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Empathy versus bullying: Part 2: Online bullying and what to do about it

Listen as a podcast on Spotify (via Anchor): https://anchor.fm/lou-agosta-phd/episodes/Empathy-versus-bullying-Part-2-Online-bullying-and-what-to-do-about-it-e17hj9j

The cyber bully: The rule of thumb is that whatever a person does in life offline, the person does online, too. Whatever the person does in the non-electronic world of personal encounters, the person also does online in social networking. Therefore, people who are mean in person, will be mean online. People who are cruel in person will be cruel online. However, the impersonality of the online milieu can amplify the tendency. The lack of context of the online environment can intensify the upset and impact all around. 

Prior to social media such as Facebook, bullied kids could find a haven from a heartless world at home. Now the kid who is the target of the bullying, having survived the day at school, survived the ride home on the bus, gets home, naively turns on the computer and (wham!) experiences additional, hurtful boundary violations. The unsophisticated kid, who does not know when to “power down” and hit the off button for her or his own mental health, can become quasi-hypnotically obsessed with checking and rechecking for devaluing comments. 

No, the mere passage of time does not cause insulting online comments to go away. Social media make it possible for people to “pile on” and accumulate more “likes” for a hurtful remark. Furthermore, cyber-bullying can be perpetrated relatively anonymously with pseudonyms. 

Fake accounts on Google or Facebook eventually get unmasked and deleted; but it takes time; and new fakes seem to spring up just as fast as the old ones get identified and deleted. If giant corporations, supposedly sophisticated politicians and business persons, major law enforcement organizations, the US government, and the US population at large, can be “faked out” by faked identities and misleading “news,” pity the middle school kid in the face of anonymous, hurtful language directed at her or him.

As the latest debunking of the pretensions of Facebook unfolds on the front page of the Wall Street Journal [no progressive rag, that publication!], the susceptibility of online platforms to fake everything is taking its place among the unintended (and deeply disturbing) consequences of technology that will live on.[i]

Figuring out who is doing what to whom online and when they are doing it requires a forensic inquiry of significant subtlety, time, and effort. School administrators are flummoxed, because the bullying is initiated off-campus. 

How is it then that the school resources, already stretched thin, now must be marshaled to establish responsibility for policing such misbehavior? The target of the bullying may be asked to demonstrate that the abuse is affecting her or his school work. More blaming the victim? 

Of course bullying is not a logical process. An ultimatum from a bully to her or his minion is itself a form of bullying: Call some prepubertal girl a “slut” or we won’t be friends anymore. Hello? If this were a logical process, then the would-be minion would already know that the friendship ended with the very request, since friendship is not conditional on hurtful (and unethical) words or behavior. 

To many kids “friendship” means something quite different than “share wholesome experiences.” It means laugh at my jokes even if they are not funny, say my hair looks great even if it doesn’t, sit with me in the cafeteria at lunch, and do not flirt with the boy in whom I am interested this week. These young people do not know that book Nine of Aristotle’s Ethics is on friendship. The expectation that such an explanation would elicit any response from the young person other than eye rolling is doubtful. Still, it may be worth a try. 

Given that cyber bullying has exploded as a form of online pathology, let us take a look at proper online conduct even in the absence of bullying. 

The genie is out of the bottle—the genie is social networking

Social networking is not going away. Humans invented computers and smart interfaces. Let’s be smart is using them. When the child is interacting through Internet video with a family member living on another continent, then such an interaction is a boundary expanding and richly rewarding experience. When a parent and child are playing a game together using a computer screen, the benefit is in the parent-child interaction as such. The rich computer graphics are a bonus. 

The paradox is the anti-social nature of social networking. The computer screen isolates the person even as the person is trying to connect. The contrary is also the case. The screen connects the person when the person wants to be alone, rudely announcing an incoming message by beeping, demanding one’s attention. Sometimes the screen brings out the anti-social tendencies instead of the pro-social ones, enabling one to be inauthentic, hiding behind a false self. [ii]

It is perhaps a symptom of the broader issue that the online world even calls forth innovations in punishment. Taken to its logical conclusion, the savvy, harried parent steals a march on the technology. The ultimate method of grounding? Take away the child’s electricity, thereby having a “time out” on the use of electronic devices. However, during the time out do something positive. Read a book! Play a board game with your sister. If the latter seems too much like a punishment, paint a picture or go for a bike ride.

The challenge is to find a balance that allows our humanity its due. 

The rule of thumb is easy to say but hard to do: Seek balance in time and emotional equilibrium between online and offline engagement. Trial and error is a part of the process. By the time you get it just right, the kids will be going off to college, and they will have the skills they need to manage the online jungle on their own.

As the New Yorker cartoon famously observed about a dog sitting at a computer, “on the Internet no one knows you are a dog.” People who have issues with their self-esteem are both attracted and entrapped by the lure of being whatever they want to be online. Nothing wrong with fantasy as such. Many of us build castles in the sky. But only a few of us try to move into them; and those that do so are headed for trouble for so many reasons.

Children have to be 13 years or older to sign up for Facebook, and it is on that platform that we will concentrate here. The risks to children of all ages are real: online “cyber bulling,” vulnerability to predatory adults, sharing too much information, identity theft, and exposure to age-inappropriate content from advertisers, news, or stranger danger. The possibilities of getting paranoid about stranger danger are very real, but, as has been noted repeatedly, just because you are paranoid does not mean that they are not out to get ya. 

As regards the age limit, I am grateful for it, and I see it as a useful reason to deny access to children of tender age, who lack readiness for the risks of the online world: “I did not make the rule, and it seems sensible to me.” Unless the child is actually working on a project with NASA, I see no reason to make an exception for children under 13. “But Susie’s mom lied to help her get an account!” As my mother used to say when I wanted to play in traffic like the other kids: “Yes, everybody is doing it; but you shall not!” The challenge is to figure out where is the boundary and how to navigate it. 

A word of caution to policy makers: Do not make a rule prohibiting that which you cannot enforce. A heavy hand is counter-productive. 

For example, thousands of adults did not even know they were interested in drinking alcohol until the 18th Amendment to the US Constitution prohibited it in 1919. Then drinking alcohol suddenly became strangely attractive. Likewise, Susie did not even want to get online until someone told her that she could not do so. The prohibition creates the desire. 

To make matters even more challenging, the boundary lines keep changing. Such is the case with social networking. Computers, tablets, and smart phones are widely available, and unless you are planning on moving the family “off the grid,” youngsters need to be taught how to use social networking sensibly, safely, to have fun, and be productive with it. 

To err is human, really to mess up requires an Internet connection. 

Imperfect but empathic human beings try to navigate unempathic, imperfect social networks. This in itself is the business case for empathy-centered design of human and system relatedness. This is sometimes called “usability” testing. The computer system must be useable by error prone human beings. This points to another parental rule of thumb: if one’s experience of the computer is not useful or productive or if it is not fun, then a “time out” is in order. Say three words. Not “I love you,” but “Pull the plug.” Same idea.

Empathy lessons for parents of kids going online

What are the empathy lessons for parents around screen time, devices, and the relationships of kids with personal technology? Closely related to this question about how much time online is too much, is the issue of how best to manage the time children do in fact spend engaging with computer devices. 

Children are great imitators. They want to be just like the adults, who seem constantly to have their noses buried in their electronic devices or a phone glued to their ear. Even when parents are at home, they are not fully present. Think about it. Grown up behavior speaks volumes to the children. 

The good example parents set in laying aside electronic devices and relating in person to other persons speaks volume to the children. So does any behavior that demonstrates a parent’s commitment to drama or using social media to drive personal conflicts.

The authority with which a phone call, text, or email arrives from work, and the parent drops what she or he is doing to attend to it, says everything to the child. The rest is just a lecture that lands like “blah, blah, blah.” 

On the spectrum of guidance extending from empathy all the way to tough love, here is the tough love for parents regarding the amount of time spent online, on screens: Look at your own example. 

If you interrupt your conversation with your child to attend to a call, email, or text, you are an enabler. You were perhaps expecting the child to behave otherwise? You have demonstrated, clearly nothing is more important than attending to beeping, barking electronic appliances. The text or call is more important than your child. Your empathy is in break down. Ouch! Clean up your act. 

A recurring theme of these lessons is that authenticity is the foundation of the work we are doing on empathy, and so before talking to the children about their use of electronics, come clean about your own electronic inauthenticities. 

The empathy lesson? Set boundaries. Look for balance. Be responsible. Own it. Manage the amount of time children and young people spend on their screen by empathic parenting. Children of all ages are sensitive to any discrepancies between what grown ups say and what they do. Empathic parenting is about boundary setting. With older children, “first you do your homework, then you go to the mall (or play a computer game).” Children of all ages will inevitably test the boundaries, so have an explanation that privileges what you value about community, healthy personal relations, and friendship.

With electronic devices, rather than set an arbitrary number of hours that probably cannot be enforced, begin by creating an electronic device free zone. Start with dinner if your family is able to eat together or perhaps designate a time on the clock such as 8 to 9 pm to quiesce the electronics. This is good sleep hygiene too. 

Rather than be negative, think positively. It is not just turn off the computers; but, especially for children of tender age, turn off the computer and let’s read a story book together. Turn off the computer and let’s play blocks. Turn off the computer and let’s play catch (weather permitting). Visit with friends in person. For older kids, dance lessons, gymnastics, science club, chess club (where you sit across from a real person), organized sports, hobbies, or arts and crafts. This will surface the parent’s ultimate inauthenticity. Just as in the days of old, when the parent used to sit the kid in front of the TV as a form of baby sitting, likewise with computer games. 

Nothing is wrong as such with harried parents pushed down into survival occasionally using screens as baby sitters. Just be aware that something is missing from the virtual reality milieu—the first person relatedness of a human being with another human being. Within limits, nothing is wrong, but something is missing—empathy. I doubt that virtual reality is like the “good enough” parent. When virtual reality crowds out real reality—authentic human presence, then the time has come to call a “time out” on the use of devices. 

For young people who are teenagers, the idea is similar. Don’t be negative; rather substitute something positive—and then turn off the device. Sports? Dance lessons? Cooking lessons? Tai Chi? Jogging? Volunteering at the Jaycees? An ice cream social? Window shopping in person? The opportunity is to teach social skills that require relating to another human being who is present at hand in person. 

The mirage of popularity migrates online, too, especially as children enter middle and high school. The details differ, but the psychology of puberty does not. The influence of peer groups, which are emotionally (though not financially) more important to the teenager than family, is a standard part of the developmental process of separating from parents and leaving home to contribute to the community at large. The volatility of emotions due to hormones combines with experimentation, resulting in a high level of stress (for all): “I hate you! Drop me off at the mall?” This too shall pass. 

Teenagers are experimenting with identity, emerging sexuality, and boundaries of all kinds. Why should they not experiment with online boundaries, too? The guidance is the same: “Check in! Don’t hurt yourself.” 

At least prior to going away to college, the 13–17 year old group continues to require guidance and limit setting. If the teenager is involved in after school activities, is attentive in doing her or his homework, and has some friends who periodically show up in person, then the teenager is developing in a wholesome way. There is limited time for online networking and online misadventures. 

The isolated individual, the socially awkward teen, for whom being online is a substitute for getting out of her or his comfort zone, is the concern. Perhaps the individual has experienced shaming or bullying. Or the individual is so sensitive that thoughtless statements that bounce off of most kids are experienced as hurtful. Here the amount of time spent online is the symptom of a problem, not the cause. I repeat: the symptom, not the cause.

When the child clings to his device and cannot be separated from it as if it were the beloved teddy bear, then, speaking personally, I start associating to the disturbing experiments with severely deprived macaque monkeys of Harry Harlow.[iii] Separated from their biological birth mothers, these monkeys clung desperately to the piece of cloth on the wire surrogate mother, even though it did not have a nipple. They would rather go hungry than forego contact with the cloth, surrogate mother. Heart breaking. 

Restricting online access when that may be the main thing holding the teenager’s shaky sense of self together is likely to cause more conflicts, breakdowns in relatedness, withdrawal, and expanding isolation, not emotional equilibrium or empathy. Restricting online access does not provide the longed for balance. Further upsets and disagreements are predictable.

The challenge is that the teen is precisely at risk of re-enacting online an emotional upset similar to that with which he is struggling offline. What then provides the emotional equilibrium and deescalates the conflict? 

If the parent has a relationship with the teenager, it is time for a heart-to-heart conversation—actually a series of them. Something is troubling the teen, and a grown up needs to find out what it is and take corrective action. Trouble at school with academics? With peers? If it is trouble at home—serious illness in the family, pending divorce, or financial setbacks—then these have to be surfaced, called out, and acknowledged. If the teenager is still unresponsive to parental overtures, then professional intervention may be required.

So much for the tough love. Now for the empathy. For children, especially of tender age, play is serious business. Group activities—whether play dates for younger children or organized clubs for older ones—activate and develop social skills, including empathy, whereas screens tend to isolate. That is so even if the screen is networked to include other players, who, however, do not necessarily show up as anything other than a function of the computer system. 

The child’s job is to develop her emotional and cognitive abilities through the productive imagination activated in play. In so far as computer games and explorations can promote play and be integrated into play, all well and good. Yet the screen is intrinsically limiting, appealing to the reproductive, repetitive imagination. Still, many kinds of play do not require a screen. 

For example, the graphics and images of the Magic School Bus are engaging, especially for children of tender age. The school bus becomes a space ship (or submarine or time machine and so on) voyaging out to explore the planets in the solar system, undersea world, or the inside of the human body.

However, every kid knows how to play at being a rocket ship or air plane without electronics: you stick out your arms, make a rocket motor noise, and run around the dining room table—to a neighboring solar system. The child’s entire body is fully engaged in motion. The child’s mind is fully engaged in fantasy. The child’s full self is active. The child’s mind is expanded. My only concern is that the child does not think that one needs an electronic device to fly. Make believe does the job very nicely, thank you. The productive imagination knows no limits of screen size. 

Do not underestimate the power of a large cardboard box such as one might use to deliver a washing machine or refrigerator. Cut a couple of holes in it, and it becomes a space ship or the bridge of the RMS Titanic. Given some crayons or felt tip pens, it can be decorated with the markings of NASA or a personally invented team. Cut another hole in it, and it becomes the castle in which Sleeping Beauty is a prisoner or it becomes the Spirit of Saint Louis making the first solo transatlantic flight. If the computer game promotes imagination and innovation, then take the game and act it out by playing “make believe” with an actual cardboard box that Carmen the Explorer can use as a motor boat to sail up the River Nile. Bon voyage!

How to understand the child’s and the teen’s relationships with technology?

How should parents understand the relationship that children have with their devices in terms of empathy or lack thereof? Just as a teenager would not be allowed to drive a car without lessons and passing a test, access to the fun features of social networking comes with responsibilities. In both cases, one can hurt oneself and others. I am not advocating licensing online users—which would be an unconstitutional restriction of free speech (we can’t go there now!). However, new privileges imply new responsibilities. For teenagers and emerging adults, “Don’t hurt yourself (or others)!” remains essential guidance at all times. 

The teenager needs to understand that there are some people “out there” in cyberspace who are not only not nice but dangerous in rather unpleasant ways. Do not click on communications that seem to arrive with authority from an unknown source or supposedly from a friend, but something just doesn’t seem right. What to do? Ask a grown up? Find someone who is computer savvy. The Help Desk should tell you: “Don’t click. Delete. If it’s important, they will pick up the phone or send a letter.” 

As with any privilege, teenagers test limits. Recommend the Golden Rule: Treat others as you yourself want to be treated online and off. If it seems mean, do not do it. That means no devaluing language, no being mean to those who may be struggling with family or school issues, and speaking with integrity. 

Kids immediately get it that “on the Internet no one knows if you are a dog.” Why is the creation of fantasy (i.e., fake) identities online any different from when kids used to brag, “I got more stuff from Santa Claus than you did!”? It is harder to get caught? Perhaps. Even if parents have their children’s passwords and access to their online resources, no one has time to monitor all the back-and-forth drama to which teenage life is prone. No one aspires to operate a mini-NSA (one of the spy agencies). Rather trust—but verify. Verify empathically. Spot check. Listen empathically for signs of upset or devaluing language. Watch for unexplained changes of mood and so on. 

I repeat: trust—but verify empathically. Manage by exception—and if an exception shows up, then express concern and ask for her or his side of the story. Give a warning that the unacceptable behavior must stop—if the child is the perpetrator—whether cyber bullying or cheating or spending hours gossiping. If the questionable behavior does not stop, then see above—pull the plug. Confiscate the electronic appliance for a specific time period and until a commitment is forthcoming to change the behavior. 

However, what if the electronic device is a smart phone and the child needs it to “check in” or coordinate pick up after school? If the family is affluent enough for the child to have a smart phone, then the family is affluent enough for the parent to swap out the smart phone for a flip phone or dumb device that enables a simple phone call. Take the SIM card out of the one and put it in the “dumb” phone. I wish there was an easier way, and, yes, it has come to that! Take away the teenager’s electricity, the ultimate form of “being grounded.” 

Now after this significant digression into cyberspace and its challenges, we take the conversation back up a level, returning to the work of expanding empathy in the world of authentic human interactions, of which none are more important than those with our children. Many adults and teenagers will benefit from these recommendations, but they are initially for children of tender age. 

Empathy lessons with children

(1) Lead by example: When parents demonstrate the ability to take the point of view of other people in solving problems, children learn by example. When parents demonstrate emotional drama and complaining, children learn by example. Be the role model that you want to see your children imitate. Be an example of the change you want to see.[iv]

(2) Speak in the first person: Use “I” as a way of establishing a firm boundary between self and other. “I don’t like it when you that word ‘x’. It hurts my feelings. Please stop it.” 

(3) Validate the feelings of other people: “Sally is feeling angry because you took her ball. Please give Sally her ball back and then pick another one to play with.” In other cases, validation does not necessarily mean agreement; but it means recognizing that the other person does indeed feel the way she feels. Validate by finding the grain of truth in the other person’s perception.

(4) Use play to get access to how other’s feel: Talk with children of tender age about feelings and empathy as you play. For example, you might have your child’s stuffed dog say that he does not want to take turns with his friend, the stuffed tiger. Then ask your child: “How do you think tiger feels? What should we tell this silly dog?” 

(5) Empathize with your child: As a parent you are a significant source of insight into what your child is experiencing. “Are you feeling sad that Sally cannot come over and play? That is a disappointment. She wanted to come; but she got sick and has to stay home. She can come next Friday. In the meantime, we can call your friend Jane and see what she is up to.” 

(6) Suggest how children can be empathic: “Let’s make Sally a ‘Get well soon card’ and send it to her in the mail.” 

(7) Validate your child’s upsetting emotions: Help the child understand what he or she is experiencing. Instead of immediately trying to substitute a positive emotion for anger, sadness, or fear, acknowledge that feelings can be upsetting. Identifying and validating upsetting feelings helps children to manage them: “You are really angry that I turned off the computer. I understand. You were playing your race car game. It’s okay to feel angry. When you are done being angry, you can join me fixing a sandwich for lunch.” Thus, children learn that feelings are important, but feelings do not have to run our lives. Feelings make us human and show us interesting things too. 

(8) Be responsible for one’s actions and the consequences: Instead of rushing to have the child of tender age say “I’m sorry” when he has hurt another child, hit the pause button. Many children do not even know the meaning of the words “I’m sorry.” Rather invite the child to look at the consequences for the other child’s feelings and well-being. “Jane, why do you think Sally is crying? What happened? She skinned her knee when you pushed her. Let’s see if she is okay. Let’s get her some first aid. Here is some petroleum jelly and a bandage.” Sometimes the consequences of our actions escape from us. Help the child make the connection between the action (pushing) and the consequences (a skinned knee and crying). 

(9) Be patient: Practice patience if a toddler or a child of tender age does not get it right the first time out. The parent may not even know whether or not the child of tender age literally understands what is being said. Be prepared to wait before judging and assessing based on ongoing, future behavior. Indeed throughout many of these examples, the cynical take away may be: “Hey, these parents seem to have time to relate to their children. Wouldn’t it be nice?” Empathy is never needed more than when it seems there is no time for it. 

(10) Teach the child to identify feelings and emotions: Provide guidance in how to recognize emotions in others. We try to teach a child, who fusses and bangs on his high chair because he wants more milk, to say the words: “More milk, please!” The words are not a description of his feeling of hunger or impatience; rather the words substitute for the expression of hunger or impatience. Likewise, the word “pain” is not a description of the sensation of throbbing when the child has jammed his toe, it is an articulation in human speech that expresses upset and provides an alternative to screaming.

We teach our child well to use sentences like “I hurt my toe!” as a substitute for crying in pain. Shouts of distress are the natural expression of pain, but are notoriously unhelpful in determining the particulars. We substitute expressions such as “my toe hurts” for natural expressions as tears or cries of pain. 

Given the nuances of human experiences and emotions, and the relative lack of explicit training in expressing them, it is not surprising that many people lack skill in identifying and communicating feelings and emotions.

Simultaneously, we work with children on recognizing such experiences in others. It is often easier to see that Sally is in distress, crying due to a scraped knee, than when that happens to the child himself (who is then preoccupied with his own “owie”). We work from both the outside in and from the inside out, and eventually meet in the middle, being able to communicate our experiences and emotions to others and ourselves. Meanwhile, when relationships have become weaponized, as in bullying then the issue has to be how to implement a disarmament plan. The issue is how to de-weaponize relationships. In the following and third post in this series, I directly address students, parents, and teachers/administrators with recommendations.

[i] September 18, 2021: “The Facebook Files: A Wall Street Journal Investigation,” Jeff Horwitz, Keach Hagey, Newley Purnell, Sam Schechner, Emily Glazer: https://www.wsj.com/articles/the-facebook-files-11631713039?mod=hp_lead_pos7 See also: Mike Isaac and Scott Shane. (2017). Facebook’s Russia-linked ads came in many disguises, The New York Times, Oct 2, 2017: https://www.nytimes.com/2017/10/02/technology/facebook-russia-ads-.html [checked on Oct 15, 2017].

[ii] I express my thanks to Firas Nakshabandi, MD, for conversations, ideas, and input on social networking and raising children. Very thoughtful; very empathic. 

[iii] Harry F. Harlow. (1958). The nature of love, American Psychologist, 13, 673– 685.

[iv] These recommendations, liberally adapted with acknowledgement and thanks to Claire Lerner and Rebecca Parlakian. (2016). How to help your child develop empathy, Zero to Three: Early Connections Last a Lifetime: https://www.zerotothree.org/resources/5-how-to-help-your-child-develop-empathy [checked on June 26, 2017].

(c) Lou Agosta, PhD and the Chicago Empathy Project

Resistance to Empathy and How to Overcome it (Part 1: Organizational Resistance to Empathy)

You don’t need an expert to practice empathy

Every parent, teacher, doctor, social worker, sales person, person with customers, first responder, consultant, neighbor, or taxi driver already knows a lot about empathy. They would not be successful, much less survive, if they did not practice empathy. You may need a license to be a barber and cut hair. However, outside totalitarian state, no one can require that you have a license to do what comes spontaneously to the vast majority of human beings—be empathic. However, an expert can be helpful in clarifying distinctions, providing tips and techniques, and modeling the empathy you want to get or apply and expand.

Parents are naturally empathic towards their children; teachers, towards their students; medical doctors, towards their patients; business people, towards their customers, consultants towards their clients, and so on. Even if a person is clumsy and does not get empathy quite right, people can’t stop doing it. Yes, that’s right—people can’t stop being empathic; but then fear stops them—fear of experiencing vicariously another person’s pain, struggle, conflict, or suffering—and a breakdown occurs in their empathy. There must be something wrong here! Blame starts flying around. They blame themselves. They blame the other person. They blame empathy.

Even if doctors are trained to “tune down” their spontaneous empathy until it becomes “detached concern”—and good reasons exist for doing that at times—empathy naturally breaks through, and they often relate authentically to their patients as one human being to another in spite of themselves.[i]

The really useful thing is that in learning to contract one’s empathy, one is also learning expand it, because one is learning to regulate and manage empathy. Contracting one’s empathy also means being able to expand it. “Dialing down” empathy also means being able to “dial up” empathy. 

“Dialing down” empathy does not mean “stop listening,” “be unkind,” “blame,” “make wrong,” “reject,” “be hostile,” “use devaluing speech,” or “feign thoughtlessness.” Such a response would be absurd. 

There is a sense in which a feeling may be socially appropriate or inappropriate—for example to laugh at a funeral when nothing is funny—feelings are valid in themselves in that they always are what they are. 

A feeling may be an inarticulate judgment—fear being the judgment that one should run from danger—especially if a mountain lion is coming around the bend. The fear is an absolute given in the moment. 

One may wish that one felt differently than one does in fact feel in the moment; but that one feels a certain way is an absolute given. 

The best way to turn fear into an out-an-out panic attack is to say to oneself: “This (fear) should not be!” But of course it is, so that means what? One has lost control. Panic! 

The recommendation? Accepting the feelings as what’s so does not make an unpleasant feeling any easier to bear, but it takes away its power, drains the upset out of it, and gives one space to be in equilibrium with oneself again. Thus, radical acceptance of the feeling is an effective method of “dialing down” one’s empathy.

Most people are naturally empathic, but they lack practice. They set about practicing empathy, but are clumsy. Or they had a bad experience in relation to their own empathy or someone else’s (lack of) empathy. They develop a “flinch reflex” when it comes to practicing empathy. For such individuals, resistance to empathy replaces their spontaneous empathy. Most people use empathy every day, and do not need an expert to tell them what it is. Olympic athletes get a coach, but it is not because they are not good at what they do. They are good at what they do; and are striving to get to the next level of excellence. Few people claim to be really good at empathizing. Those persons who are practiced in empathy can be useful coaches in helping one to clarify definitions, engage the hard cases, and distinguish how to transform breakdowns of empathy into breakthroughs that make a difference. 

Using empathy—practicing empathy—sometimes means being used by empathy. Yes, empathy uses us. 

“Being used by empathy” means that the person has trained in being empathic, so that the person has a level of mastery that allows the person to be empathic (or not) without thinking too much about it. Empathy has become practiced, habitual, and automatic. 

There’s what we know we know about empathy. There’s what we know we do not know about empathy and hope to find out. Where did the word come from? What are mirror neurons anyway? How does one expand one’s empathy? 

Finally, there is what we do not even know we do not know about empathy. The third area is where this book and its training operates—what we do not even know we do not know: our blind spots about empathy; our vulnerability, shame, and cynicism in relating to others; and our resistance to empathy.

Empathy requires that one get “up close and personal” with other people. Other people can be notoriously difficult, irritable, dishonest, manipulative, apathetic, too pushy, or contrary. Other people resist being on the receiving end of empathy, because being understood makes them feel vulnerable.

If someone understands me, really understands me, then he can use what he understands about me to take advantage of me. Now an authentically empathic person would not do that, but the world is not known for being filled with authentically empathic people. 

Well-intentioned persons sometimes simply misunderstand what empathy is and are resisting something else that they happen to call “empathy.” They mistake the breakdown of empathy in emotional contagion, conformity, projection, distortion, mind reading, or lack of responsiveness, for empathy proper, and throw out the baby with the proverbial bath water. The empathy lesson in confronting resistance to empathy is direct: remove the resistance to empathy, and empathy comes forth, develops, and blossoms. Empathy expands. 

Overcome resistance to empathy: empathy expands

Another person’s blind spots are easy to see, but one struggles to catch a glimpse of one’s own. Thus, one of my own blind spots about empathy comes into view, albeit in my peripheral vision. When I do not get my way, I have the thought that the other person (or the world) is unempathic. This is of course absurd and self-serving, though, heaven knows, empathy is unevenly distributed in the world. The empathy lesson? Wherever there is empathy, can narcissism be far away? (No.) Thus, I clean up the thought—give it up, distinguish it as not helpful, let it go. But no matter how may times I give it up, the next time I am frustrated, it seems like there is that thought again, coming into view like the grin on the Cheshire cat. Only now it becomes an inside joke, and a challenge to earn my empathic wings everyday.

This lesson is easy to express, hard to do. The devil is in the details. One has to descend into the hell of one’s empathy breakdowns in order to emerge from the refiner’s fire of self-inquiry with renewed commitment to empathy, relatedness, and community. This sounds too hard. No one said it would be easy.

How to start? One begins by introspecting. Acknowledging one’s own lack of integrity and inauthenticity in the matter of empathy. Like the labors of the mythical hero Hercules, there is a whole lot of shoveling of manure to be performed. 

Cleaning up broken interpersonal relationships is on the agenda. Repairing integrity outages and inauthenticities is in order. Empathy training includes the requirement to go out into the world of one’s relations with other persons and engage and practice. 

The very idea of resistance to empathy inspires resistance. The idea of resistance to empathy requires motivation. 

What could that even be? Resistance to empathy seems to make no sense. It sounds like resisting motherhood, puppies, or apple pie. 

The idea that some people would resist empathy is surprising. Very surprising. What’s not to like about empathy? A great deal it seems. Even within this way of talking, appearances can be deceptive. Puppies make a mess on the new carpet. Apple pie is delicious, but it makes one fat. Mothers are wonderful people. The human race owes its existence to those who are mothers both individually and as a community; but motherhood is a damn tough job, not withstanding its many rewards. Mothers require a lot of support. Volunteers? 

In general, receiving empathy is like getting a gift; providing empathy requires effort. Getting empathy is a benefit. Providing empathy requires listening to the other person, attending to one’s introspective reaction to the other person, managing the increase in tension, living with the uncertainty of being open to the other person, being vulnerable, and risking misunderstanding. This is why providing empathy inspires resistance. It requires work. 

On the other hand, receiving empathy from a committed listener has been compared to sinking back into a warm bath. It is relaxing. It reduces stress. It is restorative of one’s emotional equilibrium. However, even in a one-on-one conversation, receiving empathy sometimes feels like being publicly acknowledged and recognized at a banquet. It has its uncomfortable side. 

It is not always easy to be explicitly acknowledged and recognized for one’s contribution. One may feel ambivalent about being exposed and vulnerable. So even receiving empathy, though properly regarded as a benefit, has its conditions and qualifications; and some people are made painfully self-conscious by being acknowledged.

Whether one is giving empathy or receiving it, empathy has its dark side. If one is committed to giving empathy—being empathic—one is vulnerable to burnout, empathic distress, or “compassion fatigue.” If one is on the receiving end of empathic receptivity, though a restorative experience, one is still exposed in one’s potential weaknesses and limitations. One feels vulnerable to misunderstanding by the other person, to whom one has exposed oneself emotionally.

At a deeper level, resistance to empathy lives in our individual and collective blind spots about our dear self. Where there is empathy, can narcissism be far away? “Narcissism” is a way of relating to oneself. The mythical Narcissus was an attractive young man. He was so enamored of his own reflection in the mirror-like surface of the pond—this was before the invention of “selfies”—that he did not see the dangers of his surroundings. In different versions of the myth, Narcissus either fell into the water, drowning in his own image of himself, or he was consumed—metaphorically eaten—by the lion of his narcissistic desires, who also frequented the watering hole. 

The empathy lesson of the myth of Narcissus? Empathy requires de-emphasizing “the dear self.” Even for someone committed to giving empathy such a de-emphasis of self-love is not automatic. When the empathy being delivered includes recognition, people struggling with self-esteem issues—either too much or too little—find it challenging just to accept the acknowledgement. “Naw, it wasn’t nothing—just doin’ my job.” It is not easy to be acknowledged, and therein lies resistance to empathy, too. Though receiving empathy feels good, it is not easy to open up to another person and acknowledge one’s personal issues, sufferings, sources of shame, or struggles.

In every instance of resistance to empathy, the empathy lesson consists in identifying, engaging, reducing, managing, or eliminating, the resistance to empathy by interpreting the resistance; driving out cynicism, shame, guilt (and so on); saying what is missing the presence of which would make a difference (such as respect for boundaries or contribution); and being open to the possibility—of expanded empathy. 

When the resistance is reduced, empathy has space to expand, which it does so spontaneously as well as through providing explicit practices, tactics, strategies, and training.

The qualities that make organizations successful are not always the qualities that enhance their empathy. I am so bold as to assert this generalization applies whether the institution is a tax paying public one, listed on the stock exchange, or a nonprofit, community organization. Whether the corporate mission is to deliver value in manufacturing automobiles or to serve the community by collecting and distributing whole human blood to sick people, the ultimate truth is: no money, no mission.

Yet to say that the purpose of one’s business is to make money is like saying the purpose of life is to keep on breathing. Well, okay. The two are closely related. Definitely, don’t stop breathing. But somehow “don’t stop breathing” is not very useful as life guidance; and, likewise, “make money” is not a useful business strategy.

The ongoing process of living—or doing business—should not be confused with the purpose, vision, strategy, and meaning of the activity in the direction of excellence, whether in business or the community.

In most successful organizations, expanding revenue is a result of a successful strategy—applications and implementations that deliver value—and satisfy the demands of the customers, employees, and stakeholders. The expanded revenue is the effect of getting the vision and implementation just right, not the cause of it.

Successful enterprises of all kinds have to handle navigating an intricate, complex network of rules assigned by government, law enforcement, taxing authorities, and non-governmental special interest groups. Business and nonprofit enterprises must contend with competing organizations that assert and authentically believe that they can provide the product or service at lower cost or higher quality. Within the enterprise itself, the organization must balance the personalities of the leaders, individual contributors (workers), and stake-holders, who make up the organization.

An inherent challenge exists in building organizations and crafting an administrative structure that actually functions; and then getting the administrative structure—the bureaucracy—to act in a responsive and balanced way to customers, employees, and stake-holders.

Economies of scale that require fitting people into functions that can be substituted for one another to increase efficiency rarely expand empathy, because empathy consists in recognizing differences in individual contributions.

Hear me say it, and not for the last time: the things that make us good at business, including the corporate transformation of American medicine and education, do not always expand our empathy. What to do about it? The battle is joined. The recommendation?

Let your customers, constituents, or stake-holders train you in empathy: Realize that if you do not respond empathically, the customers are just going to go quietly to the competitor that does. Empathy is good for business. If the customer has a complaint that he is having trouble expressing, then use one’s listening skills to get to the bottom of things.

If the customer expresses anger, know that empathy is one of the best methods, bar none, of deescalating conflict and soothing anger. “Gee, it really does sound like you have not been well treated. Let’s see what we can do to make things better” [or words to that effect].

Still, I do not know of a single organization that as of the date of publication of this book, when making decisions, serving customers, documenting complaints, closing sales, managing conflicts of interest, asks: “What would the empathic response be?”

To be sure, aspects of the empathic response are included in such common factors as “be respectful to customers,” “be helpful to clients,” “keep one’s agreements,” “strive to deliver value.” Empathy is already in the mix, and many customers are willing to pay a premium for empathic services even if they do not use the word “empathy.”

The astute businessperson, committed to expanding the enterprise, knows that “if you want to gather honey, do not knock over the bees’ nest.” This is distinct from empathy, but not by much. Thus, the task is to nurture the seeds of empathy already present in abundance, but lying in hiding in cynicism and denial, while making the case that smart organizations build and deliver value empathically.

The legendary Marshall Field, one of the inventors of the department store, on which the sun is now setting, and a kinder, gentler robber baron of capitalism, is famously quoted as saying, “Give the lady what she wants.” It made Field rich, and his workers well off. It is perhaps a sign of the times that Field’s was purchased by Macy’s some years ago, which has struggles of its own in a world in which retail, having been “Amazoned,” is not what it used to be. So the tenuousness of the market value of empathy can be measured by the mark down of the once storied Field’s Enterprises in the face of Internet shopping.

An alternative redescription of the fire sale of Marshall Field’s flagship stores is that individualized, personalized, customized one-on-one service has moved to the ultimate free market, the Internet, once again, disintermediating the disintermediators. I would not rule out expanded empathy in online cyberspace, but, even allowing for the convenience of shopping naked, it is a work in progress.

Even in mild and efficient bureaucracies, people misuse organizational rules and paper work to create resistance to empathy. Passing the buck, “Not my job,” “I’ll have to get back to you,” “We received no such request,” “I don’t know, and I can’t tell you when,” are common responses. Bureaucrats (which used to mean “office worker,” but is now a devaluing term) address such pseudo-answers not only to customers, but also to their coworkers and managers.

Resistance to empathy uses organizational rules and regulations to build protective walls, instead of teamwork. Without concern for the other person, bureaucracy unwittingly creates obstacles that prevent workers from being present with one another.

Mutually implementing and contributing to agreements with the organization and one another is not a priority. Perpetuating the bureaucracy is. Managing permissions and gaming the system occur to avoid work, rework, and overwork. The threat of uncompensated overtime and overwork consumes the energy required to get the job done.

People automatically and unwittingly fall into resistance to empathy, exploiting the tendency to be territorial.

The organization itself can show up as the unempathic authority figure—like the unempathic parent, who leaves the child feeling devalued, depressed, and de-energized. In response, an individual pushes back against the organization and its rules, disagreeing and speaking truth to power.

Rarely does the organization respond empathically to the individual, but rather urges the individual to conform. The individual asks for an accommodation. “Power” exhorts the individual to comply. “Power” says, “I did not make up the rules—I just enforce them.”

The individual states that the organization exists to serve the stake-holders, not to perpetuate its own rule-making. But rule-making has a way of becoming habit forming, if not addictive. Whenever a problem, issue, or breakdown occurs, the tendency is to try to formulate a rule to cover the new case. If the individual continues for any amount of time in a state of non-compliance, then “power” tends to experience a loss of authority, which is deeply threatening and unacceptable to “power.” Power escalates efforts to force compliance. Power imposes sanctions, increasing the cost to the individual. Empathy struggles to make a difference and be heard.

Compliance is definitely trending. This is the age of compliance. And there is nothing wrong with compliance as such. Stop on red; go on green. Yet sometimes so many “shoulds” exist that doing one’s job can end up on a slope of diminishing returns. Filling out the required paperwork takes an increasing percentage of the workday.

For example, some people train to become nurses because they care about other people, and they want to take care of them and their health. However, when virtually every patient encounter has to be documented to satisfy compliance regulations, then an eight-hour workday includes hours of electronic documentation. Many nurses are saying, “This is not what I signed up for.” Engagement—a synonym for empathic nursing encounters—struggles for space to make a difference.

“Compliance” includes conforming to acceptable boundaries and limits. No one is saying break the rules. No one is saying disregard boundaries. Rather one is saying relate to rules and boundaries empathically. But what does that mean? Even if the light is green, look both ways for emergency equipment or an inattentive driver running the light. Don’t be dead right. And as applied to empathy?

Empathy is about traversing boundaries between individuals. But these include not only boundaries between the self and the other, but boundaries between those in a position of authority and subordinates, between insiders and outsiders in communities, and between those who are insiders and those who feel left out—or are actually marginalized and have become invisible.

Humor and empathy versus cynicism

Cynicism and denial are the enemies of empathy. The empathy lessons are simple: Empathy up, cynicism down. Humor up, empathy up. Yet in the face of life’s challenges, setbacks, and struggles to survive, everyone gets cynical on a bad day.

Ground zero of cynicism and humor is Scott Adam’s Dilbert cartoon. It is wickedly funny, because it expresses more than a grain of truth about dysfunctional, anti-empathic organizations.

In one classic example, the pointy-haired boss says that from now on the organization will assign job functions based on the Myers-Briggs Personality Test (MBPT). For those readers who may not know, the MBPT is the test that distinguishes introversion and extroversion, thinking and feeling, and related categories. The boss continues: “For those of you who do not have a personality, one will be assigned by the human resources department.”[ii] I must say that I am deeply ashamed of myself—I can’t stop laughing.

In humor, stress and psychological tension are created by violating a standard—saying people in corporate cubicles have no personality—and then the stress is released in laughter by the mechanism of the joke such as a pun, double meaning, or violation of expectations.

Humor is closely related to empathy in that both humor and empathy cross a boundary between the self and the other. However, unlike empathy, in which the boundary crossing occurs respectfully, with acknowledgement of the other person’s contribution or struggle, and with recognition of humanity, in humor the boundary between self and other is crossed with aggression, put down, or (in other cases) sexuality. The rule? The more objectionable the joke is, the funnier it is. The put down, “If you do not have a personality, one will be assigned by HR” is indeed wickedly funny; but it is also deeply debunking of the corporate world (and shaming of the individual), in which people come to feel like a gear in an inhuman mechanism.

So empathy for the long suffering inhabitants of corporate cubicles, whose personalities are at risk of being erased, does come to the surface after all. The laughter largely dissolves the cynicism. It is a commonplace in the organizational world that people function as replaceable cogs in a well-oiled machine. Therefore, the cartoon is an example of what not to do. Cynicism and shame drive out empathy; and, more importantly, driving out cynicism and shame create a space into which empathy stands a chance and can expand spontaneously.

How then does one drive out cynicism, shame, denial, and so on? The short answer is by calling it out, acknowledging it, interpreting it, and offering an alternative point of view. Not “alternative facts,” which have come to mean “spin” and “deception”; but an alternative perspective. It is now cynicism versus empathy in the organization.

For example: “Given the challenges we are facing, it is easy to become cynical. However, I have an alternative point of view. If we adhere to our commitments, then the way forward is clear. Not easy, but clear. We have to … remember who we authentically are, serve the customer, be inclusive, expand the community, be guided by our empathy (and so on). We have to live up to our commitment that everyone who comes in contact with the organization, even if we cannot completely solve their problem, is left whole and complete, treated with dignity and respect (and empathy).”

In the face of pervasive cynicism, it takes courage for a person to responds empathically. Such a person may be perceived as a threat to the prevailing, default attitude of “I won’t call you on your lack of authenticity if you don’t call me on mine.” Such a committed person is at risk in standing out from the crowd; but such a person just might provide the leadership, gather the power to make a difference, get the job done with grace and ease under pressure—and get a promotion.

One does not even have to stop being cynical, since it is so pervasive, but one has to adhere to one’s commitment to making a contribution, work to make a positive difference, and deliver value on one’s agreements.

Cynicism is shown up for what it is: taking the easy way out. The practice of empathy is hard work.

It is not only the executive suite, but also the front and back office and every part of the supply chain in between that are staffed by harried people pushed down into survival mode by a cruel gig economy where empathy is not a priority. Of course, empathy gets paid lip service. Please pardon the double negative—one dare not not pay empathy lip service.

However, all-too-often, empathy is too messy. It is too complex. We are not even sure what empathy would mean in an organizational context. We need results now. Suck it up. Get over it. Conform! Nor is there anything wrong with conforming as such. Submit your expense report on time. Even the customer wants to conform, if only he could get the product to function as designed. It is just that empathy is too time consuming, which means—it is too costly.

Yet never was empathy more important than when it seems there is no time for it. Positively expressed, as with most forms of resistance, the method of overcoming it is to call it out and interpret it. Once visible and explicit, it is less formidable.

The empathy of cross-functional teams, managing by walking around, making a contribution, building the bigger team, being inclusive of all the stake-holders, communicating goals and connecting the dots between individual accomplishments and the objectives of the entire organization—these create a clearing in which empathy shows up and makes a profound contribution to the success of the organization.

In addition, one’s employer is not one’s parent. Remember the sign in the common kitchen that says “Your mother does not work here—clean up your dirty dishes!”? Of course your mom told you that, too, and she did “work here” at home, and it still hasn’t snuck in.

Notwithstanding the rich comic possibilities, one’s employer and its leaders do indeed “work here.” Leaders provide powerful examples to whom we look for inspiration. This must give one pause about the state of leadership today. Just as children have to get empathy from their parents before they can give it to others, employees have to see and experience examples of empathy from their leaders to be effective in their own roles as individual contributors. The idea is not to be paternalistic, but to lead by example, the example of empathy.

The difference between banging on a stone and building a cathedral

Executives of all kinds have varying degrees of empathy and different attitudes towards it. It may sound like yet another burden that the CEO now also has to take the role of “Chief Empathy Officer.” This comes up for detailed discussion below in the chapter on the empathy application to “Business and empathy, capitalist tool.”

Meanwhile, when I am bold and ask executives what is the budget in the organization for empathy training and empathy consulting, they usually look at me with a blank stare or just say “zero.” However, when I ask what is the budget to reduce conflict, enhance teamwork, innovate and improve productivity, inspire participation, cause the staff to take ownership of the mission and honor their agreements, then the leaderships sees possibility where none had previously been present and makes it a priority to obtain a budget.

Simply stated, empathy training consists in surfacing the resistances to empathy, the pervasive fear and cynicism (and so on) in the organization that lurks just beneath the surface; interpreting the resistance, and driving it out: “It is perfectly understandable that you would be cynical, given what you have been through, but that is not who you (we) authentically are. Rather we are the possibility of [health, transportation, nutrition, education, retirement, housing, recreation, and so on (according to the mission of the organization)].”

What would it take to design agreements that overcome resistance and commit to aligning organizational and individual goals and then taking action to implement the agreements on an ongoing schedule? The empathy training consists in engaging in a sustained dialogue for possibility around agreements that work for everyone in delivering value.

In particular, overcoming resistance to empathy, expanding empathy, is on the critical path to eliminating or at least reducing organizational conflicts and dysfunctional behaviors. When staff, executives, stake-holders, and so on, expand their empathy for one another and for customers, they are able to deescalate confrontations and negativity; they avoid provocative and devaluing language; and they are able to head off dignity violations, all of which reduce the conflicts that literally suck the life out of organizations.

When employees appreciate the possibilities of empathy, they even try to replace office politics with professional behavior. Staff get more done because they can concentrate on doing their jobs, working smarter, and serving customers and coworkers rather than struggling with departmental politics.

In addition, expanding empathy—overcoming resistance to empathy—is on the critical path to building teams. Empathy is the foundation of community, and the team is nothing if not a community. In empathy, people practice giving acknowledgment and recognition for their contribution to the success of the team and the organization. Being inclusive does not always come naturally or easily to us humans, territorial creatures that we are. We oscillate between closeness and distance like a pendulum.

However, no organization can succeed without including every contributor and turning him or her loose to do the job at hand. Even in hierarchical organizations, where departmental boundaries are rigid, empathy works to demonstrate that good fences makes good neighbors but that gates are needed in the fences through which empathy can be practiced.

Expanding empathy is also on the critical path to innovation and enhancing productivity, because people feel gotten for whom they are as a possibility and as a contribution. They stop withholding and working in quasi-competitive isolation. When they get in touch with one another as possibilities, the business results take off.

Successful leaders know the importance of drawing on the talents of every contributor. When employees get a sense of how their role and contribution fits into the whole, they work to deliver on their commitments.

That is the key to improved productivity. People are generous in sharing their ideas for process and product improvement, because they feel confident their contribution makes a difference and is recognized. For example, two workers are going through the same motions, making the same gestures. An empathic milieu makes the difference between the one, who is banging with a hammer and chisel on a chunk of stone, and the other, who is building a cathedral. The worker’s gestures are exactly the same. The one is sentenced to hard labor; the other participates in greatness.

Notes

[i] Jodi Halpern. (2001). From Detached Concern to Empathy: Humanizing Medical Practice. Oxford: Oxford University Press.

[ii] Scott Adams. (1996). The Dilbert Principle. New York: Harper Business.

The case of Dr Know-it-all: Empathy gives us our humanity

You do not need a philosopher to tell you what empathy is. What then do you need? How about a folktale, a fairy tale, a narrative, a Märchen?

Rather than start with a definition of empathy, my proposal is to start by telling a couple of stories, in which empathy (and its breakdown) plays a crucial role. Both stories are anonymous folktales from the collection edited by the Brothers Jacob and Wilhelm Grimm. The distilled wisdom of the ages accumulated in traditional anonymous narratives will do nicely. Both stories include a significant amount of humor, underscoring that humor and empathy are closely related (on humor and creating a community see also Ted Cohen’s book Jokes (1999)). 

How so? In both humor and empathy one crosses the boundary between self and other while preserving that boundary. In both humor and empathy one builds a community, even if only of two people, by transiently, temporarily weakening the boundary between self and other, then reestablishing it. In the case of humor, the boundary crossing is loaded with an element of aggression, violation of community standards, or sexuality—the source of the tension that is released in laughter—whereas with empathy proper the boundary is traversed with a respectful acknowledgement and communication of mutual humanity, whether as high spirits, suffering, or community expanding affinity and affection. 

I hasten to add that while the philosopher does not necessarily have a better mastery of empathy than any parent, teacher, doctor, nurse, first responder, therapist, flight attendant, business person with customers, professional with clients, and so on, the philosopher is useful—and at times indispensable—in clarifying distinctions, analyzing concepts, and disentangling misunderstandings about empathy. 

Thus, the fairy tale (Märchen) of Doctor Know-it-all is a perfect place to start a philosophical inquiry into 

Dr Know-it-all pointing in his picture book.
Image credit:
John Thomas Smith / Wellcome V0020405.jpg (Creative Commons Attribution 4.0)

empathy. An uneducated, illiterate, hungry peasant named “Herr Crabb” delivers a load of wood to a doctor.[1] Crabb observes the doctor eating a sumptuous lunch; and Crabb asks him how he (Crabb) might improve his station by becoming a doctor. The doctor tells him to sell his ox and cart and buy an ABC book, buy a fine suit of clothes, and put a sign in front of his hovel that says “Dr Know-it-All.” (Note that the English “Know-it-all” is a translation of the German “allwissend,” which is also the standard translation of the divine attribute “omniscient.”) 

Scene two: thieves steal the treasure from the rich noble lord of the manor on the hill. Dr Know-it-all is called in to consult on the case, solve the crime, and recover the treasure. 

Now getting a good meal is a recurring theme in this story, and Crabb insists on beginning the consulting engagement by coming to dinner. The nobleman, Crabb, and Crabb’s wife, sit down to a fine three-course meal served by the nobleman’s servants. The first servant brings in the first covered dish, and Crabb says, “That is the first.” Likewise with the other two courses: “That is the second” and “That is the third.” 

Now the servants are starting to get worried, because, as is sometimes the case with such crimes, the theft was an inside job, and the servants were ones who did it. “This Crabb guy seems to be onto us,” say the servants to one another between courses. Meanwhile, the nobleman challenges Crabb to say what is under the third covered dish, testing Crabb’s credential as Dr Know-it-all. Of course, Crabb has no idea, and in frustration, he gestures as if to slap himself in the head and says his own name “Oh, Crabb!” Right! The meal is of crab cakes. 

Now the servants are really worried—this guy really does know-it-all. The servants create a pretext to take Crabb aside and confess their theft to him, telling him that they will tell him where the treasure is hidden and even give him an extra fee in addition if only he does not identify them as the culprits. An agreement is reached. Crabb shows the lord where his treasure is hidden, collects ample fees from all sides, does not betray the servants, who, after all, are fellow suffers of social injustice like Crabb himself, resulting in the latter’s becoming rich and famous. By the end of the story, living into a self-fulfilling prophecy, as his performance catches up with his reputation, Crabb does indeed become Dr Know-it-all. 

This is the perfect narrative with which to begin an engagement with a group of philosophers and thinkers who propose answers about the core issues in the study of empathy. One could let one’s scholarly egoism result in a narcissistic injury; but a better response would be self-depreciating humor. The occupational hazard of over-intellectualization looms large whenever philosophers sharpen the cutting edge of their analytic tools. And there is nothing wrong with that as such, but the approach does have its risks and constraints. 

Philosophically speaking, the peasant Herr Crabb, Dr Know-it-all, is the personification of our Socratic ignorance. Socrates’ fame was assured when the Oracle at Delphi—a kind of latter day Wikileaks—proclaimed him as the wisest person in the world, because he acknowledged (i.e., knew) that he did not know.  

Socrates was a commitment to pure inquiry; and that has remained a valid approach to philosophizing in such thinkers as Wittgenstein, Nietzsche, Hume in his skeptical phase, and the Kant of the transcendental dialectic. Nevertheless, the commitment of this review is to provide both questions and answers about empathy, in a Socratic spirit, even if those answers then become the basis for further debate, argument, and inquiry.

Meanwhile, the story of Dr Know-it-all is meant to be told with a totally strait face. Notwithstanding the relatively primitive state of medicine in 1804, one still had to go to the university, even if only the better to understand how the planets influenced disease as in influenza. Nevertheless, it is a depreciating and mocking guidance that the doctor gives in the opening scene to the peasant to sell his ox and get a sign that says “Dr Know-it-all.” The peasant follows the advice.

This is the first empathic encounter in the story. Crabb brings the mind of a beginner to the relationship. In a “once upon a time” moment, this is Crabb’s Socratic ignorance, though of course the story does not use such language. Crabb often seems to be thinking about his next meal, and, in that limited sense, he has a desire—to be well fed like the ruling class. However, in a deeper sense, Crabb is without desire and without memory. That is empathy lesson number one in this story: bring the innocence of a beginner’s mind to one’s relationships. That is the readiness assessment for empathy: be open to possibility, no matter how unlikely or counter-intuitive.

Next, in a series of seeming coincidences, Crabb makes simple, ambiguous statements such as: “That is the first one,” “That is the second one,” and so on. These statements become ambiguous Gestalt figures like the famous duck-rabbit, which spontaneously reverses between one figure and another, depending on one’s perspective. Is it a duck or is it a rabbit? (For an image of the duck-rabbit see Wittgenstein 1951: 194 (or Google it).) Likewise, in the folktale, does the statement refer to the dish of food being served or to the answer to the discussion question, who is the thief? Yes.

This is top-down cognitive empathy; take a walk in the other person’s shoes. The servants employ top down empathy—imagining that they are the consultant(s) brought in to solve the mystery of the missing treasure, taking Crabb’s perspective, putting themselves in his shoes. But their empathy misfires. It doesn’t work. Instead of taking a walk with the other person’s personality—Crabb is after all a poor peasant like the servants (but they do not necessarily know that)—they project their own issue onto Crabb.

Their issue? The servants know who are the thieves and they have one thought too many about it. They have guilty consciences. Though they are hungry peasants in their own way, they identify with the values of the dominant class. When authentic human relatedness misfires, then one gets the psychological mechanism of projection. The thieves guiltily project their knowledge onto Crabb. They imagine that Crabb knows their secret. Here the servants’ empathy is in breakdown. The readers learn about empathy by means of its misfiring, breaking down, going astray, and failing. 

Taking a step back, the fundamental empathic moment is so simple as to be hidden in plain view. Crabb’s empathy tells him what the servants are experiencing. Fear. They are afraid. If Crabb identifies them as the thieves, they will be hanged. The servants actually say that to Crabb in the story. 

Note this is a world circa 1804 in Central Europe, in which there is a different set of rules for judging servants and noblemen. When a nobleman steals, it is called rent, taxation, or user fees. When the servants steal, it is a hanging offense. Theft remains a transgression, so the treasure must be returned. But when the hungry steal to eat, it is arguably a much less serious offense if not an actual entitlement. “Cast not the first stone: go—and sin no more.”

So the story also belongs to a type in which the servant outwits the master, a type of which The Marriage of Figaro is perhaps the most famous example. (See also the narrative approach of Jerzy Kosiński’s Being There, a major motion picture that features Peter Sellers as a naive gardener educated only by watching TV.) In our narrative, integrity is restored at multiple levels. The treasure is returned, the peasant Crabb and his wife acquire the means to eat well going forward, and the servants escape an unfair punishment.

This highly subversive message must be wrappered in humor, so as not to so threaten the prevailing social hierarchy or social injustice of rigid class distinctions with violent revolution. Getting the message out overrides transforming the social order, a perhaps unrealistic expectation in the listening of the folk audience. Crabb’s empathy tells him what the servants are experiencing; his compassion tells him what to do about it—not identify the servants as the perpetrators. I do so like a happy ending, rare though those be.

The case of the young man lacking empathy

The second fairy tale is a kind of thought experiment, a condition contrary to fact. What would be the case if someone completely lacked the capacity for empathy—and how would one acquire such a capacity? 

“The story of the youth who set forth to learn fear” is about a young man who is such a simpleton that he does not even experience fear.[2] It is a long and intricate story. I simplify. The folktale is a ghost story. In the story, as people are telling ghost stories, they say “it made me shudder”—a visceral sensation of “goose bumps” in German the onomatopoeic “grüseln.” This simpleton says: “I wish I knew what that was—shuddering. It sounds interesting, maybe I could make a career out of it.” His poor father is now in despair, thinking, “What am I going to do with this one?” Being charitable, we might say nothing is wrong with this young man, the protagonist in the story, but there is definitely something missing. 

The father is agreeable. He apprentices the youth out to the local sexton to teach him fear. The sexton tries to scare him by dressing up in a sheet as a ghost at midnight, but the sexton breaks his leg when the youth is not scared and fights back. Thus, the youth is exiled, going on an educational journey into the world to learn visceral fear—shuddering. Having no idea what fear is, he volunteers to spend three nights in the haunted castle, from which no visitor has ever, ever returned alive. 

The youth is a simpleton, but one might say, no fool. He takes with him, a knife, a turning lathe with vice grip, and a fire, the three things one is likely to need in case of an emergency. The first night he is confronted by dogs and cats with red-hot chains—the beasts of hell. He uses the knife to dispatch them. The second night he is confronted by fragmentation and dismemberment. Disconnected arms, legs, and heads fall down the chimney, and the zombie-like, quasi-men propose a game of bowling. But the heads, being elliptical, do not roll well. Fearless as usual, he uses the turning lathe to make well-rounded bowling balls, and all enjoy the game. 

All the while, the youth is obsessively complaining: “I wish I knew what was shuddering. I wish I could shudder.” On the third night, pallbearers bring in a coffin with the dead body of his cousin. In a scene that authentically arouses the reader’s shuddering, the youth gets into bed with the corpse to warm it up. He succeeds. The corpse comes alive, and, not behaving in a friendly way, threatens to strangle him. But the youth is as strong as he is simple. He overpowers it. Then the old spirit appears, the old man in a long, white beard appears. They struggle. Though consistently depicted as a simpleton, the youth has a breakthrough in his intelligence. Instead of using the physical strength that has served him up until now, the youth cleverly catches the old one’s beard in the vice grip; and he thrashes him until the latter surrenders. The youth wins, and the old spirit shows the youth the treasure hard-to-attain, one third of which goes to the king, one third to the poor, and he gets to keep one third. He also gets the hand of the princess in marriage. 

However, the youth has still not learned to shudder. Fear not! On the morning after his wedding night, the chambermaid hears of his persisting complaint from his wife. The chambermaid asserts that the problem is easily fixed. She takes the decorative bowl of gold fish in cold water and throws it on him, as he lies in bed still asleep. The little fish flop around. He awakes. He gets it: Goose bumps. “At last I understand shuddering!” 

Fear is perhaps the most primordial and basic emotion. The flight/fight response is a function of the basic biological response of the organism to situations that threaten the integrity of our creaturely existence. The amygdala is activated, adrenalin (norepinephrine) pours into the blood stream, a visceral state of arousal of the body is mobilized that includes increased heart beat, rapid pulse, enhanced startle response, hair standing on end, and a withdrawal of blood from the surface of the skin that results in “goose bumps.” It is a thought experiment similar to riding on a beam of light, going light speed, to imagine a person who does not experience fear in the face of the fearful. Such a thought experiment might not require as much equipment as riding on a beam of light, but, in any case, it is just as rare.

However, no sooner did I pen these words, then I came across a case, in which an individual was identified who did not experience what we would conventionally call “fear.”[3]

As usual, the real world is more complex than one’s thought experiments. It turns out that the individual in question (SM-046) does experience fear in certain situations, but much less so than most “normal” people, so-called “neurotypicals.” The subjective experience of suffocation upon inhaling carbon dioxide in a controlled setting did indeed arouse panic (fear) in her. Panic, fear—close enough? 

A further analysis is required to determine what parts of the interpersonal world—personal space, trust of other people, social skills—are impacted (and by how much) by damage to the amygdala. In no sense is SM “less human”; but there is something missing from her empathic repertoire. This missing capacity for fear seems to diminish her social skills and ability to relate. She does not experience vulnerability in situations that are dangerous or risky when most other people would do so, which could be problematic in avoiding injury due to everyday hazards. In that sense, she may actually resemble the simpleton-hero in the folktale, who is so impervious to what others would experience as fearsome or scary that he naively acts courageously and triumphs in the face of long odds against success. 

SM does not spend three nights in a haunted castle, so her experiences cannot be compared to those of the protagonist in the folktale. Yet, in any case, physiological fear becomes a symbol of empathic, struggling humanity and its quest for self-knowledge. 

The hero-simpleton tries so hard to experience fear that he is effectively defended against his own emotional life. It is ironic that the simpleton is guilty of over-intellectualizing, usually an occupational hazard of philosophers. The youth imagines that someone can tell him in a form of words what is fear as shuddering, visceral goose bumps.

This lack of feeling points to an underlying deficiency in the capability to empathize. Today we might say that this youth is “on the spectrum”—the autistic spectrum—in that he is emotionally isolated and struggles with the reciprocal communication of affect. In short, the youth has an empathy deficit. 

As in all classic folktales, the youth has to go forth on a journey of exploration of both the world and of himself. He becomes a traveller on the road of life, which is the narrative of his emotional misadventures to recover his empathy—and his affective life—and become a complete human being. 

This must be emphasized. The recovery of feelings is the recovery of his humanity. The youth’s journey into the world can be described in many way; but I urge that it is a journey to recover his humanity in the form of experiencing the full range of human emotions in himself and others, the basic paradigm of which is fear and the basic capacity for which is empathy. 

The youth’s recovery of his ability to shudder, his emotions, and his empathy unfold as a running joke. After each increasingly creepy encounter with something most people describe as fearful, he complains, “I wish I could shudder.” This is repeated a dozen times just to make sure the audience gets the point. 

As noted, the folktale, the Märchen, is a ghost story, to be told on dark October nights around Halloween. The empathy of the audience is aroused by increasingly gruesome images of dismembered bodies. The audience definitely shudders, getting the creeps, but not the protagonist. Meanwhile, the audience is taken through the three stages of overcoming over-intellectualization, overcoming resistance to empathy, and recovering his full humanity in a rich emotional life. 

We retell the story, emphasizing the empathic and emotional aspects.

In the first stage of recovering one’s empathy, one must descend into the hell of one’s own lack of integrity and inauthenticities to regain access to and expand one’s humanity. The dogs and cats with red-hot collars and chains are images from hell. The assignment? One has to descend into the hell of one’s empathy breakdowns, misfirings, inauthenticities, blind spots, self-deceptions, and failures, in order to break through the refiner’s fire of self-inquiry with renewed commitment to empathy, relatedness, and community. One must clean up one’s own act, restoring integrity where it is missing in one’s own actions before carrying empathy forward to others; otherwise the attempt to recover and expand empathy is like putting butter cream frosting on a mud pie. It doesn’t work. 

However, even if one cleans up one’s act, acknowledges one’s blind spots and inauthenticities, and commits to empathic relatedness, the risks of failure are significant. That one is committed to relating empathically can leave one vulnerable to the risks of burn out, compassion fatigue, or emotional fragmentation. 

The second night in the castle is filled with images of dismemberment. The youth’s self is vulnerable to fragmentation.

Images of fragmentation: Illustration by Otto Ubbelohde to the fairy tale The Story of the Youth Who Went Forth to Learn What Fear Was (public domain)

None of the dismembered body parts matter to the youth in the way they would matter to an affectively, emotionally whole person. Ghouls and living corpses surround him, but, ontologically speaking, he is the one who is an emotional zombie. Without empathy, the individual is unrelated and isolated—emotionally dead. 

The guidance of the folktale is to be persistent. Set limits with courage and humor. The youth rounds the egg-shaped heads in his turning lathe, the better to play at bowling with the now-rounded heads and the dismembered legs as pins. It works. The youth’s good sense of humor and fellow feeling serve him well in relating empathically to what would otherwise be a harrowing encounter with emotional fragmentation. The integrity of the self is sustained and expanded. Everyone has fun, and the ghouls depart with the body parts at the end of the game. 

On the third night, in a scene that is really quite creepy (and in which the audience, if not the youth, learns shuddering), the coffin of his dead cousin is delivered. The youth gets into bed with the cold corpse of his cousin, charitable lad that he is, in order to warm it up—and, even more uncanny, succeeds in awaking it! 

The emotions are not pleasant that have long lain dormant and “dead” and are brought back to life. The person is at risk of choking on them due to their intensity. Anger and narcissistic rage are the order of the day. The awakened corpse tries to strangle the youth, but the youth overpowers it using physical strength. 

The old spirit, the old man with the long, white beard, shows up for the final struggle. The simpleton youth has a breakthrough in his intelligence. He cleverly catches the old man’s beard in his vice grip and starts wailing on him. 

As noted, the old spirit yields, and, delivers the treasure-hard-to-attain—the hidden gold and the hand of the princess in marriage. But, though the missing empathy ought to have been recovered by now, for rhetorical reasons, the story continues in describing the youth as still complaining about not yet having learned how to shudder. The climax is complete; the dénouement is at hand. 

The individual cannot recover his empathy—or his humanity—on his own. The other is required. A relationship with the other is indispensable. The youth has raised the curse from the haunted castle and won the hand of the fair princess, and he stops trying to shudder. That is key: he finally stops trying. He stops thinking about it—over-intellectualizing. He has a passive overcoming, letting matters be. Then the other teaches him shuddering at the first available opportunity.

The wife’s chambermaid teaches him shuddering in a pun that cleverly masks the physical and sexual innuendo, throwing the cold water and flopping gold fish, causing goose bumps, a visceral experience hard to put into words.

Now the youth is finally a whole, complete human being. The absence of the ability to shudder becomes a symbol for the absence of empathy, the ability to communicate affectively. This youth had no feelings—not even fear. Thus, in this story, in contrast to Dr Know-it-all, we are dealing with bottom up, affective empathy. The absence of the emotion of fear is an extreme paradigm, a negative ideal case, of an absence of the underlying, bottom up capacity for empathy. 

Taking the interpretation up a level, the youth is ontologically cut off from the community, who share emotions empathically. Life is disclosed and matters to members of the community based on their affects and emotions. 

In the narrative, empathy becomes conspicuous by its absence. This absence of empathy is equivalent to the absence of the individual’s humanity. It is only after the youth undertakes a kind of training program in recovering his empathy—and his humanity—by descending into the hell of his own blind spots and inauthenticities that he is able to experience the full range of human emotions—and, ending with a laugh, shuddering.

With the assimilation of these two pre-ontological documents, we turn to the less humorous but equally significant task of defining different methods and approaches to understanding and applying empathy. The philosophy of empathy engages with diverse philosophical methods that provide access to it. 


[1] Anonymous. (1804). Dr Know-it-all, The Complete Grimm’s Fairy Tales, Jacob Grimm, Wilhelm Grimm, eds., trs. Margaret Hunt and James Stern. New York: Pantheon Books, 1972/1994: 456–457; translation modified.

[2] Anonymous. (1804). “The story of the youth who set forth to learn fear,” The Complete Grimm’s Fairy Tales, Jacob Grimm, Wilhelm Grimm, eds., trs. Margaret Hunt and James Stern. New York: Pantheon Books, 1972/1994: 29–38; translation modified. This is a complete reworking of Lou Agosta. (1980). The recovery of feelings in a folktale, Journal of Religion and Health, Vol. 19, No. 4, Winter 1980: 287–297.

[3] See: R. Adolphs, D. Tranel, H. Damasio, A. Damasio. (1994). Impaired recognition of emotion in facial expressions following bilateral damage to the human amygdala, Nature. 372 (6507): 669–72. DOI: 10.1038/372669a0. 

Image credit: Dr Know-it-all: Creative Commons: An old man in a top hat sitting in a wooden cart with wheels Wellcome V0020405.jpg 

Image Credit: Otto Ubbelohde (artist) – Images of fragmentation: Märchen von einem, der auszog das Fürchten zu lernen (Public Domain)

(c) Lou Agosta, PhD and the Chicago Empathy Project

Empathy is the New Love

The idea is that what people really want more than anything else is to be gotten for who they are – i.e., people want empathy. This is an unexpressed and undeclared commitment; and something of which most adults are only dimly aware until they get some and discover, “Oh, that’s really cool. It seems to work. May I have another?”

You know how in the world of high fashion grey is the new black? Well, empathy is the new love. This is not an exclusive either-or choice; and people still want to be loved too. Just not quite as much as they want to be gotten empathically.

People can get love from Hallmark Cards or from the Internet. There is really a glut in the market for this kind of love, and many issues remain with quality. Like any mass product, the quality is questionable. Really fine love remains a scarce commodity in the final analysis. Empathy is a relatively even rarer capacity in the market – though, truth be told, it is common to every mother (or care-taker) and a newborn child, every business person with satisfied customers, every educational student-teacher encounter, and every neighborly encounter in the community. An example of the intersection of love and empathy will be useful.

Bull Durham, the movie, is one my favorite Valentine’s Day shows of all time. This is because it succeeds in bringing together love and desire, affection and arousal, silly valentine style sentiment and sexual satisfaction. Also, it has a happy ending. It is not really about baseball, though you would not be crazy for thinking it is. A guilty pleasure? Perhaps. However, much more than baseball, this movie demonstrates powerfully that empathy is the new love.

In Bull Durham, the heroine, Annie Savoy (Susan Sarandon), explains that she believes in the Church of Baseball. There are 108 beads in a Catholic Rosary and 108 stitches in a baseball. Can this be a coincidence? She “chooses” one guy, a baseball player, with whom to consort—that is, hook up–during each minor league baseball season. Suffice to say, it makes a good adolescent fantasy. 

The top two “hook up” candidates are Nuke LaLoosh and Crash Davis, the latter played by Kevin Costner. Crash is a talented catcher who never broke out from the minor leagues. He is given an extension and asked to play for one more season to “bring along” Ebby Calvin LaLoosh, who, it seems, is destined for the major leagues – The Show, as it is called. Nick named “Nuke LaLoosh,” for his powerful fastball, Nuke lacks control, and his 90+ miles an hour pitch is depicted as “beaning” the Big Bird type Mascot of the team. Funny. 

The nick name, “Nuke LaLoosh” expresses an empathic understanding of who the person is and induces an experience with which the person leaves the viewer—powerful like nuclear energy but perhaps a tad out of control and about to blow up. Crash asks Annie: “Why do you get to pick?” Before making her choice of LaLoosh over Crash, Annie’s answer nicely outlines a position close to mine if one includes that she is choosing:

“Well, actually, nobody on this planet ever really chooses each other, I mean, it’s all a question of quantum physics, molecular attraction, and timing. Why, there are laws we don’t understand that bring us together and tear us apart. Uh, it’s like pheromones. You get three ants together, they can’t do dick. You get 300 million of them, they can build a cathedral.”

There’s something for everyone in this film. Suffice to say, Nuke desires any woman he can get his hands on. He is a real “Lil’ Abner” type. He does definitely not have the distinction “desire of desire,” and women are as opaque to him and he is opaque, period. 

Annie provides the empathy lessons. Nuke lets himself be tied up by her up, tightly, as he is a big guy, in anticipation of a sexual adventure—and she paints his toe nails! Nuke doesn’t really “get it,” but he kinda likes it. This puts a certain “spin,” more like a slider than a fastball on female empowerment. The lesson includes learning to wait—presumably his fastball gets more controlled along with his bedside manner. 

For Crash, the empathy lesson is that Annie is the ultimate unattainable object. She plays hard to get in the most authentic possible way. By freely withholding her desire—even though one suspects the desire lives in her. Crash knows he’s desirable—hey, he looks just like Kevin Costner. But she won’t give in, and unless she does so freely, it may be a power trip or a notch on someone’s pistole, but it’s not authentic sexual satisfaction. It’s barely even sex. 

In addition, Crash’s challenge is that he has standards. Yes, he desires Annie, but more than that he desires her desire, which, unless freely given, just does not get the sexual satisfaction job done for him. When asked what he believes, he gives one of the great soliloquies on empathic love:

“Well, I believe in the soul, the small of a woman’s back, the hanging curve ball, high fiber, good scotch, that the novels of Susan Sontag are self-indulgent, overrated crap. I believe Lee Harvey Oswald acted alone. I believe there ought to be a constitutional amendment outlawing Astroturf and the designated hitter. I believe in the sweet spot, soft-core pornography, opening your presents Christmas morning rather than Christmas Eve and I believe I long, slow deep, soft, wet kisses that last three days.”

Such kisses require empathy. Crash is frustrated in his desire because he longs to unite his desire with his affection for Annie and receive hers and her desire in return. I tell you, you cannot “get” this movie without the distinction “desire of desire,” which it so eloquently exemplifies. So when Crash does finally unite desire and affection in uniting with Annie and her desire of his desire, it makes for a happy ending. Everyone in the film reconciles desire and affection, and Nuke gets control over – premature ejaculation – oops, I mean, his fastball.

If empathy is the new love, what then was the old love? A bold statement of the obvious: the old love is akin to a kind of madness. The one who is in love is hypnotically held in bonds by an idealization by the beloved. In one way, love presents as animal magnetism, a powerful attraction; in another way, in a quasi-hypnotic trance, love idealizes the beloved, and, overlooks the would-be partner’s shortcomings and limitations. 

According to Nobel Prize winning novelist, Gabriel Garcia Marquez, love is akin to a physical illness, cholera. In Marquez’s Love in the Time of Cholera (1985), also a major motion picture, the mother of Florentino Ariza treats his love sickness for the inaccessible Fermina Daza with the kinds of herbs used to relieve the diarrhea of cholera. Key term: inaccessible. The inaccessible object—whether the mother who is already married to the father or the girl next door whose family is feuding with one’s own—arouses one’s desire to a feverish pitch. 

Note that in Spanish and English cólera and choleric, respectively, denote an emotional upset, expressing irritability and a kind of manic rage, hooking up with Plato’s definition of love as madness. In a diverging register, in Saint Paul, love is God, love is community, and love is neighborliness. According to Bob Dylan, now also a Nobel Prize winner, “love is just another four letter word.” No sublimation here. Just hormones all the way down; though, to Dylan’s credit, he did not claim or publish the song as his own after Joan Baez made it famous. 

According to Freud, love is aim-inhibited sexuality. When sexual desire is unable to attain its goal, which, by definition, is sexual satisfaction, the desire undergoes a transformation. The desire turns away from reality and expresses itself in fantasy. The desire becomes articulate. It learns to speak. It expresses symbolic statements of romantic dalliance and even love poetry. It lives on in the hope of recovering the erotic dimension as when, in Cyrano De Bergerac, Roxanne invites Christian to mount up the balcony to get a kiss. Cyrano is in love, and his love makes him blind – as in the stereotype – to the spoiled-princess-like behavior of Roxanne and the arrogant narcissism of Christian. 

The celebrated Athenian “bad boy,” Socrates (c. 470 BCE – 399 BCE), famously said, “I know that I know nothing”; but then it turned out that he did know something after all, though only as a kind of myth (but what kind of knowledge is a myth?), and he distinguished four kinds of madness, the last of which is love:

“And we made four divisions of divine madness corresponding to four gods: to Apollo we ascribed prophetic inspiration, to Dionysus mystic madness, to the Muses poetic afflatus; while to Aphrodite and Eros we gave the fourth, love-madness, declaring it to be the best” (Phaedrus: 265).

The Symposium, a drunken party with Socrates and friends, as told by Plato, painting by Anselm Feuerbach

Due to a sin of pride, the gods punished these spherical humans by dividing them into two—which results in the present predicament of separate male and female human beings, as we know them today. The two halves are incomplete; and each wants to be reunited—and completed—by the other half. 

We speculate that the division into male and female is not the only division. The separation of desire and affection is also a source of struggle, but about that Aristophanes has nothing to say. 

The novelist Stendhal (1743–1842) said that beauty is the promise of happiness, but he got the idea from Aristophanes. Beauty is the promise of happiness experienced as the felt attraction between the two halves of the original spherical creatures. Thus, fast forward to the current predicament of humanity (and Match.com) with the two parts running around trying to hook up like crazed weasels, or, at least, attempting to get a date with that “special someone.”

In summary, the old love is a kind of madness; it makes a person blind, and causes somatic distress. So far the old love is indistinguishable from tertiary syphilis! 

Let us be clear that no one is proposing an either/or choice between love and empathy. These two phenomena have existed and coexisted together since the beginning and will continue to do so. Granted that in the English language the history of the distinction “empathy” was covered by diverse meanings of the word “sympathy,” but, in any case, it goes way back.

My proposal is that love contains an empathic core in its stimulating and exciting aspects and that which is the “love sickness” part is due, well, to the struggle to unite affection and desire. In particular, that which is the “love sickness” is due to a breakdown in empathy. 

The goal in love is to erase, at least temporarily, the boundary between the self and other. Merger of both mind and body with the other mind and body is the result. In contrast to love, empathy navigates or transgresses the boundary between self and other such that the integrity of the self and other are maintained. One has a vicarious experience of the other—but the difference and integrity of the self and other are maintained. So love emerges as a breakdown in empathy—from the perspective of too much or too little engagement with the other. It is love versus empathy. Yet in love, empathy lives.

In the examples of Annie and Crash Davis, the love-madness described by Socrates, the connection between Aristophanes’ spherical halves, the attraction, is a kind of magnetism—animal magnetism, to be precise. 

 In attraction Jeopardy, “animal magnetism” is the answer; what then is the question? How does a vicarious experience of someone else’s desire show up? A desire of desire? If we let our empathic receptivity inform our experience, stage one of the intersection of empathy and love can be redescribed as animal magnetism. 

Simply stated, such animal magnetism is what you get when two lovers stare semi-hypnotically into one another’s eyes. Speaking from the guy perspective, to really turn on a woman, a guy has to get in touch with his inner female. He does not have to tell his softball buddies about this, but in the language of the Kama Sutra such a guy turns out to be worth his weight in diamonds. This is especially so if he sees value in getting in touch with his inner female, by practicing cooking and changing diapers. 

When empathic receptivity shows up, can empathic understanding be far away? In this case, the empathic possibilities are rich and rewarding, but since this is not a book on sex tips and techniques, the reader is referred to resources for empathic possibilities in the above-cited realm of the sexual expression of love that are more eloquent—and better illustrated—than I could possibly provide here. Same idea with empathic interpretation, in which role-playing is a significant opportunity. 

We feel chemistry with some people and not others because our empathic receptivities, understandings, and responses are aligned. We are able to fit the other person into the narrative we tell ourselves about what we are seeking in a partner. 

The other person fits into our imagination in a role we assign, imaginatively, and the person is a good enough fit that they are willing and able to play the role assigned. Notice this means that the “love” part is the aspect that is the most problematic. If she “gets it” that he is good “boy friend” material—he has a nurturing side that will make him a good father—but this turns out not to be accurate, because he is a spoiled child himself, then it was love’s idealizations and wishful thinking, a breakdown of empathy into projection, not authentic empathy. On the other hand, if the initial empathy is accurate, it paves the way for love and empathy to enhance each other mutually in creating the community called a family.

The empathy lesson is that people are sometimes what they appear to be, but that sometimes appearances are misleading. This explains the common sense lesson that you need to talk to someone and listen to them before making serious commitments of the heart, of one’s finances, or of one’s time and effort. People come in all different shapes and sizes. Aristophanes’ joke gets the last word and lives on because the original spherical beings were in all different shapes and sizes before they were cleaved in two. People complete one another in different ways. After all the categories, labels, diagnoses, arguments, and projections are removed; empathy is being in the presence of the other spherical being without anything else added.

References

Ron Shelton, (1998), Bull Durham, the movie.:  https://www.moviequotedb.com/movies/bull-durham/ratings.htmlquote checked on 02/13/2021. Staring Susan Sarandon, Kevin Costner, and Tim Robbins.

Lou Agosta, (2018), Chapter 9: Empathy Application: Sex, Love, Rock and Roll – and Empathy in Empathy Lessons. Chicago: Two Pairs Press. Order book here: https://shorturl.at/agCY9

A Rumor of Empathy is now a podcast (series)

Got to Empathy Lessons on Spotify: https://open.spotify.com/episode/1OvEwkDD9b3IH66erzehnM?si=MeQ6C1uTQDyYGuAUGbegBw ] [more episodes coming soon]

Go to all A Rumor of Empathy podcast(s) on Audible by clicking here: [https://www.audible.com/pd/A-Rumor-of-Empathy-Podcast/B08K58LM19]

A rumor of empathy (the podcast) hears of a report of an alleged example of empathy in the work, action, or conversation of a person or organization. I then reach out to the person and talk to them in detail about the work they are doing try to get the facts and confirm or disconfirm the validity of the rumor. Makes sense?

A Rumor of Empathy is committed to providing a gracious and generous listening, empathy, in conversation with its guests and listeners. Join the host in chasing 

down and confirming or debunking an unsubstantiated report of empathy in the community and engaging in an on the air conversation in transforming human struggle and suffering into meaningful relationships, satisfying results and contribution to the community. When one is really listened to empathically and heard in one’s struggle and effort, then something shifts. Possibilities open up that were hidden in plain view. Action that makes a difference occurs so that empathy becomes less of a rumor and an expanded reality in your life and in the community. When all the philosophical arguments and psychological back-and-forth are over and done, in empathy, one is quite simply in the presence of another human being. Join Dr Lou for an empowering conversation in which empathy is made present.

Go to all A Rumor of Empathy podcast(s) on Audible by clicking here: [https://www.audible.com/pd/A-Rumor-of-Empathy-Podcast/B08K58LM19]

Empathy and Vulnerability

One of the misunderstandings of empathy is that “empathy means weakness.”  Not so. Why not?

Empathy means being firm but flexible about boundaries. The most empathic people that I know are also the strongest and most assertive regarding respect for boundaries. Being empathic does not mean being a push over. You wouldn’t want to mess with them. Where such people show up, empathy lives—shame and bullying have no place. (For a working definition of empathy, see the note at the bottom of this post.)

Empathy thus solves the dilemma of how to deal with a bully without becoming a bully oneself. Bullies are notoriously causal about violating the boundaries of other people, because it is easier to cause pain than to feel pain. Bullies are taking their pain and working it out on other people. Bullies do not acknowledge their own vulnerabilities, and they work out their issues – I almost said “shxt” –on other people. Bullies are offloading their distress on other people. But what to do about it from an empathic perspective? 

I am going to answer that question directly, but first take a short step back: Once the stones start flying back-and-forth, there is nothing to do but defend oneself or try to escape if outnumbered – retreat. If it is a school year brawl, hit ‘em back in self-defense if one is able. If the corporate boss is a bully, document and escalate – and update your resume just in case. If the bully is a politician, speak truth to power like Malcolm-X did: “You did not land on Plymouth Rock; Plymouth Rock landed on you” – use humor to bring down arrogance and privilege. 

Once the stones start flying, the conversation is no longer about empathy or vulnerability. It is about who has the biggest cudgel or stone. Empathy did not work – empathy is in breakdown along with common courtesy and decency – call for backup! However, if things are still at the stage of name calling, remember what to my secular ears the ultimate empath of the spirit, Jesus of Nazareth, said and did. He was outnumbered with the woman “taken in adultery” confronting an angry mob of scribes, elders, and Pharisees, armed with large stones: “Let he who is without sin cast the first stone” (John 7:53 – 8:11). Nothing happened. No one dared be the first to assert his perfection. While the originality of this passage may be debated – did John really write it and who the heck is John, anyway –  the pasage’s psychological power is beyond question.

In the face of loss of power, authority escalates to violence. Jesus dared to make himself vulnerable by aligning with the woman who had violated the community’s standards, which were so rigid that a case of infidelity threatened to below up the entire fabric of civilization. Otherwise, why would the authorities need to stone her to death? (And it really was all men who were about to do the stoning – so you can see there were many problems here!) 

Always the astute practitioner of empathy, Jesus got inside their heads. He knew the authorities wanted to look good and claiming to be better than everyone else would make them look bad. Instead of shaming the woman Jesus turned the tables and put the authorities to shame.  To get power over shame one has to allow oneself to be exposed and vulnerable to it. Be proud!

Thus, Brené Brown makes a parallel observation about vulnerability – she does research on vulnerability and shame – and asserts that it is a myth that “vulnerability is weakness.” Thus her project is to expand our appreciation of the power of vulnerability.  

As Brené Brown uses the distinction “vulnerability,” she means living with uncertainty, living with risk, and living with emotional exposure. She understands vulnerability to mean letting go of “looking good” or fear of being ashamed. She means it to go in harm’s way emotionally or even physically and spiritually by having difficult conversations and taking actions about the things that make a difference – relationships, finances, careers, values, fairness, and so on. The inner game of vulnerability is different than the behavioral vulnerability that consists in leaving the password to your bank account on a yellow sticky pasted to your computer. 

Brené Brown’s coaching is to expand vulnerability in the sense that I have my vulnerabilities; not my vulnerabilities have me. Her lesson “no courage without vulnerability” means that the courageous person goes forth into risk and danger in spite of being afraid. The person who imagines he is without fear is precisely the one who behaves in a foolhardy way, for example, Colonel Custer at the Little Bighorn, about to be wiped out, saying “We’ve got them now!” completely unaware of the risks he was taking. He did not have his vulnerability; his vulnerability had him – and did him in along with his regiment. 

I hasten to add that empathy and vulnerability are different phenomena, not to be confused with one another. They are not either/or – the world needs more of each one – expanded empathy as well as the power conferred by expanded vulnerability. 

You cannot do empathy alone. I get my empathy from the other individual. The other individual expands my empathy by giving me his; and I acknowledge the other individual’s humanity by giving him my empathy. The baby brings forth the parent’s empathy and is socialized by it – brought into the human community. The student brings forth the teacher’s empathy and is educated through it – brought into the educated community. The customer arouses the businessperson’s empathy and is served by it – brought into the community of the market. The list goes on. 

Likewise, you cannot do vulnerability alone. The more armored up and defensive a person becomes, the less vulnerably, the less uncertainty, risk, and emotional exposure the person incurs. However, without uncertainty, risk, or exposure, such essential results as innovation, productivity, courage, relatedness, satisfaction, and, yes, empathy, get lost. 

Even though empathy and vulnerability are distinct phenomena, when they occasionally breakdown and fail, the component fragments are remarkably similar.  Empathic receptivity breaks down as emotional contagion; likewise, in vulnerability a person is overwhelmed by the emotions of the moment. 

Empathic understanding breaks down as conformity. Instead of relating to the other person as an authentic possibility, one conforms to the crowd and what “one does.” Likewise with vulnerability, risk is replaced with playing it safe, not rocking the boat, and remaining as invisible as possible. 

Empathic interpretation breaks down as projection. Instead of taking a walk in the other person’s shoes to appreciate where they pinch the other person, one projects one’s own reactions and responses onto the other. Likewise with vulnerability, uncertainty is replaced with being right, making the other person wrong, and shutting down inquiry and innovation in the interest of not rocking the boat. 

Empathic responsiveness breaks down in getting lost in translation. Instead of acknowledging the other person’s struggle as disclosing aspects of one’s shared humanity, one tries to “cap the rap,” get the last word in, and win the argument. Likewise with vulnerability, one talks about the other person instead of talking to them. Free speech is alive and well; but what has gone missing is listening. People are [mostly] speaking freely – no one is listening. It doesn’t work. 

In each of the breakdowns of empathy, I do not have empathy – rather my break down in empathy has me. Instead of asking, what is wrong? Rather ask, what is missing? And, in this case, what is missing, the presence of which would make a difference, is a radical acceptance that empathy requires emotional exposure to the uncertainty and risk taking of related. That is precisely vulnerability. 

When vulnerability is added to empathy the result is community. Since we are on a roll with our secular but empathic interpretation of spiritual readings, in the defining parable of community, empathy is what enables the Good Samaritan (Luke 10: 25–37) to be vulnerable to a vicarious experience of what the survivor of the assault and robbery is experiencing. 

In contrast, the priest and Levi experience empathic distress – are armored up and defensive in the face of vulnerability – and have to cross the road. The Samaritan’s empathy tells him what the survivor is experiencing; and it is the Samaritan’s vulnerability and ethics that tell him what to do about it. The two are distinct. Yet empathy expands the boundary of who is one’s neighbor to be more-and-more inclusive, extending especially to those whose humanity has been put at risk by the vicissitudes of vulnerability. Be inclusive.

Note: the short definition of empathy is that it is a multi-phase way of relating to people individually and in community with receptivity to the other’s affects, understanding of the other as an authentic possibility, an appreciation of the other’s perspective, and responsiveness in acknowledgement of the other’s humanity in the other’s communication.

Bibliography

Brené Brown. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. New York: Avery, a Division of Random House Penguin.

Lou Agosta. (2010). Empathy in the Context of Philosophy. London: PalgraveMacmillan.

_________.  (2014). A Rumor of Empathy: Rewriting Empathy in the Context of Philosophy. New York: Palgrave Pivot. 

________. (2015). A Rumor of Empathy: Resistance, Narrative, and Recovery in Psychoanalysis and Psychotherapy. London: Routledge.

_________. (2018). Top Seven Lessons on Empathy For Leadership (webcast): Chicago: 2018: https://youtu.be/GrgDWDt4uqg

________. (2018). Empathy Lessons. Chicago: Two Pears Press. 

_______. (2018). A Critical Review of a Philosophy of Empathy. Chicago: Two Pears Press. 

Lou Agosta and Alex Zonis (Illustrator). (2020). Empathy: A Lazy Person’s Guide. Chicago: Two Pears Press.

For further details and additional tips and techniques see Lou’s light-hearted look at the topic, Empathy: A Lazy Person’s Guide or one of his peer-reviewed publications see: Lou Agosta’s publications: click here (https://tinyurl.com/y8mof57f)

© Lou Agosta, PhD and The Chicago Empathy Project

Empathy and Gender

Biology is not destiny. As Simone de Beauvoir noted in The Second Sex, woman is not a mere womb. Likewise, I note: man is not mere testosterone. [Note: This post is an excerpt from the final section of Chapter Seven on my book: A Critical Review of a Philosophy of Empathy, available here: click here to examine complete book.]

Cover Art: A Critical Review of a Philosophy of Empathy
Cover Art: A Critical Review of a Philosophy of Empathy

Biology is important, but biology is not destiny. That was one of the key points of the feminist revolution. Raising children is a job – a big job; and so is being the CEO of IBM as was Virginia Rometty until earlier this year. 

The matter is delicate. These human beings – we human beings – are an aggressive species. It is usually the men that are doing the aggressing. That is indeed a function of testosterone – as well as upbringing [child rearing practices], enculturation, and the evaluation of the species. 

Common sense suggests that woman is the more nurturing gender, given her role in giving birth and keeping the home fires burning in agricultural, hunting, and traditional indigenous cultures. Women are keeping the home fires burning, so what are the men doing? Men are out systematically doing battle with saber-toothed tigers and hostile neighbors.  If this seems like an over-simplification, it is. Yet it is a compelling one, given the evolution and history of the species.

This issue of empathy and gender becomes controversial. Claims have been made that a man’s brain  is different than a woman’s. In particular, men are “wired” for systematizing; and women are “wired” for empathy – for relating, especially relating to children and other human beings in general. This research – usually credited to neuropsychologist Simon Baron Cohen but also to Frans de Waal – has for sometime now been debunked – shown to be limited, distorted, and flat out wrong.

When one looks at the methods and the data in detail, no consistent gender difference in empathy have been observed – read on!  

I provide the reference point upfront. As noted, the research by Simon Baron Cohen that men’s brains are “wired” for systematizing and women’s for relating and relationships are questioned and indeed debunked in Robyn Blum’s article in Heidi L. Maibom, ed. (2017). (For Bluhm’s original article see The Routledge Handbook of the Philosophy of Empathy. London/New York: Routledge (Taylor and Francis): 396 pp. )

Robyn Bluhm’s article probes the research on the evidential basis of this nurturing role and inquires: does it extend to empathy and how far?

Early gender-empathy studies were vulnerable to self-report biases and gender stereotyping that pervasively depicted females in a biased way as the more empathic gender. According to Bluhm, these early studies simply do not stand up to critical scrutiny. Case closed on them. Dismissed. Enter Simon Baron-Cohen and his innovative research, renewing the debate and shifting it in the direction of neural science as opposed to social roles and their self-fulfilling stereotypes.

Bluhm points out in detail that as Baron-Cohen’s work gained exposure and traction in the academic market place of ideas subtle shifts occurred in his presentation of the results. At first Baron-Cohen highlighted measures that were supposed to assess both cognitive and affective empathy, but later the affective dimension fell out of the equation (and the research) and only cognitive empathy was the target of inquiry and was engaged (p. 381).

Though Baron-Cohen’s initial research described the “male brain” as having “spatial skills,” his later publications, once he became a celebrity academic (once again, my term, not Bluhm’s), redescribe the male brain as “hardwired for systematizing”; likewise, the “female-type” brain, initially credited with being better at “linguistic skills,” was redescribed as “hardwired for empathy.” The language shifts from being about “social skills.” Baron-Cohen speaks of “empathy” rather than “social skills,” so that the two distinctions are virtually synonymous (p. 384).

As the honest broker, Bluhm notes that, as with the earlier research in gender differences, Baron-Cohen’s research has been influential but controversial. Men and women have different routes to accessing and activating their empathy; they respond to different pressures to conform to (or rebel against) what the community defines as gender-appropriate behavior; and men and women even have different incentives for empathic performance.

For example, “…[M]en’s scores on an empathy task equaled women’s when a monetary reward for good performance was offered” (p. 384). Monetary rewards up; empathy up? Though Bluhm does not say so, I came away with the distinct impression of a much needed debunking of the neurohype—what we would now call “fake news”—a job well done.

Bluhm’s work is especially pertinent in constraining celebrity, executive consultants (once again, my term), running with the neuro-spin, and publishing in the Harvard Business Review, who assert that brain science shows we need more women executives on corporate boards to expand empathy.

I hasten to add that we do indeed need more women executives, but that is not something demonstrated by brain science, at least as of this date (Q2 2020). We need more women executives because it is demonstrated by statistics (just one of many sources of reasons other than brain science) that to devalue the contributions to innovation, service, and productivity of slightly more than half the population is bad business practice—foolish, inefficient, and wasteful. The challenge is that the practices that make one good at business—beating the competition, engaging technology problems, solving legal disputes—do not necessarily expand one’s empathy, regardless of gender.

[In a separate, informal email conversation (dated July 2, 2018), Bluhm calls out Cordelia Fine’s fine takedown of “The Myth of the Lehman Sisters” in the last chapter of Fine’s book (not otherwise a part of Bluhm’s review): Cordelia Fine, (2017), Testosterone Rex: Myths of Sex, Science and Society. New York: W. W. Norton. It is a bold statement of the obvious – that the part of basic anatomy that differs between men and women is definitely NOT the brain. But that is missed due to lack of empathy which is committed to responding to the whole person – not just the brain or the sex organs.]

In an expression of insightful and thunderous understatement, Bluhm concludes: “With the exception of studies that rely on participants’ self-reports or on other’s reports of their behavior [which are invalid for other reasons], no consistent gender differences in empathy have been observed. This raises the possibility that gender differences in empathy are in the eye of the beholder, and that the beholder is influenced by gender stereotypes…” (p. 386). Just so.

Okay, having debunked the myth that men’s brains are different – and in particular less empathic – what to do about the situation that many men (and women?) struggle to expand their empathy? The recommendation is not to treat empathy and an on-off switch. Empathy is rather a dial – to be tuned up or down based on the situation. That takes practice.

Some men – many men – may start out with an empathic disadvantage in experiencing their feelings after having been taught such stuff as “big boys don’t cry.” But if people, including men, practice getting in touch with their experience, then they get better at it – experiencing their experience. Likewise, with empathy. If you practice, you get better at it. For those interested in practicing, but not working too hard, may I recommend: Empathy: A Lazy Person’s Guide: click here to examine (and buy!) the book.

Further Reading

Ickes, William & Gesn, Paul & GRAHAM, TIFFANY. (2000). Gender differences in empathic accuracy: Differential ability or differential motivation?. Personal Relationships. 7. 95 – 109. 10.1111/j.1475-6811.2000.tb00006.x.

ELPG Front Cover as jpg

(c) Lou Agosta, PhD and The Chicago Empathy Project

Top Ten Empathy Gifts for the Holidays

How is Christmas like a day at the job? Give up? You get to do all the work; and the big guy in the suit gets all the credit. Pause for laugh. [Note: if I have to explain the joke, it is not funny.] ‘Tis the season – to be materialistic and buy and spend. I am exhausted just thinking about it. Therefore, the recommendation?

Give empathy for the holidays. You never need an excuse to be empathic; but during the holidays it just might make sense to slow down and expand one’s listening even more diligently. My approach to this top ten list count down? I am taking off the list material things; but allowing spending [some] money on activities that are empathic or are direct enablers of empathy.

The idea? Give an experience – one worth receiving – whatever that would look like. This is a count-down. For example:

(10) Do not give a food processor; rather make the other person a gourmet meal. Do not give a vacuum cleaner [that would be a disaster]; take over doing a set of chores that need doing for week (or other defined time frame). It makes sense to document this by means of a certificate or diploma, as they say, suitable for framing.

(9) I saw a Restaurant with a sign: “No Wi-Fi – Talk to One another”. That is the right idea. If you like the menu, make the reservation and go there. They do not have a sign? Make your own sign and bring it along, even if the restaurant does have wi-fi.

(8) Sign up the receiver as a member at the local Art Institute and go as a guest with the recipient of the gift. Art is a significant enabler of empathy. But do not take my word for it – according to the celebrated enlightenment philosopher, Immanuel Kant, one of the main moments of the experience of beauty is the communicability of feeling – stage one of empathy.

(7) Sessions in yoga, meditation, Tai Chi, or other spiritual exercises – where you get to do something

(6) Same idea as above, but with a conventional focus – two tickets to the theatre, opera, or dance with time scheduled for conversation both before and after to discuss the experience

(5) A massage or time in a sensory deprivation tank where one is able to relax or expand one’s introspection (a significant enabler of empathy). Caution: This is “product placement” – actually a service – see ChicagoFlotation.com. It’s a trip.

(4) Every MacBook Pro has the technology to make a movie. Make a movie in which you acknowledge and recognize the other person – your partner, boss, employee, colleague, peer, friend, enemy, cousin, grandmother, etc. If you have talent as an aspiring stand up comedian, now is the time. Comedy is closely related to empathy – in both cases a boundary is traversed. In one case, comedy with aggressive or sexual overtones; in the other case, empathy, the focus is on recognition of one’s shared humanity. Remember, you have to create a context in which empathy is made present.

(4a) Same idea as above only … Write a poem or short story in which you are self-expressed about the relationship, what is means to you, how it works, and what it means as a possibility.

(3) If the relationship is an intimate one, then it makes sense to provide an intimate experience. Depending on trends and tastes (and I acknowledge that I need to get out more), this may be easier for her than him. Still, he may usefully concentrate on things she values, already mentioned throughout this post, for example, fixing dinner, time for conversation, demonstrated affection and affinity, and if such has been in short supply for any reason, family time including the children.

(2) There are a set of attitudes and behaviors for which empathy is an enabler, though they are distinct from empathy (this is the opposite of things that enable empathy such as art and relaxation). The consequences of our actions escape us and while stupidity is not a crime, sometimes maybe it ought to be. Therefore, forgiveness was invented. Empathy create a learning for many things – including prosocial behavior. Make a donation in your friend’s name to Doctors Without Borders, Amnesty International, or donate blood to the American Red Cross.

Other things in the same ballpark as forgiveness include compassion and make-a-wish. In surveys on prosocial behaviors, compassion is the phenomena most often mistaken for empathy. Heavens knows, the world needs expanded compassion – and expanded empathy. If you can make someone’s wish come true – and that looks like a puppy – then it is an option, too. Include a pet care service, obedience lessons (for the owner!), or complimentary dog walking.

And the number one gift of empathy for the holidays is

(1) Turn off your smart phone [no texting!], and talk – have a conversation – with the other person.

And a happy holiday to one and all!

(c) Lou Agosta, PhD and the Chicago Empathy Project

The Evidence: Empathy is good for your health and well-being

Empathy is good for your health and well-being: Empathy is on a short list of stress reduction practices including meditation (mindfulness), Tai Chi, and Yoga. Receiving empathy in the form of a gracious and generous listening is like getting a spa treatment for the soul. But do not settle for metaphors.

For evidence-based research on empathy, empathy and stress reduction, and empathy training you may start by googling: Antoni et al. 2011; Ciaramicoli 2016; Del Canale et al 2012; Farrow et al. 2007; Irwin et al. 2012; Maes 1995, 1999; Pollack et al. 2002; Rakel et al. 2009; Segerstrom and Miller 2004; Slavich et al. 2013 [this list is not complete].

You do not have to buy the book, Empathy Lessons, to get the research, but if you would like more detail see especially Chapters Four and Six in Empathy Lessons (click here to get book from Amazon).

[Also included are chapters on the Top 30 Tips and Techniques for Expanding Empathy, Overcoming Resistance to Empathy, Empathy Breakdowns, Empathy as the New Love, Empathy versus Bullying, and more.] 

The healing powers of stress reduction are formidable. Expanding empathy reduces stress; and reducing stress expands empathy. A positive feedback loop is enacted. Expanding empathy expands well-being.  Here empathy is both the end and the means.

A substantial body of evidence-based science indicates that empathy is good for a person’s health. This is not “breaking news” and was not just published yesterday. We don’t need more data, we need to start applying it: we need expanded empathy.

Evidence-based research demonstrates the correlation between health care providers who deliver empathy to their patients and favorable healthcare

Well-being rides the wave of empathy: sketch by Alex Zonis (AlexZonisArt.com)

Well-being rides the wave of empathy: sketch by Alex Zonis (AlexZonisArt.com)

outcomes. What is especially interesting is that some of these evidence-based studies specifically excludepsychiatric disorders and includemainline medical outcomes such as reduced cholesterol, improved type 2 diabetes, and improvement in related “life style” disorders.

Generalizing on this research, a small set of practices such as receiving empathy, meditation (mindfulness), yogic meditation, and Tai Chi, promote well-being by reducing inflammation. These practices are not reducible to empathy (or vice versa), but they all share a common factor: reduced inflammation. These anti-inflammatory interventions have been shown to make a difference in controlled experiments, evidence-based research, and peer-reviewed publications.

Using empathy in relating to people is a lot like using a parachute if you jump out of an airplane or getting a shot of penicillin if one has a bacterial infection. The evidence is overwhelming that such a practice is appropriate and useful in the vast majority of cases. The accumulated mass of decades of experience also counts as evidence in a strict sense. Any so-called hidden or confounding variables will be “washed out” by the massive amount of evidence that parachutes and penicillin produce the desired main effect.

Indeed it would be unethical to perform a double blind test of penicillin at this time, since if a person needed the drug and it were available it would be unethical not to give it to him. Yes, there are a few exceptions – some people are allergic to penicillin. But by far and in large, if you do not begin with empathy in relating to other people, you are headed for trouble.

Empathy is at the top of my list of stress reduction methods, but is not the only item on it. Empathy alongwith mindfulness (a form of meditation), Yoga, Tai Chi, spending time in a sensory deprivation tank (not otherwise discussed here), and certain naturally occurring steroids, need to be better known as interventions that reduce inflammation and restore homeostatic equilibrium to the body according to evidence based research.

The biology has got us humans in a bind, since it did not evolve at the same rate as our human social structures. When bacteria attack the human body, the body’s immune system mounts an inflammatory defense that sends macrophages to the site of the attack and causes “sickness behavior” in the person. The infected person takes to bed, sleeps either too much or too little, has no appetite (or too much appetite), experiences low energy, possibly has a fever, including the “blahs,” body aches, and flu-like symptoms. This response has evolved over millions of years, and is basically healthy as the body conserves its energy and fights off the infection using its natural immune response.

Now fast forward to modern times. This natural response did not envision the stresses of modern life back when we were short stature, proto-humanoids inhabiting the Serengeti Plain and defending ourselves against large predators. Basically, the body responds in the same way to the chronic stressors of modern life—the boss at work is a bully, the mortgage is over-due, the children are acting out, the spouse is having a midlife crisis—and the result is “sickness behavior”—many of the symptoms of which resemble clinical depression—but there is no infection, just inflammation.

The inflammation becomes chronic and the body loses its sensitivity to naturally occurring anti-inflammatory hormones, which would ordinarily kick in to “down regulate” the inflammation after a few days. Peer reviewed papers demonstrate that interventions such as empathy reduce biological markers of inflammation and restore equilibrium. This is also a metaphor. When an angry—“inflamed”—person is listened to empathically—is given a “good listening” as I like to say—the person frequently calms down and regains his equilibrium.

Empathy migrates onto the short list of inflammation reducing interventions. The compelling conclusion is that empathy is good for your well-being.

(c) Lou Agosta, PhD and the Chicago Empathy Project

 

Top 10 (and more) Empathy Lessons for Life, the book

This book contains some thirty (30) empathy lessons for life. A key empathy lesson that explicitly addresses empathy training: remove the resistance to empathy—obstaclesCover art from EMPATHY LESSONS - two pears leaning in to listen by Alex Zonis such as cynicism, shame, guilt, aggression, narcissism, devaluing language, and so on—and empathy spontaneously shows up, comes forth, develops, and grows.

Most people are naturally empathic. This is the training in a nutshell. (To order the book click here: Empathy Lessons.) Read on for more details –

The empathy lessons in this book include how—

to perform a readiness assessment and establish a set up for success in cleaning up inauthenticities that block empathy so that empathy can expand and flourish (perhaps the most challenging part of this work);

empathy is not an “on–off” switch but a tuner (dial or dimmer) that expands or contracts in accessing the vicarious experience of the other person;

empathy breaks down in emotional contagion, empathic distress, “compassion fatigue” (in quotes because it is really about compassion, not empathy), burnout, conformity, projection, devaluing language, and, most significantly, how to overcome these break downs of empathy through multi-dimensional empathy;

empathy works as a method of data gathering in relating to the other person, providing a vicarious experience of the other person without being overwhelmed by the experience;

introspection, vicarious experience, listening to one’s own “voice over” and radical acceptance of one’s own experiences are the royal road to empathic receptivity;

empathic understanding overcomes conformity and creates possibilities of shifting out of stuckness into contribution, transformation, and leadership, including possibilities of engaging and attaining satisfying and flourishing relationships;

empathic interpretation is the folk definition of empathy, walking in another’s shoes, adding “top down” empathy to “bottom up,” empathic receptivity;

empathic responsiveness drives out anger and rage, acting as a soothing balm to suffering and emotional upset, deescalating conflict and aggression;

scientific, peer-reviewed, evidence-based research confirms that empathy (and a set of related interventions) reduce inflammation and stress, the five forms of stress, and connecting the dots between empathy, the reduction of inflammation, and stress reduction;

relationships get “weaponized” in bullying and, coming from empathy, how to overcome bullying, reestablishing boundaries: recommendations that promote empathy in students, teachers, administrators, and stop bullying (including cyber bullying);

“corporate empathy” is not a contradiction in terms, “CEO” now means “chief empathy officer,” and empathy is applied as the ultimate “capitalist tool”;

empathy is the “secret sauce” in sexual satisfaction within an authentic relationship, featuring the desire of desire, the “good parts,” and intimate engagements that are sustainable and last.

These empathy lessons put you back in touch with your empathy. Most people have quite a lot of empathy but are out of touch with it. Empathy lessons—not merely the formal title of this book, the actual practices—provide applications to tough cases. The applications give back to you your power in engaging and overcoming life’s social stresses and the need to expand well-being in the face of emotional upset, handling dynamic relationships, meeting business challenges in the corporate jungle and empathy desert, overcoming bullies and bullying, and applying and practicing empathy in sex and romance.

Our work together in this book is fully buzz word compliant including—

what is “mind reading”; how mind reading relates to empathy; the break down in empathy of “mind misreading”; and what is missing in mind reading, needed to bring it to fruition in empathic receptivity;

the ongoing debates about mirror neurons and the neurological basis of empathy (and an understandable explanation of their significance (and limits)); and the deeper truth that all human beings are related whether or not mirror neurons exist;

disorders of empathy such as Asperger’s and autism and (in a different context) the psychopathic person;

who or what is the “Natural Empath” and how this person, seemingly caught between nature and nurture, provides empathy lessons in abundance; and what happens when the Good Samaritan meets the Natural Empath;

social referencing and how we process the feelings of other people (and how that works);

evidence-based everything in which one would no more jump out of an airplane without a parachute or treat a bacterial infection without penicillin than engage with a human being without empathy (positively stated, start with empathy or one is headed for trouble);

and practical applications to tough, recalcitrant cases using literature, film, and story telling to teach empathy—deliver empathy lessons—and overcome the common breakdowns in the practice of empathy.

This work brings you step-by-step from what it takes to be present—fully present—with another human being, through the breakdowns and misfirings of empathic understanding to radical acceptance, which is profoundly different than mere agreement with someone’s opinion.

A bold statement of the obvious: I acknowledge that I am a proponent of empathy. Yet empathy has a dark side, too. Yes, compassion fatigue and burnout; but also Machiavellian and alienated empathy in business—appearing to be empathic while only being interested in closing the sale: walking in the other’s shoes to sell another pair to the other person. How to turn these risks, resistances, and breakdowns to advantage and even breakthroughs in satisfying and successful relationships in one’s personal life, career, business, and parenting, are canvassed in detail.

Every break down in empathy points the way to a potential breakthrough, if one knows how to listen, identify what’s missing, restore it, process, and respond.

In Chapter One, our empathy lessons introduce and clarify the multi-dimensional definition of empathy. The four dimensions of empathic receptivity, empathic understanding, empathic interpretation, and empathic responsiveness are defined, exemplified, clarified. These four aspects of the process of empathy are used throughout this work on empathy and applied to diverse examples, situations, cases, and stories.

In Chapter Two, our work uncovers the misfirings and failures of empathy including: empathy breakdowns in emotional contagion, burnout, empathic distress, “compassion fatigue,” conformity, projection such as egocentrism and narcissism, and devaluing talk that gets “lost in translation” in gossip, shaming, and bullying speech. The secret to expanding empathy is practicing overcoming these breakdowns.

In Chapter Three, the empathy lessons lead the reader from overcoming resistances to empathy to the breakthrough of empathy training and empathy as a method of data gathering that can be taught.

In Chapter Four, the data supporting evidence-based training in empathy is engaged and developed, as the Natural Empath meets the Good Samaritan, resulting in expanded control of the dial to tune empathy up and turn it down when one needs to do so.

In Chapter Five, empathy lessons directly engage the work of expanding the reader’s empathic receptivity in (1) the vicarious experience of the lives of others; (2) empathic understanding of possibilities of satisfaction in relatedness; (3) empathic interpretation in the folk definition of walking in the other person’s shoes to connect with difficult individuals you might not have been able to relate to previously; (4) empathic responsiveness that leaves one in the presence of fulfilling relationships with human beings without anything else added.

In the next four chapters, the multi-dimensional approach to empathy is applied to four challenging cases (each a chapter) including: stress reduction, featuring empathy as a spa treatment for the human soul, evidence-based medicine, and the contribution of empathy to emotional well-being (Chapter Six); what happens to people when relationships get “weaponized,” how empathy puts bullying in its place, including extensive recommendations for students, teachers, administrators on establishing boundaries (Chapter Seven); business in which empathy becomes a “capitalist tool” and ends up being good for business, too (Chapter Eight); sex and love and rock and roll in which “empathy is the new love”—what everyone really wants (Chapter Nine). This wide ranging, round-the-mountain romp through empathy lessons and the related recommendations are collected together in the final chapter on the top tips and techniques for expanding empathy (Chapter Ten).

As this intellectually rigorous but accessible and, I hope, intermittently humorous story of empathy unfolds, readers get empathy lessons on every page, pointing the way to success in expanding empathy in relationships, stress reduction, contribution to community, career, and romance. From time-to-time, I will pause for breath and remind the reader, like repeating a mantra, in order to drive the lesson down into the neurons through repetition: Empathy is oxygen for the soul. If you are short of breath due to life stress, get this book and expand your empathy through empathy lessons and applications. When all is said and done—when all the distinctions are deployed, arguments made, guidance provided, and recommendations completed—empathy means being in the presence of another human being.

A preface is the proper place for a personal reflection. Friends and colleagues have said to me, “Lou, nice work with the those other academic books on empathy you already published—great job!—but—how shall we put it delicately?—they are a tad too—too academic. What we really need now is something more readable, more accessible.”

Voila! This book aspires to address the everyday, educated reader, rather than the scholar or academic. I hasten to add that does not mean that I am sloppy about distinctions or intellectually lazy. However, I caution my academic friends, who are also inspired to engage with empathy, that, instead of using “journal speak,” I write casually and inspirationally. I use sentence fragments: “Likewise, with empathy.” I speak in the first person, which I have found effective in inducing empathy in the reader. I say “her or his.” Sometimes I even slip into using “they,” even though the subject is singular. So please do not say that I do not take risks. I try to be funny, but do not try too hard. I engage the reader personally.

What then is my guidance to you, dear reader? The reader can expect me (the author) to empower you to expand your empathy. I provide the distinctions needed to inquire into your own empathy in such a way that it develops, unfolds, grows, and expands. A simple yet powerful definition of empathy is developed and is then applied to opening up and resolving tough cases. This approach to empathy enables you to get in touch with your own empathic abilities through practicing a series of simple empathy lessons that, in turn, are engaging, confronting, humorous, and inspiring.

In the world of advice to the reader, the first five chapters are a sustained look at the definition, meaning, and explanation of how empathy works (and sometimes doesn’t work), delivering empathy lessons designed to make empathy present for the reader in the page-by-page progress of the work; the next four chapters are applications of empathy to four “tough cases”; and the final chapter is a summary in one place of tips and techniques encountered throughout the book with a modest amount of further analysis and explanation. This book was written as a coherent, integrated whole. Though modularly designed, the chapters were never separate papers, now cobbled together as an anthology. Nothing wrong with collections or anthologies as such; but this is not one of those.

The book’s approach to empathy gathers examples from life experience, story telling, literature, film, the author’s private empathy lessons, and his own biography and empathy consulting practice, to shift out of stuckness into expanded empathy. I provide examples of practices that have worked for me (and others) in expanding empathy in the real world. The anecdotes and vignettes are used with permission or are composites of experiences with identities changed to preserve anonymity. I am straight with you about practices that I believe work and practices that don’t work; what are the pitfalls and breakdowns; and how to avoid them or if they are unavoidable, how to reduce and manage them.

In exchange, I expect the reader, well, to read. I also ask the reader to examine and test her or his own feelings and experiences in the light of what is presented. Expect to be challenged. Expect to have your comfort zone stretched in a firm yet empathic way. The narrative loops back on itself so that distinctions relevant to empathy are introduced and sustained, while the context for applying, practicing, and mastering the distinctions is deepened and broadened. The narrative then cycles back at a higher level of engagement, forming an upward spiral (rather than a circle) so that the connections between aspects of empathy are strengthened. Ultimately, I strive to make empathy present, and, bring it forth in a conversation with the reader. The extent to which I succeed in actually doing so, the reader must judge. Okay, I’ve read enough. I want to order the book (click here to order Empathy Lessons).Hold on tight—the journey is about to begin.

Please note that Lou Agosta is available for individual or group empathy lessons, training, and conversation by appointment. Contact Lou at LouAgosta@gmail.com and mention this blog post.

(c) Lou Agosta, PhD and the Chicago Empathy Project