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.

. 42

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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