Empathy as a Dissipative Structure
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Empathy as a dissipative structure
Krystyna Laycraft The Eighth International Congress of the Institute for Positive Disintegration in Human Development August 7-9, 2008 Canmore, Alberta, Canada 1
Part I • Review of main concepts of Chaos Theory • Concept of complexity • Complexity of brain • Self-organization, dissipative structures • The theory of positive disintegration versus Chaos Theory Part II • Empathy by theory of positive disintegration • Empathy based on social-neuroscience • Empathy as a dissipative structure 2
Complex systems
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Complex systems
• Consist of a variety of heterogeneous
parts interacting in various combinations.
• Display integration and differentiation at the same time.
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Complexity of Brain
• Complex dynamical system of neural structure • Integration and differentiation of brain activities are the keys to brain function • Different areas and groups of neurons do different things (they are differentiated) • They interact to give rise to a unified consciousness and to unified behavior (they are integrated)
Edelman, 2004 Edelman & Tononi, 2000
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Young immature brain
• Low differentiation (functional specialization is lost)
Normal adult brain
• High differentiation
• High integration (“perfect crystal”)
• High integration
• Low complexity
• High complexity
Old diseased brain
• High differentiation (individual groups of neurons are still active) • Low integration (“neural gas”) • Complexity low
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Attractors An attractor is simply the characteristic behavior of a dynamical system changing in time. Four basic Attractors: ! The Point Attractor ¡ The Cycle Attractor £ The Torus Attractor " The Chaotic Attractor
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Torus Attractor
Chaotic Attractor
Cycle Attractor
Point Attractor
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Attractors of Human Life Freedom
Knowledge
Power
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Attractors of Human Life Love
Pleasure
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Bifurcation Point Ø is a point of branching into new types of behavior. Ø is the sensitive decision point. Ø in psychology describes the sudden changes in learning, motivational states, in brain activity, in developmental stages, in personality and family.
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Self-organization • The spontaneous formation of patterns • Role of control parameters • Far-from equilibrium state and critical fluctuations • Positive & Negative Feedback • Increase of complexity and orderliness of organization of the system
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Dissipative Structures • Emergent structures arising in self-organizing
systems. • To maintain their existence, must interact with the environment continually, maintaining the flow of energy into and out of the system. “At equilibrium molecules behave as essentially independent entities; they ignore one another. However, non-equilibrium wakes them up and introduces coherence quite foreign to equilibrium.” (Prigogine & Stengers, 1984)
This is the concept of “order through fluctuations” 13
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Organized Multilevel Disintegration
Spontaneous Multilevel Disintegration
Unilevel Disintegration
Primary Integration
Order
Emerging order
Chaotic Attractor
Circle Attractor
Point Attractor
Control Parameters (Developmental potential)
Secondary Integration
Three factors, Five forms of OE Talents
Three factors, Emotional, Intellectual & Imaginational OE
First, second, third factors Emotional OE& Intellectual OE
First & second factors
First factor
15 Transition from order to chaos and from chaos to order (Laycraft, 2008)
The spontaneous disintegration
The organized disintegration
• Chaotic attractor
• Emerging order
• Positive feedback-internal conflicts, psychoneurotic depressions, anxieties
• Highly conscious, autonomous and self-determining processes
• Disintegration of pre-existing organization and formation of novel patterns of behavior • Crucial period for gifted adolescents’ development • Necessary condition for selforganization to more complex and ordered states of mental structure of young people
• Negative feedback - stabilize, organize and differentiate a mental structure • Lesser tension • Role of higher levels of emotional and emotionalintellectual functions • Openness to external experiences, sensitivity and identification with others
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II part • Empathy by the theory of positive disintegration
• Empathy based on social-neuroscience • Empathy as a dissipative structure 17
Empathy by the theory of positive disintegration
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Development of Empathy • Respect & concern for others as persons
complexity
Level III
Level IV & V
• A greater concern for others • For being of help to them & for protecting those who suffer • Readiness to sacrifice one’s life for the sake of others
• Acceptance of others in their subjectivity chaos
order Level I Syntony
Level II Syntony
• Group feeling by belonging to a certain class, team or ethnic group
• Fluctuation of feelings • Need for the company of others simplicity
• A brief period of an empathic concern for another person
• External, superficial & temperamental Dabrowski, 1996
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Empathy - the result of a universal development in which the key factors are:: • “subject-object” in oneself (critical self-observation, perceiving others as subjects) • the third factor (conscious choices), • self-awareness (awareness of one’s identity and of one’s individual uniqueness), • self-control (a highly conscious dynamism of bringing order and unity into one’s development, increasing calmness and confidence), • inner psychic transformation (the critical differentiation and hierarchization of values) • responsibility for oneself and others. Dabrowski, 1996
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“Growth of empathy is one of the most powerful developmental dynamism and one which most clearly shows the progressive and hard won change from narrow egocentrism to an allencompassing universal love.” Dabrowski, 1996
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Empathy based on social - neuroscience Decety and Jackson, 2006 Decety and Lamb, 2006 Decety and Moriguchi, 2007 22
Components of empathy:
• • • •
Emotion sharing between the self and others (bottom up information processing) Self-awareness A cognitive capacity to take the perspective of the other person Self-control & emotion regulation (top-down information processing) 23
Emotion sharing Perception- action mechanism
Orbitofrontal cortex Bottom-up Information processing
INSULA
STS –responds to body posture, eye gaze, and faces Amygdala-provides emotional information to cortical and limbic structures
Superior Temporal Sulcus AMYGDALA Thalamus
Cingulate cortex
Insula – bridges and coordinates Hippocampus limbic and cortical processing 24
Self / Other awareness
DORSOLATERAL PFC
Orbitofrontal cortex
CINGULATE CORTEX
Parietal lobes – organizing body image and inner subjective experiences Insula – development of our sense of self and our ability to distinguish between ourselves and others
Parietal Lobes
INSULA
Cingulate cortex-activates when we are self-reflective or making judgments about ourselves Orbitomedial PFC –interpreting complex social events and linking with their emotional value Dorsolateral PFC-directing attention, organizing working memory
Thalamus
Temporal Visual Association
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Mental flexibility & Perspective taking
DORSOLATERAL PFC
ORBITO FRONTAL PFC
Posterior Cingulate – activates episodic autobiographical memory The temporo-parietal junction (TPJ) – compares signals arising from selfproduced actions with signals from the environment
Posterior cingulate cortex
The Right Temporo-parietal Junction Temporal lobes
• To adopt the subjective perspective of the other • Maintaining a separation between self and other 26
Emotion regulation
DORSOLATERAL PFC
ORBITO FRONTAL PFC
CINGULATE CORTEX Top-down Information processing
INSULA
AMYGDALA
HIPPOCAMPUS 27
Neural connections of empathy
* DORSOLATERAL PFC
Motor Structures
*
*
ORBITO FRONTAL PFC
CINGULATE CORTEX
Posterior Parietal areas
* Parietal Lobes
INSULA
Superior Temporal Sulcus
Temporal Visual Association
* AMYGDALA
HIPPOCAMPUS 28
• Based on neurological research, it was
shown, that empathy is a complex phenomena and emerges from the flow and integration of information between specific brain circuits.
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Empathy as a dissipative structure
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Rescue of Lincoln Hall on Mt. Everest by
• Daniel Mazur – a professional climber from USA • Andrew Brash – a teacher from Calgary • Myles Osborne - a graduate student from UK 31
“We
were in the clear and we all felt good. We felt so lucky. I mean the summit was just above us… And I saw in the distance a little bit of yellow fabric on the ridge top and I thought. Oh-oh what is that? A tent or something? And then I got a little closer and I could see that it was a person. I had just this sort of feeling of shock … I have never seen anything like that before. The thing that struck me was that how he was holding hands up and he had no gloves on. You can see like his fingers had frozen and they were sort of a waxy yellow….I was blown away.” Lauer, 2006 32
Chaotic attractor
• Emotions and emotion-cognition components prepare a mental state to “choose” the path of action • Arousal process enhances the focus of attention • Attention directs the flow of energy
Interest, shock, surprise, disbelief, disturb Bifurcation Point
BP
• Rapid mental (affective) shift • Emotional fluctuations initiate change and drive the system to choose new states
Feeling good, hopeful, optimistic, confident
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Action: Dan: “We gave him a lotta water. We gave him some-candy bars, some snickers bars and we started trying to get him to put his gloves on. Lauer, 2006 Myles: “ Dan radioed to ABC….We had to take extra care to fasten him securely to the slope…, and it seemed just short of a miracle that he had not fallen off the ridge during the night.” Myles, 2006 34
…Dan quickly understood Lincoln had been there all night. It was a miracle Hall was alive – but Dan knew he didn’t much time left. Dan realized Hall was hallucinating. He was deadly ill. (Lauer, 2006)
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An Emerging Order • Emotional – cognitive coupling
(understand, know, identify with, be aware of) • Acting as negative feedback to stabilize the mental state • A detailed appraisal of a situation • A plan for action emerges • Making decision 36
They have to make further decision:
“Should we go off to the summit now and leave Lincoln here?” and Myles said, “I can’t leave him here.” Lauer, 2006
”Our decision to stop with Lincoln, came without discussion and was free from external influence. Brash, 2006
Decision: To stay with Hall and watch over him until rescue team
arrived. …
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“…I could not help but wonder, How in ANY way is a summit more important than saving a life?” And the answer is that it isn’t. But in this skewed world up here, sometimes you can be fooled into thinking that it might be. But I know that trying to sleep at night knowing that I summitted Everest and left a guy to die isn’t something I ever want to do. The summit’s always there after all.” Osborne, 2006 38
An Order • Self-control • Self-reflection • Memory • Emotional ties, friendship • Education-of-oneself and others
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Empathic behavior – a higher level of mental organization
Continue an expedition
Stay with Lincoln
Main decision
Know, understand, identify with (negative feedback) Help Shock, surprise, disbelief, interest, concern (positive feedback)
Don’t Help Change emotional state Bifurcation point:: A man on the edge of mountain
Feel good, hope, anticipation, expectation, optimism
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An Order An Emerging Order
Chaotic attractor
Shock, Surprise, Blow Understand
BP
Interest Curiosity Concern
Disbelief, Disturb
Self-control
Comprehend Self-reflection
Know
Emotional ties
Learning
Memory Teaching
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• Empathy is activated by the external unfortunate event and goes through the bifurcation points.
• Empathy is a function of the inner dynamics of non-linear interactions between emotions and emotion–cognition components.
• Empathy is an emergent structure – dissipative structure arising through the process of selforganizing of mental structure.
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Positive Disintegration
Social-neuroscience
Emotion sharing Emotional overexcitability Bottom-up processing, “Subject – object” in oneself Perception-action mechanism Emotional & intellectual overexcitability Self-awareness
Intellectual & imaginational overexcitability Inner transformation Third factor
Intellectual overexcitability Self-control
Self-awareness
Mental flexibility & Perspective taking
Dissipative Structure
A bifurcation point Emotional shift
A chaotic attractor Emotion (positive feedback) prepares to “choose” the action An emerging order Emotion-cognitive components (negative feedback )
Appraisal, Decision
Emotion- regulation Top-down information processing
An order Self-control Self-reflection 43
Reference •
• • • • • •
Brash, Andrew (2006). www.andrewbrash.com Dabrowski, K. (1996). Multileveness of emotional and instinctive functions. Lublin Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego. Decety, J. & Lamm, C. (2006). Human empathy through the lens of social Neuroscience. The Scientific World Journal, 6 1146-1163. Decety, J. & Jackson, P. L.(2006). A social-neuroscience perspective on empathy. Current Directions in Psychological Science, Volume 12, No. 2, 54-58. Decety, J. & Moriguchi, Y. (2007). The empathic brain and its dysfunction in psychiatric populations: implications for intervention across different clinical conditions. Biopsychosocial Medicine, 1-22, www.bpsmedicine.com/content/1/1/22 Edelman, G.M., & Tononi, G. (2000). A universe of consciousness. Basic Books. Edelman, G.M. ( 2004). Wider than the sky. New Haven, London: Yale University Press. 44
• •
• • •
Lauer, M. (2006). Miracle on Mount Everest. Airs Dateline NBC on Sunday, Sept 2. Laycraft, K. (2006). Positive Maladjustment as a Transition from Chaos to Order, The Sixth Int. Congress of the Institute for Positive Disintegration in Human Development, Calgary. Osborne Myles (2006). Letter to friends. EverestNews.com/Summitclimb2005/ everesttibet2006disps06012006.html Prigogine, I., & Stengers, I. (1984). Order out of chaos. Toronto, New York, London, Sydney: Bantam Books. Robinson, J. (2007). Rescue on top of the world. www.college.columbia.edu/cct/janfeb07/features1.php 45
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