speculations. However there are enough valuable insights housed in his wobbly tower-block to make exploring it more fully well worthwhile.

He draws initially on Stanley Greenspan’s child developmental model (page 106-110: see link for more detail) involving six stages which can be summarised as sensation/security, relation, intention, self/other-awareness, emotional ideas and finally emotional thinking. Disruptions, for example to attachment, during these stages will create problems later. The development of empathy in the growing child depends upon the quality of care received (page 110):

Greenspan… is clear that ‘the ability to consider the feelings of others in a caring, compassionate way derives from the child’s sense of having been loved and cared for herself.’

It is not just parental practices that are critical here but cultural norms as well. Sometimes even cultures that pride themselves on their occupation of the moral high ground can poison empathy in its cradle (page 121):

Ironically, while a shaming culture pretends to adhere to the highest standards of moral perfection, in reality it produces a culture of self-hate, envy, jealousy, and hatred towards others. . . . . When a child grows up in a shaming culture believing that he must conform to an ideal of perfection or purity or suffer the wrath of the community, he is likely to judge everyone else by the same rigid, uncompromising standards. Lacking empathy, he is unable to experience other people’s suffering as if it were his own …

He quotes examples such as how a victim of rape (page 122):

. . . bears the shame of the rape, despite the fact that she was the innocent victim. As far as her family and neighbours are concerned, she is forever defiled and impure and therefore an object of disgust to be blotted out.

It is after these clarifications of the basics that Rifkin begins to explain his full model (page 154):

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. We become fully cosmopolitan and immersed in the affairs of the world. This is the beginning of biosphere consciousness.

After briefly relating early cultures to early childhood (page 162) and suggesting that initially, in the Age of Faith and the Age of Reason ‘empathetic consciousness developed alongside disembodied beliefs,’ he refers to three stages of human consciousness (page 176): ‘theological, ideological, and early psychological.’ In his view during these stages ‘bodily experience is considered either fallen, irrational, or pathological’ and ‘moral authority’ is therefore ‘disembodied.’

However, this all changes with a further enhancement of ‘empathic consciousness.’ While ‘embodied experience is considered to be… at odds with moral laws, there will always be a gap between what is and what ought to be human behaviour’ he argues. ‘Empathic consciousness overcomes the is/ought gap. Empathic behaviour is embodied . . . .’ This is a large leap of logic to which we will need to return later when we look at other ways of decoding the components of empathy.

He helps his argument by unpacking exactly what he is getting at a few pages later (pages 273-74):

Hatred of the body could hardly endear one to another flesh-and-bones human being. Embodied experience is the window to empathic expression. . . . Empathy is the celebration of life, in all of its corporeality. Not paradoxically, it is also the means by which we transcend ourselves.

He strongly relates what he feels is a fuller expression of empathy (page 366) to ‘psychological consciousness,’ something rooted in the ‘coming together of the electricity revolution with the oil powered internal combustion engine.’ He goes on:

While earlier forms of consciousness – mythological, theological, and ideological – were still in play all over the world and within each psyche to various degrees, the new psychological consciousness would come to dominate the 20th century and leave its mark on every aspect of human interaction and on virtually every social convention. With psychological consciousness, people began to think about their own feelings and thoughts, as well as those of others in ways never before imaginable.

Psychological Consciousness & the God Issue

It is in the 1890s, interestingly at exactly the same time as Bahá’u’lláh, the Founder of the Bahá’í Faith, was publically and fully explaining the Bahá’í Revelation, that Rifkin perceives another potential pitfall emerging, in addition to entropy, that could derail the empathic train (page 390):

In the 1890s, at the dawn of psychological consciousness, the long-standing notion of becoming a person of ‘good character’ began to give way to the revolutionary new idea of developing one’s ‘personality.’

He unpacks what that might mean (page 391):

Individuals became less concerned about their moral stature and more interested in whether they were liked by others. A premium was placed on influencing peers. To be personable was to exude charisma, to stand out in a crowd and be the centre of attention.

He concludes that this was not all bad though (ibid.):

. . . . The shift from being a good character to having a good personality had another, more positive impact. People began to pay more attention to how their behaviour affected others. In the process, they came more mindful of other people’s feelings.

He refers (page 411) to Maslow’s “hierarchy of needs,” a theory we will be looking at more closely when I come to examine in a later sequence of posts Medina’s take on personal and societal development. He relates it to the stages “one goes through to develop a mature empathic sensitivity.”

He then moves into similar territory to Wilber in privileging a Western mode of experiencing the world. He states (page 414):

While in developing countries theological consciousness is still the dominant mode of expression, and in the middle range of developed countries ideological consciousness is the most prevalent form of public expression, in the most highly developed nations of the world, psychological consciousness has gained the upper hand, even to the extent that it partially interprets and remakes the older forms of consciousness into its own image.

is-god-a-delusionThis default assumption that somehow a belief in God in inherently a more primitive take on the world that must hold development back is as dangerous and as ultimately unsubstantiable as the delusion that everything can be explained in material terms. This steers Rifkin away from looking at the potential role of religion as a positive force, something I will return to later.

The crucial issue in my view is rather the same as Eric Reitan’s as expressed in his book Is God a Delusion?: what matters is what kind of God we believe in. One of his premises is 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.

Deciding whether your concept of God fulfills that criterion is probably easier said than done as Gilles Kepel illustrates in his book, Jihad: the trail of political Islam, when he refers to Qutb and his followers arguing that (page 25-26):

The Muslims of the nationalist period were ignorant of Islam, according to Qutb; just like the pagan Arabs of the original jahiliyya [original state of ignorance before Muhammad] who worshipped stone idols, Qutb’s contemporaries worshiped symbolic idols such as the nation, the party, socialism, and the rest. . . . Within Islam, Allah alone has sovereignty, being uniquely worthy of adoration by man. The only just ruler is one who governs according to the revelations of Allah.

The problem remains. What is the ruling conception of Allah we should adopt and what exactly has He revealed that should guide our conduct? What interpretation of the Qu’ran is to be devoutly followed? This question is of course blurred by the issue of the hadith and sharia, lenses through which the Qu’ran has been variously interpreted by different schools and periods of Islam.

Robert Wright seems to be singing from roughly the same hymn sheet as Reitan. He has bravely tackled the issue of religion from a sympathetically evolutionary perspective. One of his most trenchant insights is (The Evolution of God page 439):

Any religion whose prerequisites for individual salvation don’t conduce to the salvation of the whole world is a religion whose time has passed.’

As I will explain below he does not simplistically conclude that all religion should be tarred with that brush.

© Bahá’í World Cetnre

© Bahá’í World Cetnre

Globalisation

Interacting with the development of psychological consciousness and instrumental in shaping it, is the impact (page 424) of ‘cyberspace’ where ‘the human race finds itself nearly face-to-face. . . . Distances are becoming less relevant in the era of globalisation.’

There is also the complexity this brings in its wake (page 425):

A vast array of economic, social, and political institutions oversee the most complex civilisation ever conceived by human beings. The entire system is managed and maintained by billions of people, differentiated into thousands of professional talents and vocational skills, all working in specialised tasks in an interdependent global labyrinth.

Empathy has inevitably extended, in spite of the friction entailed (ibid.):

Brought together in an ever closer embrace, we are increasingly exposed to each other in ways that are without precedent. While the backlash of globalisation – xenophobia, political populism, and terrorist activity – is widely reported, far less attention has been paid to the growing empathic extension, as hundreds of millions of people come in contact with diverse others.

He argues that (page 429) that ‘2007 marks a great tipping point.’

For the first time in history, the majority of human beings live in the vast urban areas, according to the United Nations – many in mega-cities with suburban extensions – some with populations of 10 million people or more.

He then introduces what for him is another key concept: cosmopolitanism (page 430):

At the same time, the urbanisation of human life, with its complex infrastructures and operations, has lead to greater density of population, more differentiation and individuation, an ever more developed sense of self, more exposure to diverse others, and an extension of the empathic bond. . . . .

Cosmopolitanism is the name we used to refer to tolerance and the celebration of human diversity and is generally found wherever urban and social structures are engaged in long-distance commerce and trade and the business of building empires.

Robert Wright similarly locates (page 445) the ‘expansion of humankind’s moral imagination’ to the Robert Wrightextension of such connections throughout history. Though a sceptic, he does not dogmatically conclude there is no God and only blind material forces.

. . . . Occasionally I’ve suggested that there might be a kind of god that is real. . . . The existence of a moral order, I’ve said, makes it reasonable to suspect that humankind in some sense has a “higher purpose.” And maybe the source of that higher purpose, the source of the moral order, is something that qualifies for the label “god” in at least some sense of that word.

Because Rifkin does not accept that there is a God of any kind and contends that theology is suspect, he is in need of some other organising principle to motivate us to lift our game. For him this is ‘biosphere consciousness’ (page 432:

A globalising world is creating a new cosmopolitan, one whose multiple identities and affiliations spend the planet. Cosmopolitans are the early advance party, if you will, of a fledgling biosphere consciousness. . . .

However, being cosmopolitan is no guarantee we’ll buy the biosphere package (ibid.):

Although admittedly a bit of a caricature, I’m quite sure that a survey of cosmopolitan attitudes would find that the most cosmopolitan in attitudes leave behind them the largest entropic footprint.

If we subtract God from the Bahá’í system of belief, it is clear he shares a central tenet of that Faith (page 443):

We are within reach of thinking of the human race as an extended family – for the very [first] time in history – although it goes without saying that the obstacles are great and the odds of actually developing a biosphere consciousness are less than certain.

A Summary of his Levels

Now I need to quote him at some length to indicate how, rather as Wilber does, he locates the highest levels of consciousness in Western societies (pages 447-450):

As individuals in industrialising and urbanising societies become more productive, wealthy, and independent, their values orientation shifts from survival values to materialist values and eventually post-materialist, self-expression values.

Traditional societies, imperilled by economic hardship and insecurities, tend to be intolerant of foreigners, ethnic minorities, and gays and staunch supporters of male superiority. Populations are highly religious and nationalistic, believing the firm hand of state authority, emphasise conformity, and exhibit a low level of individual self-expression. Because self-expression is low, and empathic extension is shallow and rarely reaches beyond the family bond and kinship relations.

In secular rationalist-societies engaged in the takeoff stage of industrial life, hierarchies are reconfigured away from God’s created order to giant corporate and government bureaucracies. . . . In the process, the individual, as a distinct self-possessed being, begins to emerge from the communal haze but is still beholden to hierarchical institutional arrangements. . . .

Knowledge-based societies, with high levels of individualism and self-expression, exhibit the highest levels of empathic extension. . . . . In fact, the emancipation from tight communal bonds and the development of weaker but more extended associational ties exposes individuals to a much wider network of diverse people, which, in turn, both strengthens one’s sense of trust and openness and provides the context for a more extended empathic consciousness.

Robert Wright’s treatment of a similar theme from a different angle indicates that it is not quite as simple as that. While the Abrahamic faiths have significantly lacked tolerance at key points in their history not all faiths have been the same (page 441):

At the risk of seeming to harp on the non-specialness of the Abrahamic faiths: this expansion of the moral circle is another area in which non-Abrahamic religions have sometimes outperformed the Abrahamics.

Even then though, the whole picture is not dark for the Abrahamic faiths in his view, as he explains in considering the life of Ashoka, the king who converted to Buddhism and instated a tolerant regime (ibid):

. . . Buddhism’s emphasis on brotherly love and charity, rather like comparable Christian emphases in ancient Rome, is presumably good for the empire’s transethnic solidarity. Yet, like the early Islamic caliphate – and unlike Constantine – Ashoka insisted on respecting other religions in the Empire; he never demanded conversion.

He also refers (pages 188 passim) to the interesting case of Philo of Alexandria as a devout monotheistic Jew who saw ‘a deep streak of tolerance in Yahweh.’

Rifkin summarises his understanding of the research by stating (page 451):

The key finding, according to the researchers, is that “individual security increases empathy.”

. . . .

Empathy exists in every culture. The issue is always how extended or restricted it is. In survival societies, empathic bonds are less developed, meager, and reserved for a narrow category of relationships. . . .

As energy/communications revolutions establish more complex social structures and extend the human domain over time and space, new cosmologies serve like a giant overarching frame for enlarging the imaginative bonds and empathy. Theological consciousness allowed individuals to identify with non-kin and anonymous others and, by way of religious affiliation, to incorporate them into the empathic fold. . . . Ideological consciousness extended the empathic borders geographically to nation states.

There is much more to say on the issue of levels but it will have to wait until the next post on Thursday.

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© Bahá’í World Centre

© Bahá’í World Centre

Laying the groundwork for global civilization calls for the creation of laws and institutions that are universal in both character and authority. The effort can begin only when the concept of the oneness of humanity has been wholeheartedly embraced by those in whose hands the responsibility for decision making rests, and when the related principles are propagated through both educational systems and the media of mass communication. Once this threshold is crossed, a process will have been set in motion through which the peoples of the world can be drawn into the task of formulating common goals and committing themselves to their attainment. Only so fundamental a reorientation can protect them, too, from the age-old demons of ethnic and religious strife. Only through the dawning consciousness that they constitute a single people will the inhabitants of the planet be enabled to turn away from the patterns of conflict that have dominated social organization in the past and begin to learn the ways of collaboration and conciliation. “The well-being of mankind,” Bahá’u’lláh writes, “its peace and security, are unattainable unless and until its unity is firmly established.”

(From The Prosperity of Humankind, a statement issued by the Bahá’í International Community March 1995)

As we have seen in the posts on levels, Rifkin draws on Stanley Greenspan’s child developmental model Emp Civil(page 106-110: see link for more detail) involving six stages which can be summarised as sensation/security, relation, intention, self/other-awareness, emotional ideas and finally emotional thinking. Disruptions, for example to attachment, during these stages will create problems later. The development of empathy in the growing child depends upon the quality of care received (page 110):

Greenspan… is clear that ‘the ability to consider the feelings of others in a caring, compassionate way derives from the child’s sense of having been loved and cared for herself.’

This post will look more closely at Rifkin’s thinking on this issue and about how to facilitate constructive maturation in our children.

Child Rearing

He begins by looking at the effects of deprivation (Page 20):

What had been missing in . . . foundling homes was one of the most important factors in infant development – empathy. We are learning, against all of the prevailing wisdom, that human nature is not to seek autonomy – to become an island to oneself – but, rather, to seek companionship, affection, and intimacy.

He unpacks the implications (page 66):

The infant begins life, according to Suttie, with an inchoate but nonetheless instinctual need to receive as well as give gifts, which is the basis of all affection. Reciprocity is the heart of sociality and what relationships are built on. In reciprocity is blocked, the development of selfhood and sociability is stunted and psychopathology emerges.

Not surprisingly he brings attachment theory into the mix. Situations of parental dislocation can lead to maladaptive patterns of either ‘anxious’ or ‘avoidant’ attachment. More empathic parental relating has a better outcome (page 78):

The more securely attached infants grew up to be the more sociable adults. They were more sensitive to others, shared higher levels of cooperation with peers, and developed more intimate relationships. What those children all shared in common was a highly developed, empathic consciousness.

It should be no surprise that mechanistic attempts to remedy defects in parental child rearing habits has not proved much help (page 167):

In the 1980s and 1990s psychologists and educators introduced the notion of “quality time” into family relationships. The idea was for parents to set aside a few minutes in their otherwise overburdened and busy day to get back “in touch” with their children. The forced efficiency of these structured intimate encounters often defeated the purpose of the exercise. Deep relationships require nurturing and suffer when yoked yoked to the dictates of o’clock.

As a result we come very close in Rifkin’s next description to ‘Abdu’l-Bahá’s explanation of what would happen in a truly spiritual society (Selections from the Writings of ‘Abdu’l-Bahápage 133):

See then how wide is the difference between material civilization and divine. With force and punishments, material civilization seeketh to restrain the people from mischief, from inflicting harm on society and committing crimes. But in a divine civilization, the individual is so conditioned that with no fear of punishment, he shunneth the perpetration of crimes, seeth the crime itself as the severest of torments, and with alacrity and joy, setteth himself to acquiring the virtues of humankind, to furthering human progress, and to spreading light across the world.

Rifkin states (page 177):

While primitive empathic potential is wired into the brain chemistry of some mammals, and especially the primates, its mature expression in humans requires learning and practice and a conducive environment. Moral codes, embedded in laws and social policies, are helpful as learning guides and standards. But the point is that one isn’t authentically good because he or she is compelled to be so, with the threat of punishment hanging over them or a reward waiting for them, but, rather because it’s in one’s nature to empathise.

Over the next sections of his book he reviews our progress towards a more humane and insightful treatment of children from (page 244) progress under the Roman Empire which came to define infanticide as murder only in 374AD while treatment remained harsh in England well into the 17th Century (page 285-86). There was the Protestant urge to ‘impose patriarchal rule in the home and “break the will” of the child, to ensure his or her piety.’ Later:

. . . the extension of schooling to large numbers of children also subjected youngsters to a merciless routine of flogging by teachers for the slightest violation of decorum or for underperformance. Lawrence Stone reports “that more children were being beaten in the 16th and early 17th centuries, over a longer age span, than ever before.” . . . .

Parents saw corporal punishment as a way to save their children from the devil and an eternity in hell. Their behaviour was in stark contrast to the sentiments of parents in the earlier Italian Renaissance, who came to look on the children as pure, innocent, and uncorrupted.

Things did begin to improve somewhat as the century advanced (pages 286-87). For example, John Locke (1692) was more balanced: ‘while he cautioned against being overly permissive, he was equally opposed to being overly strict and punitive.’ By 1785 (page 288), ‘the practice of swaddling had been eliminated in England. . . . Wet-nursing went out of favour in the latter half of the 18th century in England as new mothers sought to be more attentive and nurturing towards their young. . . . The new expression of motherly affection ensured that the empathic impulse of the period would pass on to children, who will grow up loved and cared for and capable of empathising with others, just as their parents had empathised with that.’

© Bahá’í World Centre

© Bahá’í World Centre

Child Development

It was only late in the 19th Century that something more recognisably modern began to feature in the ideas around child development (page 388):

It was during the last decade of the 19th century and the first three decades of the 20th century that the concept of adolescence emerged. This was a special temporal domain to which all children – boys and girls – belonged equally. Society came to think of childhood as extending beyond puberty and into the later teenage years. Previously the child graduated to adulthood and the responsibilities that go with it upon reaching sexual maturity. No longer. Now work life was put off and children remained under the nurturing care of parents for a longer period of time.

This concept carried with it a sort of developmental time bomb (page 389):

Although it wasn’t until the 1940s that Eric Erikson coined the term “identity crisis,” the psychological phenomena accompanied the new period of adolescence from the very beginning. Adolescence is about identity crises as much as it is about identity formation.

Identity is partly a question of the priorities around which we organise our lives, the values we hold dearest and the meaning system we have developed. While the evidence suggests that we need to divide the influences that affect those outcomes among our genes, our parents and our peers, there is no doubt that for most of us our parents account for at least 30% of the items in the mix. So, when Rifkin looks at where we are at present with the challenges it brings, 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, except, and a sense of belonging.

The product propaganda known as advertising preys on this insecurity with its deceptive promises that greater wealth and more possessions will fill the void within.

Parents clearly have a critical role to play in how things take shape from here, whether upwards towards the light or downwards towards the dark (page 504):

Making the transition from a pioneer to a near-climax society and a truly sustainable economic area hinges on a far more self-conscious approach to parenting to prepare youngsters with deep pro-social values that will allow empathy to grow and the lure of the market to be tempered.

Schooling

© Bahá’í World Centre

© Bahá’í World Centre

Parenting is not the only consideration of course. He makes a bold claim (page 550):

The American public school system has leaped ahead of their counterparts in other countries by initiating a critical reform in the educational system, whose purpose is to better prepare future generations for the responsibilities attendant to creating social capital.

In the past 15 years, American secondary schools and colleges have introduced service learning programs into the school curriculum – a revolutionary change that has altered the educational experience for millions of young people.

Not everyone appears to share this rose-tinted view of the matter. John Fitzgerald Medina, in his book Faith, Physics & Psychology, is particularly sceptical. He bases his assessment on solid research (page 325):

David Purpel, an educator and author of The Moral and Spiritual Crisis in Education: a Curriculum for Justice and Compassion in Education… contends that the educational system is so enmeshed in the corrupt status quo that it consistently fails to address societal problems and that due to its slavish emphasis on grading-mongering and competition, it primarily acts like a giant socio-economic sorting machine that maintains and even exacerbates race and class separations between people.

Purpel is not the only witness Medina calls to the stand in his case against the current system of education in America (page 327):

Professor of education Clifford Mayes explains that the powerful influence of behaviourism shifted the field of education from an endeavor based on a strong sense of spiritual and moral calling to a technical job based on the tenets of classical science… Under the influence of industrialisation, schools and teachers were expected to serve and to promulgate the “cult of efficiency” and the “scientific management” of people and organisations.

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. 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 (page 131):

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 [Quantum Opportunities Programme] 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…

Rifkin explains what for him is the power of these socially engineered interventions (page 551):

The exposure to diverse people from various walks of life has spurred an empathic surge among many of the nation’s young people. Studies indicate that many – but not all – students experience a deep maturing of empathic sensibility by being thrust into unfamiliar environments where they are called upon to reach out and assist others.

© Bahá’í World Centre

© Bahá’í World Centre

A Fork in the Road

Not for the first time in his book, he comments on the fork in the road that lies ahead (page 581):

The rap on today’s young people in the age group that stems from toddlers to young adults in their early 30s (everyone born after the mid-1970s) is that they are coddled, overexposed, overindulged, told they are special, believe that to be the case, are self-centred – “it’s all about me” – and trapped in their self-absorbed inflated self-esteem. We are also told, however, that they are more open and tolerant, less prejudiced, multicultural in their views, nonjudgmental, civic-and service-oriented, and more collaborative than any other generation in history. . . .

Is it possible that today’s young people are caught between both poles…? . . . . Yes, but with the qualification that the newest data shows a trend away from the ‘it’s all about me’ phenomenon and prevalent in the 1980s and 1990s . . . .

Exactly which way the dice will fall is not yet predictable (page 589):

The situation is anything but clear. While there are some among the younger generation who dream of personal fame, there are as many others just as devoted to community service and assisting those less fortunate. The likely reality is that the younger generation is growing up torn between both a narcissistic and empathic mind-set, with some attracted to one and some to the other.

Clearly parenting and schooling are crucial components in the creation of a compass and a map that will enable our children to choose the wiser route in life. What is disturbing is the vicious circle clearly at work if we do not rise to this challenge. The effects of unwise and unfeeling parenting will be further confounded by mercenary and mechanistic education systems. This combination will produce parents who will bring up more damaged children, and voters who will continue to elect governments that enthusiastically perpetuate education systems designed to create cogs for the machine of the global market. Building a more benign civilisation begins with our children who are “the most precious treasure a community can possess, for in them are the promise and guarantee of the future.” (Universal House of Justice: Ridván 2000) We need to change our approach and we need to change it soon.

Rifkin places his hopes for the future on the development of biosphere consciousness, a motivating force whose limitations I explained in the previous post (page 601):

Children are becoming aware that everything they do – the very way they live – affects the lives of every other human being, our fellow creatures, and the biosphere we inhabit. They come to understand that we are as deeply connected with one another in the ecosystems that make up the biosphere as we are in the social networks of the blogosphere.

He feels this hope is given added strength by the interventions being mounted in schools (ibid.):

Now the new emerging biosphere awareness is being accompanied by cutting edge curriculum [sic] designed to help young people develop an even deeper sense of interconnectivity and social responsibility at the level of their personal psyches.

. . . . . the new pedagogical revolution is emphasising empathic development. In April 2009, The New York Times ran a front-page article reporting on the empathy revolution occurring in American classrooms. Empathy workshops and curriculums [sic] now exist in 18 states, and the early evaluations of these pioneer educational reform programmes are encouraging.

I feel we need to read what follows with a balancing sense of the countervailing forces also at work within the very same educational system. Medina 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.

I am not convinced that we can leave to our schools the work of spiritualising the awareness of our children and making them more attuned to the suffering of others and how to help, hence the strong Bahá’í emphasis within our communities placed upon the training of children and youth – something we offer to the wider community as well without in any way seeking to recruit people to our ranks. We simply want to find ways of helping young people become more community-oriented. I will be republishing relevant posts later this week that go some way towards articulating the Bahá’í view of the matter.

Rifkin sees it differently from Medina  (page 604):

Tens of thousands of students have gone through the Roots of Empathy program. What educators find is that the development of empathic skills leads to greater academic success in the classroom. . . . Empathic maturity is particularly correlated with critical thinking. The ability to entertain conflicting feelings and thoughts, be comfortable with ambiguity, approach problems from a number of perspectives, and listen to another’s point of view are essential emotional building blocks to engage in critical thinking. Gordon makes the telling observation that “love grows brains.” . . . [ Mary Gordon writes]:

“The Roots of Empathy classroom is creating citizens of the world – children who are developing empathic ethics and a sense of social responsibility that takes the position that we all share the same lifeboat. These are the children will build a more caring, peaceful and civil society, child by child.”

To be fair, Rifkin 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.

© Bahá’í World Centre

© Bahá’í World Centre

Cooperation not Competition

He argues, as Michael Karlberg does in Beyond the Culture of Contest, that we must replace competition with cooperation if we are to rise above our current challenges. Karlberg describes in far more detail than is possible to include here an alternative model, based on the Bahá’í experience. The nub of his case is (page 131 – my emphasis):

Bahá’ís assert that ever-increasing levels of interdependence within and between societies are compelling us to learn and exercise the powers of collective decision-making and collective action, born out of a recognition of our organic unity as a species.

Rifkin even defines one of the fruits of cooperation in similar terms to the values Bahá’ís place on true consultation as a spiritual process (page 605):

Collaborative education begins with the premise that the combined wisdom of the group, more often than not, is greater than the expertise of any given member and by learning together the group advances its collective knowledge, as well as the knowledge of each member of the cohort.

The Bahá’í view is expressed as follows (Selections from the Writings of ‘Abdu’l-Bahápage 320)

The members [of a Spiritual Assembly] must take counsel together in such wise that no occasion for ill-feeling or discord may arise. This can be attained when every member expresseth with absolute freedom his own opinion and setteth forth his argument. Should any one oppose, he must on no account feel hurt for not until matters are fully discussed can the right way be revealed. The shining spark of truth cometh forth only after the clash of differing opinions.

Coda

Rifkin closes by emphasising once more the importance of our recognising our links with nature (page 611):

In the case of our Palaeolithic forebears, fear of nature’s wrath, as much as dependency, conditioned the relationship. To reparticipate with nature willingly, by exercising free will, is what separates biosphere consciousness from everything that has gone before. . . .

Schools across the United States are already beginning to extend the classroom into the outdoors through their service learning programs, internship programs, and extended field trips. Reaffiliating with the biosphere is an empathic experience that has to be felt as well as intellectualised to be meaningful. It also has to be practised.

This sequence of posts so far has attempted, admittedly rather selectively, to give a sense of Rifkin’s overall argument, pointing out, where it seemed appropriate, its strengths and its weaknesses, but by and large letting Rifkin’s own words speak for his position.

The next and final pair of posts will look at what seems to me to be his most glaring omission – the role of religion in turning around our slide towards self-destruction.

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© Bahá’í World Centre

A co-operation game: © Bahá’í World Centre

Exponents of the world’s various theological systems bear a heavy responsibility not only for the disrepute into which faith itself has fallen among many progressive thinkers, but for the inhibitions and distortions produced in humanity’s continuing discourse on spiritual meaning. To conclude, however, that the answer lies in discouraging the investigation of spiritual reality and ignoring the deepest roots of human motivation is a self-evident delusion. The sole effect, to the degree that such censorship has been achieved in recent history, has been to deliver the shaping of humanity’s future into the hands of a new orthodoxy, one which argues that truth is amoral and facts are independent of values.

(From The Prosperity of Humankind, a statement issued by the Bahá’í International Community March 1995)

We now need to move from considering how empathy and entropy interact to looking at Jeremy Rifkin’s Emp Civilunderstanding of levels of consciousness.

I have already had a bit of a rant, in a previous post, about Rifkin’s treatment of this topic (page 182):

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.]

At times he hopefully throws labels at his hypothetical levels and then tries to make them stick with the glue of his speculations. However there are enough valuable insights housed in his wobbly tower-block to make exploring it more fully well worthwhile.

He draws initially on Stanley Greenspan’s child developmental model (page 106-110: see link for more detail) involving six stages which can be summarised as sensation/security, relation, intention, self/other-awareness, emotional ideas and finally emotional thinking. Disruptions, for example to attachment, during these stages will create problems later. The development of empathy in the growing child depends upon the quality of care received (page 110):

Greenspan… is clear that ‘the ability to consider the feelings of others in a caring, compassionate way derives from the child’s sense of having been loved and cared for herself.’

It is not just parental practices that are critical here but cultural norms as well. Sometimes even cultures that pride themselves on their occupation of the moral high ground can poison empathy in its cradle (page 121):

Ironically, while a shaming culture pretends to adhere to the highest standards of moral perfection, in reality it produces a culture of self-hate, envy, jealousy, and hatred towards others. . . . . When a child grows up in a shaming culture believing that he must conform to an ideal of perfection or purity or suffer the wrath of the community, he is likely to judge everyone else by the same rigid, uncompromising standards. Lacking empathy, he is unable to experience other people’s suffering as if it were his own …

He quotes examples such as how a victim of rape (page 122):

. . . bears the shame of the rape, despite the fact that she was the innocent victim. As far as her family and neighbours are concerned, she is forever defiled and impure and therefore an object of disgust to be blotted out.

It is after these clarifications of the basics that Rifkin begins to explain his full model (page 154):

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. We become fully cosmopolitan and immersed in the affairs of the world. This is the beginning of biosphere consciousness.

After briefly relating early cultures to early childhood (page 162) and suggesting that initially, in the Age of Faith and the Age of Reason ‘empathetic consciousness developed alongside disembodied beliefs,’ he refers to three stages of human consciousness (page 176): ‘theological, ideological, and early psychological.’ In his view during these stages ‘bodily experience is considered either fallen, irrational, or pathological’ and ‘moral authority’ is therefore ‘disembodied.’

However, this all changes with a further enhancement of ‘empathic consciousness.’ While ‘embodied experience is considered to be… at odds with moral laws, there will always be a gap between what is and what ought to be human behaviour’ he argues. ‘Empathic consciousness overcomes the is/ought gap. Empathic behaviour is embodied . . . .’ This is a large leap of logic to which we will need to return later when we look at other ways of decoding the components of empathy.

He helps his argument by unpacking exactly what he is getting at a few pages later (pages 273-74):

Hatred of the body could hardly endear one to another flesh-and-bones human being. Embodied experience is the window to empathic expression. . . . Empathy is the celebration of life, in all of its corporeality. Not paradoxically, it is also the means by which we transcend ourselves.

He strongly relates what he feels is a fuller expression of empathy (page 366) to ‘psychological consciousness,’ something rooted in the ‘coming together of the electricity revolution with the oil powered internal combustion engine.’ He goes on:

While earlier forms of consciousness – mythological, theological, and ideological – were still in play all over the world and within each psyche to various degrees, the new psychological consciousness would come to dominate the 20th century and leave its mark on every aspect of human interaction and on virtually every social convention. With psychological consciousness, people began to think about their own feelings and thoughts, as well as those of others in ways never before imaginable.

Psychological Consciousness & the God Issue

It is in the 1890s, interestingly at exactly the same time as Bahá’u’lláh, the Founder of the Bahá’í Faith, was publically and fully explaining the Bahá’í Revelation, that Rifkin perceives another potential pitfall emerging, in addition to entropy, that could derail the empathic train (page 390):

In the 1890s, at the dawn of psychological consciousness, the long-standing notion of becoming a person of ‘good character’ began to give way to the revolutionary new idea of developing one’s ‘personality.’

He unpacks what that might mean (page 391):

Individuals became less concerned about their moral stature and more interested in whether they were liked by others. A premium was placed on influencing peers. To be personable was to exude charisma, to stand out in a crowd and be the centre of attention.

He concludes that this was not all bad though (ibid.):

. . . . The shift from being a good character to having a good personality had another, more positive impact. People began to pay more attention to how their behaviour affected others. In the process, they came more mindful of other people’s feelings.

He refers (page 411) to Maslow’s “hierarchy of needs,” a theory we will be looking at more closely when I come to examine in a later sequence of posts Medina’s take on personal and societal development. He relates it to the stages “one goes through to develop a mature empathic sensitivity.”

He then moves into similar territory to Wilber in privileging a Western mode of experiencing the world. He states (page 414):

While in developing countries theological consciousness is still the dominant mode of expression, and in the middle range of developed countries ideological consciousness is the most prevalent form of public expression, in the most highly developed nations of the world, psychological consciousness has gained the upper hand, even to the extent that it partially interprets and remakes the older forms of consciousness into its own image.

is-god-a-delusionThis default assumption that somehow a belief in God in inherently a more primitive take on the world that must hold development back is as dangerous and as ultimately unsubstantiable as the delusion that everything can be explained in material terms. This steers Rifkin away from looking at the potential role of religion as a positive force, something I will return to later.

The crucial issue in my view is rather the same as Eric Reitan’s as expressed in his book Is God a Delusion?: what matters is what kind of God we believe in. One of his premises is 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.

Deciding whether your concept of God fulfills that criterion is probably easier said than done as Gilles Kepel illustrates in his book, Jihad: the trail of political Islam, when he refers to Qutb and his followers arguing that (page 25-26):

The Muslims of the nationalist period were ignorant of Islam, according to Qutb; just like the pagan Arabs of the original jahiliyya [original state of ignorance before Muhammad] who worshipped stone idols, Qutb’s contemporaries worshiped symbolic idols such as the nation, the party, socialism, and the rest. . . . Within Islam, Allah alone has sovereignty, being uniquely worthy of adoration by man. The only just ruler is one who governs according to the revelations of Allah.

The problem remains. What is the ruling conception of Allah we should adopt and what exactly has He revealed that should guide our conduct? What interpretation of the Qu’ran is to be devoutly followed? This question is of course blurred by the issue of the hadith and sharia, lenses through which the Qu’ran has been variously interpreted by different schools and periods of Islam.

Robert Wright seems to be singing from roughly the same hymn sheet as Reitan. He has bravely tackled the issue of religion from a sympathetically evolutionary perspective. One of his most trenchant insights is (The Evolution of God page 439):

Any religion whose prerequisites for individual salvation don’t conduce to the salvation of the whole world is a religion whose time has passed.’

As I will explain below he does not simplistically conclude that all religion should be tarred with that brush.

© Bahá’í World Cetnre

© Bahá’í World Cetnre

Globalisation

Interacting with the development of psychological consciousness and instrumental in shaping it, is the impact (page 424) of ‘cyberspace’ where ‘the human race finds itself nearly face-to-face. . . . Distances are becoming less relevant in the era of globalisation.’

There is also the complexity this brings in its wake (page 425):

A vast array of economic, social, and political institutions oversee the most complex civilisation ever conceived by human beings. The entire system is managed and maintained by billions of people, differentiated into thousands of professional talents and vocational skills, all working in specialised tasks in an interdependent global labyrinth.

Empathy has inevitably extended, in spite of the friction entailed (ibid.):

Brought together in an ever closer embrace, we are increasingly exposed to each other in ways that are without precedent. While the backlash of globalisation – xenophobia, political populism, and terrorist activity – is widely reported, far less attention has been paid to the growing empathic extension, as hundreds of millions of people come in contact with diverse others.

He argues that (page 429) that ‘2007 marks a great tipping point.’

For the first time in history, the majority of human beings live in the vast urban areas, according to the United Nations – many in mega-cities with suburban extensions – some with populations of 10 million people or more.

He then introduces what for him is another key concept: cosmopolitanism (page 430):

At the same time, the urbanisation of human life, with its complex infrastructures and operations, has lead to greater density of population, more differentiation and individuation, an ever more developed sense of self, more exposure to diverse others, and an extension of the empathic bond. . . . .

Cosmopolitanism is the name we used to refer to tolerance and the celebration of human diversity and is generally found wherever urban and social structures are engaged in long-distance commerce and trade and the business of building empires.

Robert Wright similarly locates (page 445) the ‘expansion of humankind’s moral imagination’ to the Robert Wrightextension of such connections throughout history. Though a sceptic, he does not dogmatically conclude there is no God and only blind material forces.

. . . . Occasionally I’ve suggested that there might be a kind of god that is real. . . . The existence of a moral order, I’ve said, makes it reasonable to suspect that humankind in some sense has a “higher purpose.” And maybe the source of that higher purpose, the source of the moral order, is something that qualifies for the label “god” in at least some sense of that word.

Because Rifkin does not accept that there is a God of any kind and contends that theology is suspect, he is in need of some other organising principle to motivate us to lift our game. For him this is ‘biosphere consciousness’ (page 432:

A globalising world is creating a new cosmopolitan, one whose multiple identities and affiliations spend the planet. Cosmopolitans are the early advance party, if you will, of a fledgling biosphere consciousness. . . .

However, being cosmopolitan is no guarantee we’ll buy the biosphere package (ibid.):

Although admittedly a bit of a caricature, I’m quite sure that a survey of cosmopolitan attitudes would find that the most cosmopolitan in attitudes leave behind them the largest entropic footprint.

If we subtract God from the Bahá’í system of belief, it is clear he shares a central tenet of that Faith (page 443):

We are within reach of thinking of the human race as an extended family – for the very [first] time in history – although it goes without saying that the obstacles are great and the odds of actually developing a biosphere consciousness are less than certain.

A Summary of his Levels

Now I need to quote him at some length to indicate how, rather as Wilber does, he locates the highest levels of consciousness in Western societies (pages 447-450):

As individuals in industrialising and urbanising societies become more productive, wealthy, and independent, their values orientation shifts from survival values to materialist values and eventually post-materialist, self-expression values.

Traditional societies, imperilled by economic hardship and insecurities, tend to be intolerant of foreigners, ethnic minorities, and gays and staunch supporters of male superiority. Populations are highly religious and nationalistic, believing the firm hand of state authority, emphasise conformity, and exhibit a low level of individual self-expression. Because self-expression is low, and empathic extension is shallow and rarely reaches beyond the family bond and kinship relations.

In secular rationalist-societies engaged in the takeoff stage of industrial life, hierarchies are reconfigured away from God’s created order to giant corporate and government bureaucracies. . . . In the process, the individual, as a distinct self-possessed being, begins to emerge from the communal haze but is still beholden to hierarchical institutional arrangements. . . .

Knowledge-based societies, with high levels of individualism and self-expression, exhibit the highest levels of empathic extension. . . . . In fact, the emancipation from tight communal bonds and the development of weaker but more extended associational ties exposes individuals to a much wider network of diverse people, which, in turn, both strengthens one’s sense of trust and openness and provides the context for a more extended empathic consciousness.

Robert Wright’s treatment of a similar theme from a different angle indicates that it is not quite as simple as that. While the Abrahamic faiths have significantly lacked tolerance at key points in their history not all faiths have been the same (page 441):

At the risk of seeming to harp on the non-specialness of the Abrahamic faiths: this expansion of the moral circle is another area in which non-Abrahamic religions have sometimes outperformed the Abrahamics.

Even then though, the whole picture is not dark for the Abrahamic faiths in his view, as he explains in considering the life of Ashoka, the king who converted to Buddhism and instated a tolerant regime (ibid):

. . . Buddhism’s emphasis on brotherly love and charity, rather like comparable Christian emphases in ancient Rome, is presumably good for the empire’s transethnic solidarity. Yet, like the early Islamic caliphate – and unlike Constantine – Ashoka insisted on respecting other religions in the Empire; he never demanded conversion.

He also refers (pages 188 passim) to the interesting case of Philo of Alexandria as a devout monotheistic Jew who saw ‘a deep streak of tolerance in Yahweh.’

Rifkin summarises his understanding of the research by stating (page 451):

The key finding, according to the researchers, is that “individual security increases empathy.”

. . . .

Empathy exists in every culture. The issue is always how extended or restricted it is. In survival societies, empathic bonds are less developed, meager, and reserved for a narrow category of relationships. . . .

As energy/communications revolutions establish more complex social structures and extend the human domain over time and space, new cosmologies serve like a giant overarching frame for enlarging the imaginative bonds and empathy. Theological consciousness allowed individuals to identify with non-kin and anonymous others and, by way of religious affiliation, to incorporate them into the empathic fold. . . . Ideological consciousness extended the empathic borders geographically to nation states.

There is much more to say on the issue of levels but it will have to wait until the next post on Thursday.

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