Evil by any other name

Review of Simon Baron-Cohen’s The science of evil: On empathy and the origins of cruelty

Science of EvilIn his Acknowledgments, Baron-Cohen begins by saying, “This book isn’t for people with a sensitive disposition” (p. xi). It is a fair warning.

His first chapter is particularly distressing, with descriptions of numerous barbarities. If you need to be persuaded that human beings have provided many examples of man’s inhumanity to man besides those of the Nazi Holocaust, then read it all; otherwise you may prefer to skip some details.

Probably all of us can give examples of human behavior that we view as “evil,” but Baron-Simon suggests that by calling a behavior “evil” we tend to shunt it off into the moral domain rather than recognizing that evil behavior, like other behavior, can be studied scientifically and perhaps thereby become modifiable or preventable.

The key to understanding why people behave cruelly, according to Baron-Cohen, is empathy—and particularly deficits in empathy. To explain how “empathizing mechanisms” work,  Baron-Cohen takes readers on a tour of the “empathy circuit” in the brain.

Although he uses scientific language to identify parts of the brain that provide a neurological basis for empathy deficits, his book is not overly technical; it is accessible to the educated lay reader.

Baron-Cohen describes three types of personality disorder associated with deficits in empathy—psychopathic personality disorder, borderline personality disorder, and narcissistic personality disorder. The development of each type of personality disorder is associated with some form of abuse, neglect, or rejection in childhood.

Although Baron-Cohen emphasizes the strong link between childhood maltreatment and empathy deficits, he also suggests that empathy can and should be developed, and concludes with the story of two men, a Palestinian and an Israeli, both of whom lost their sons in the Intifada. Together the two of them tour synagogues and mosques promoting the importance of empathy and raising funds for their charity, The Parents Circle – Families Forum for Israelis and Palestinians.

This is a very readable book despite the frequent references to brain structures and circuitry. The message is crucial: empathy is probably essential to human survival.

Kathie Malley-Morrison, Professor of Psychology

Happy birthday, Nelson Mandela

The world is honored and made a better place by your presence among us and by the lessons and leadership you have provided throughout a life of courage and character.

Nelson Mandela
Image in public domain

I am grateful that despite all the horrors of apartheid, all the violence that was done, your life was preserved because that life has been a gift to all life on earth.

You are the role model most needed in a world where too many people rush to destroy anyone they have decided to call an enemy. You are a mensch.

Here, in the 100thpost of this blog, I want to share with all of our readers, some of your enduring words of truth, justice, wisdom, and empathy:

“I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.”

“For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. ”

“If you want to make peace with your enemy, you have to work with your enemy. Then he becomes your partner. ”

“We must use time wisely and forever realize that the time is always ripe to do right. ”

Dear Readers, if you want to see a wonderful movie that says a lot about the kind of man Nelson Mandela is, see the film Invictus and enjoy this fine poem by William Ernest Henley:

Invictus

Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find, me unafraid.

It matters not how strait the gate,
How charged with punishments the scroll.
I am the master of my fate:
I am the captain of my soul.

(Poem in public domain)

Continue reading “Happy birthday, Nelson Mandela”

Developing social perspective (Perspective-taking, part 2)

[Editor’s note: Today’s post is the second in a series by Dr. Sherri Nevada McCarthy on the topic of perspective-taking, this time exploring its development in children and adolescents].

Children looking at each other
Illustration by Margo Bendery, staff illustrator for Engaging Peace

Perspective-taking is not the same thing as empathy. Knowing someone is sad, for example, and feeling sympathy and a desire to ease the pain is important in human relations, but not the same thing as understanding what sadness might feel like to that person, or why it exists.

Jean Piaget, a well-known developmental psychologist, considered perspective-taking an important component of cognitive development, and research seemed to show it generally did not emerge until at least the age of six.

Other research shows that, for some, it may never emerge. The ability to see things from another’s viewpoint may not just develop automatically with age. It is likely also tied into cultural, social and educational experiences.

According to Robert Selman, with experience and guidance, children generally move through five levels of perspective-taking following this pattern:

  • First, at Level 0, “undifferentiated perspective-taking” (ages 3-6), they do not recognize that others have feelings, ideas or views different from their own.
  • At Level 1, “social-informational perspective-taking” (ages 5-9), young children begin to realize that others might have different feelings or views than their own, but can’t consider what these might be, especially if those views or feelings are in opposition.
  • At Level 2, “self-reflective perspective-taking” (ages 7-12), children begin to be able to consider the opinions and feelings of someone else as well as their own.
  • Levels 3, “third-party perspective-taking” (ages 10-15) and 4, “societal perspective-taking” (ages 14-adult), which usually do not emerge until adolescence, allow increasing abilities to predict, understand and coordinate various perspectives.

As children mature, they take more information into account. They realize that different people can react differently to the same situation. They develop the ability to analyze the perspectives of several people involved in a situation from the viewpoint of an objective bystander, and they can even imagine how different cultural or social values would influence the perceptions of the bystander.

What have you noticed about how people do or do not see things from another’s point of view? And what difference does that make for issues of war and peace?

Sherri McCarthy, Professor of Psychology at Northern Arizona University-Yuma