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Outside of ecumenical discussions, far too little is said about the subject of happiness. This is a drawback of western secularism, as discussed below. In the world of work, Occupational Health and Leadership have taken up this mantle, yet still only manage to approximate happiness through measurable factors that contribute to increasing satisfaction and decreasing dissatisfaction (i.e. Herzberg’s 2-Factor Theory). Taking Maslow’s Hierarchy of Needs into greater account, that understanding eventually incorporated terms such as wellbeing. Yet, again, outside of ‘continuing professional development’ aimed at improving workplace efficiency and effectiveness, far too few resources seem devoted to higher needs such as belonging, esteem and self-actualisation.
Those management terms all circle back to mindfulness, to personal empathy and the ability of both the individual and environment to foster dialogue in order to transform conflict. Be it conflicts or differences in needs/wants between co-workers – or across the bargaining table – the ability to communicate and find common ground is increasingly the skill that distinguishes human talents from Artificial Intelligence (AI).
Now, at least, there is a greater focus on developing so-called ‘soft skills’. This trend responds to our failure to contend with an increasing reliance on, and addiction to technology. What’s more, still, as technology increasingly supplants entire portfolios of routine management duties, how will future workplaces valorise empathy within known matrices?
How do we teach students the value of happiness, the practice of compassion and the skills for effective communication, negotiation and conflict resolution? In so far as leading culturally diverse workforces, the research is as clear as a prayer bell: Innovation requires dialogue – actual talk between equals. Innovation is therefore built on collaboration. Collaboration requires cooperation. Cooperation requires commitment. Commitment cultivates inclusion. Inclusion fosters commitment. Commitment depends on trust-building. Trust-building requires dialogue. Cooperation must be practiced and rehearsed, in addition to celebrated and applauded. We are effectively teaching how to work within a community. Those tools must play the greater part of management toolkit, over and well-over more punitive means of enforcing compliance to rules.
“I’m not here to be your friend.”
Those are words I hope no one would ever hear neither in the classroom from educators, nor in the workplace from managers. It implies the speaker’s inability to distinguish friendliness from being friends. It is indeed a thin line. Social media interactions with colleagues have virtually erased that line – at least re-drawn it. Irregardless – as we say in Kentucky for emphasis – kindness matters! I genuinely pity those who have not learned kindness at home or school; it’s traumatic.
In order to collaborate, to genuinely work together, requires some level of friendliness, beyond cordiality. It is irrational to lead through control and project the image of being in control through distant, dispassionate unfriendliness. BTW, the notion of dispassionate rationality and objectivity have been historically valorized academia even when it was clear.
I would not be the first university student to observe (though lacking the skills to explain): “The professors who prided themselves on their capacity to be objective were most often those who were directly affirmed in their caste, class, or status position” (hooks, 2003: 128). Their inability to connect, acknowledge and come to peace with their own emotionality and spirituality. “At times objectivism in academic settings is a smokescreen, masking disassociation (ibid: 129). Objectivity is a crutch:
“Denying the emotional presence and wholeness of students may help professors who are unable to connect focus more on the task of sharing information, facts, data, their interpretations, with no regard for listening to and hearing from students. (ibid: 129).”
The smoke and mirrors masks a pain so cutting so deep that skilled educators carve it out of their work, and further discourage it in peers and students. Sadly, I believe that managers have been taught to operate under the same logic. Hurt people hurt people.
Hurt people hurt people.
Today, we’re better able to acknowledge the maturity needed to reveal both one’s strengths and weaknesses – including with subordinates. The key skill is emotional flexibility and consequentially, the ability to seek and offer support. Failing to do so reduces opportunities for team members’ whole-hearted contributions of knowledge and skills. While it is still professional to keep some amount of distance between one’s private and personal lives, social media is a typical example of how those norms no longer apply. Yeah, it’s weird if you’re not Facebook friends with at least some of your colleagues.
What are responsible ways to use one’s public image that aligns with our own personal ambitions and goals? This was simply NOT an area of thinking in the classroom prior to social media. Yet, ‘bullying’ is a relatively modern concept brought to light by the LGBTQ community response to the suicide of a university student as a result of cyber-bullying because he was gay.
In 2010, Tyler Clementi, a first-year university student in America, was secretly filmed being intimate with another man by his roommate and a mutual friend, (or so he believed). The two colluded to threaten to out Clementi in what they all knew as a homophobic (university) environment. This resulted in Clementi’s suicide. Imagine such blackmail, bullying and harassment at work! What skills should the educational environments have provided Tyler and his roommates?
The response from the queer community was clear: Hope. For example, activist/journalist Dan Savage launched an internet campaign that encouraged LGBTQ+ youth, which was picked up by mainstream media outlets and entertainment. The #ItGetsBetter campaign quickly amasses hundreds of posts by celebrities of all flavors to combat anti-gay bullying. Things did get better. We put bullying on the map! Be it work or school, bullying is no longer tolerated…at least formally.
Yet, what of genuine happiness, not just survival? While I can’t speak for every faith, the notion of happiness if central to Buddhist philosophy. “The gratification of desire is not happiness,” writes Buddhist teacher Daisaku Ikeda in his 2017 essay collection, Hope is a Decision. What’s more, individual happiness is tied to our interconnectivity. The Soka Gaikkai, a global Buddhist organisation mentored by Ikeda, operates under the slogan “World peace through individual happiness” to acknowledge the interconnectivity of both humanity as a whole, and the place of happiness with the broader objective of peace.
Seen one way, happiness is neatly balanced at the tip of the pyramid of needs, and its inverse: wants and desires. For clarity: While adults may scoff when a teenager says they “need” the latest iPhone or they’ll ‘die’ we responsibly know that those youthful aches and pains are as real to them as any physical trauma one might suffer. We know that showing up at school with the latest cool gadget has as much to do with the higher-order needs for them as we may wish them to perceive their basic needs such as food, shelter and security. Hence, the parenting task becomes one of teaching skills to contextualise such desires and value delayed gratification.
These lessons are too often relegated to parenting due to the secularisation of schooling and workplaces in the west. Western secularism often fails to distinguish religion from spirituality, to the detriment of the latter since we remain staunchly Christian societies, especially to the extent of chauvinism when faced with an ‘other’. Any non-Christian in the west can see the secularism is superficial – even Stevie Wonder can see that. Echoing her own call for greater attention to spirituality in secular education bell hooks quotes HH Dalai Lama’s thoughts in the need for the distinction in the second installment of her seminal teaching trilogy:
Spirituality I take to be concerned with those qualities of the human spirit—such as love and compassion, patience, tolerance, forgiveness, contentment, a sense of responsibility, a sense of harmony—which brings happiness to both self and others. … (hooks, ‘Spirituality in Education’ in Teaching Community: A Pedagogy of Hope, 2003 pg. 157-164)
Makes place in and around the classroom. As a lecturer, I am a coach, guide, mentor, leader and have even befriended students (particularly after their graduations). One primary aim and source of satisfaction in the classroom is facilitating values-based dialogue across differences in perspectives. My role is not just to dump selective parts of my knowledge into students’ heads, nor simply to train certain skills. Nay, we’re always teaching how to live in a diverse community.
To get more in-formation:
- hooks, bell. Teaching Community: A Pedagogy of Hope. New York: Routledge, 2003. Print.
- Ikeda, Daisaku (2017). Hope Is a Decision: Selected Essays. Middleway Press. ISBN 978-0-9779245-8-5.
The classic novel by Mary Shelley back in the early 19th century was an apocalyptic piece of work that imagined the future in a world where technology appeared to be a marvel that professes to make everyday people into gods. The creation of a man by a man (deliberately gendered) in accordance to his wishes, and morals. The metaphysical constraints of the soul seemingly absent, until all comes to head. This was dystopic, but at the same time philosophical, of the future of humanity.
In the 20th century John B. Watson believed that he could shape the behaviour of anyone, mostly children in any possible way. Some of his ideas even made it into popular psychology where he offered advice to parents of how to raise their children. Although no monster is mentioned, there is still the view that a man can shape a child in whatever way he chooses. A creationist and most importantly, arrogant view of the world.
Decades later Robert Martinson, a sociologist will look at all these wonderful and great programmes designed to challenge behaviours and change people, so they can rehabilitate leaving criminality behind. He found the results to be disappointing. In the meantime, child psychologists could not achieve this leap that Watson seem to think they could make in changing people.
In the 21st century we began to realise at a discipline level that forcing change upon people is rather impossible. How about a man creating a man? Can you develop a new human that will be developed espousing the creator’s desired attributes and thus become a model citizen? In recent years we have been talking about designer babies, gene harvesting and genetic modification. Such a surprising concept considering the Lebensborn experience during the Nazi regime. That super-man concept was shattered in thousands little pieces, and for many relegated to history books. Therefore, designer babies are such a cautionary tale.
As a society we are still curious on what can technology can achieve, how far can we go and what can we develop. Still in science there are seeds of creationism proposing ideas of that we can develop; a world of people without illness, disorder and deviance. Pure, healthy and potentially exceptional individuals who may be physiologically right but sadly devoid of humanity. Why devoid? Because what makes a person? Our imperfections, deviances and foibles. These add to, rather than substract from, our uniqueness and individuality.
In a recent twitter discussion one of my colleagues engaged in a discussion about the repatriation of one of those women called “Isis brides”. The colleague posed the question, why not allow her to return, only to receive in response, because these are no humans. As I read it I thought, well this is a new interpretation of the monster. A 21st century monster that we can chase out of the proverbial village with torches because its alive and it shouldn’t be. We can wish for people to be good to us, open armed and happy all the time, but that is not necessarily how it is. We know that this is the case and of course we want to be reminded of our humanity, not for the positives but for the negatives. Not what we can be but what the others are not. So, we can always be the villagers and never the monster.
Mary Shelley (1888) Frankenstein or The Modern Prometheus, London, George Routledge and Sons.