A brief foreword.A brief foreword. This presentation summarizes This presentation summarizes

what may be my two most what may be my two most important publications. While important publications. While they were published in 1994 & they were published in 1994 & 98, more recent research in 98, more recent research in neuroscience has only neuroscience has only strengthened my basic thesis: strengthened my basic thesis: anger, fear and hate play a anger, fear and hate play a principal role in undermining principal role in undermining the goals of morality and the goals of morality and moral education.moral education. Ronald Lee Zigler

& Buddy

Moral SymmetryMoral SymmetryRediscovering Rediscovering the aesthetic the aesthetic dimension of dimension of morality and morality and

uncovering the uncovering the Four Domains of Four Domains of Moral EducationMoral Education

Moral Symmetry: A Moral Symmetry: A HypothesisHypothesis

The meaning of moral symmetry?The meaning of moral symmetry?A clue: the double meaning of A clue: the double meaning of fairfair..An analogy: Aesthetic symmetry in An analogy: Aesthetic symmetry in

the visual or musical arts.the visual or musical arts.

Moral Symmetry DefinedMoral Symmetry DefinedMoral symmetry: social harmony.Moral symmetry: social harmony.

Not to be confused with physical beauty.Not to be confused with physical beauty.Entirely situational, informs judgment.Entirely situational, informs judgment.A form of A form of tacit knowledgetacit knowledge from our from our subsidiary awareness.subsidiary awareness.Experiencing moral symmetry provides the Experiencing moral symmetry provides the most compelling motivation for moral conduct. most compelling motivation for moral conduct. An aptitude fostered by either the individual An aptitude fostered by either the individual effort of certain spiritual disciplines or through effort of certain spiritual disciplines or through life experiences.life experiences.Balance within, balance without.Balance within, balance without.

These images illustrate the concept of balance or symmetry: aesthetic and moral symmetry.

Aesthetic symmetry is not necessarily perfect or bilateral with the exact same image on both sides. Balance is proportional.

After Virtue:After Virtue: A Point of A Point of Departure for RediscoveryDeparture for Rediscovery

MacIntyre’s theses: ancient sources may be relevant MacIntyre’s theses: ancient sources may be relevant to the task of reclaiming insights into morality.to the task of reclaiming insights into morality.

The IliadThe IliadThe Bhagavad-GitaThe Bhagavad-Gita

Ancient Sources to be re-visited:Ancient Sources to be re-visited:

Internal and External Harmony:

Our individual sense of moral symmetry, or our path toward

external, social harmony is dependent upon a state of

internal equanimity and harmony: not reasoning.

Two HeroesTwo Heroes

Both are true heroes: noble individuals, great in spirit and character despite human weaknesses

In the epic stories in which they play central roles, each hero is confronted by a conflict, a dilemma which

suspends the heroes involvement in a battle—each refuses to fight. Yet, each ultimately return to the

battlefield.

Achilles from The Iliad Arjuna from The Bhagavad-Gita

It is in the examination of the conditions under which they return to battle that we gain our insights into the aesthetic dimension of moral development—moral symmetry—since resolution of their conflict does not come about through the hero’s recourse to moral reasoning, but rather through the establishment of a state of internal harmony or equilibrium which makes the apprehension of moral symmetry possible.

Parallels with bothParallels with bothKohlberg & GilliganKohlberg & Gilligan

AchillesAchilles

Reasoning leading Reasoning leading up to and through up to and through his conflict reflects a his conflict reflects a concern for concern for autonomy and autonomy and individual integrity: individual integrity: a Kohlbergian a Kohlbergian ethic ethic of justice.of justice.

ArjunaArjuna

Reasoning reflects Reasoning reflects an awareness of a an awareness of a “no-win” situation “no-win” situation which precludes the which precludes the possibility of possibility of someone not being someone not being hurt: hurt: an ethic of an ethic of carecare as defined by as defined by Gilligan.Gilligan.

The examples provided by the Iliad and the Bhagavad-Gita are illustrative of a perennial dimension to the way in which moral problems may be conceptualized—not how they are resolved.

Conflict/Dilemma ResolutionConflict/Dilemma Resolution In both stories, the hero overcomes their In both stories, the hero overcomes their

conflict and re-enters the battlefield.conflict and re-enters the battlefield. Not an endorsement of war, but rather an Not an endorsement of war, but rather an

illustration that moral symmetry does not illustration that moral symmetry does not preclude the possibility of war—each preclude the possibility of war—each situation must be assessed on its own merits.situation must be assessed on its own merits.

A state of A state of internal harmonyinternal harmony is the is the precondition for apprehending moral precondition for apprehending moral symmetry, resolving moral conflict and symmetry, resolving moral conflict and engaging in moral conduct.engaging in moral conduct.

The Character of Virtue:The Character of Virtue:Internal harmony in the IliadInternal harmony in the Iliad

and Bhagavad-Gitaand Bhagavad-Gita Our internal harmony is defined by the Our internal harmony is defined by the

presence of two qualities:presence of two qualities:A state of autonomy, also referred to as A state of autonomy, also referred to as

“detachment” or “non-attachment”.“detachment” or “non-attachment”.A state of immediacy, integration or sense of A state of immediacy, integration or sense of

unity between the individual and the social unity between the individual and the social environment.environment.

This is the foundation of an aesthetic This is the foundation of an aesthetic apprehension of our immediate situation—our apprehension of our immediate situation—our perception of moral symmetry.perception of moral symmetry.

Achilles & The IliadAchilles & The Iliad Unity or integration Unity or integration

first revealed when first revealed when he resolves to re-he resolves to re-enter the battle—enter the battle—ending his isolation.ending his isolation.

Full metamorphosis Full metamorphosis takes place in his takes place in his encounter with King encounter with King Priam—unity with Priam—unity with the enemy, with the enemy, with mankind.mankind.

ArjunaArjuna A state of unity, A state of unity,

integration and integration and immediacy with the immediacy with the environment along environment along with detachment or with detachment or “non-attachment” “non-attachment” is fully is fully encompassed encompassed explicitly in the explicitly in the concept of yoga.concept of yoga.

Why is this not justWhy is this not justtheoretical conjecture?theoretical conjecture?

These ancient texts also identify the These ancient texts also identify the principal obstacle to internal harmony and principal obstacle to internal harmony and the perception of moral symmetry: thereby the perception of moral symmetry: thereby the principal obstacle to the resolution of the principal obstacle to the resolution of moral problems.moral problems.

FearFear and and AngerAnger—obscure moral symmetry —obscure moral symmetry because they foster an internal state of because they foster an internal state of disequilibrium.disequilibrium.

Walter B. Cannon’s Walter B. Cannon’s The Wisdom of The The Wisdom of The Body Body first advanced this idea early in the first advanced this idea early in the 2020thth century. century.

Fear & Anger: The IliadFear & Anger: The Iliad““Sing goddess, the anger of Peleus’ son Sing goddess, the anger of Peleus’ son

Achilleus and its devastation, which put Achilleus and its devastation, which put pains thousandfold upon the Achiaians.”pains thousandfold upon the Achiaians.”

Achilles:Achilles:““I wish that strife would vanish away from I wish that strife would vanish away from among gods and mortals, and gall, which among gods and mortals, and gall, which makes a man grow angry for all his great mind, makes a man grow angry for all his great mind, that gall of anger that swarms like smoke that gall of anger that swarms like smoke inside a man’s heart and becomes a thing inside a man’s heart and becomes a thing sweeter to him by far than the dripping of sweeter to him by far than the dripping of honey.”honey.”

Fear & Anger: The Bhagavad-Fear & Anger: The Bhagavad-GitaGita

• People are compelled to “sin… even People are compelled to “sin… even involuntarily” due to “anger.”involuntarily” due to “anger.”

• Anger is:Anger is:• ““all consuming and most evil”, and “the enemy all consuming and most evil”, and “the enemy

here on earth.”here on earth.”• ““From anger arises illusion, from delusion From anger arises illusion, from delusion

unsteadiness of memory, from unsteadiness of unsteadiness of memory, from unsteadiness of memory, destruction of the intellect, from memory, destruction of the intellect, from destruction of the intellect he (the individual) destruction of the intellect he (the individual) perishes.”perishes.”

• From Spinoza to Rawls: Many moral From Spinoza to Rawls: Many moral philosophers have argued that anger is not a philosophers have argued that anger is not a “moral emotion.”“moral emotion.”

Psychophysiology of AngerPsychophysiology of Anger

Leonard BerkowitzLeonard Berkowitz

K.E. MoyerK.E. Moyer

Erich FrommErich Fromm

Anger is an internal condition with physiological and biochemical correlates that makes reckless, aggressive responses likely to occur.

Hans Selye: stress hormones & self-induced intoxication, more harmful than alcoholic

intoxication

Achilles’ “character-Achilles’ “character-conditioned hate”.conditioned hate”.

The principal problem of The principal problem of ethics.ethics.

Neuroscience & NeurotheologyNeuroscience & Neurotheology Brain researchers such as Andrew Newberg of the Brain researchers such as Andrew Newberg of the

University of Pennsylvania have contributed important University of Pennsylvania have contributed important research to the underlying thesis presented here.research to the underlying thesis presented here.

Specific parts of the brain, namely the amygdala are over Specific parts of the brain, namely the amygdala are over stimulated during anger, fear and hatred, undermining our stimulated during anger, fear and hatred, undermining our ability to become thoughtfully engaged with the reflective ability to become thoughtfully engaged with the reflective parts of our brain: namely the pre-frontal cortex.parts of our brain: namely the pre-frontal cortex.

Consequently Newberg refers to anger as “Humanity’s Consequently Newberg refers to anger as “Humanity’s greatest enemy”.greatest enemy”.

Such research has contributed to our ability to define a Such research has contributed to our ability to define a new field first identified by Aldous Huxley: Neurotheology.new field first identified by Aldous Huxley: Neurotheology.

The Gita & Arjuna’s FearThe Gita & Arjuna’s FearCannon: Cannon: FearFear as well as Anger. as well as Anger.Arjuna is paralyzed by fear.Arjuna is paralyzed by fear.““My limbs fail and my mouth is parched, my My limbs fail and my mouth is parched, my body quivers and my hair stands on end. body quivers and my hair stands on end. Gandiva (the bow) slips from my hands and Gandiva (the bow) slips from my hands and even my skin burns all over; I am unable to even my skin burns all over; I am unable to stand and my mind seems to whirl.”stand and my mind seems to whirl.”Krishna counsels: Yoga to re-establish Krishna counsels: Yoga to re-establish equanimity (internal harmony).equanimity (internal harmony).

Yoga: a state of “balance of mind” in which Yoga: a state of “balance of mind” in which “fear and anger have departed” and one “fear and anger have departed” and one does “not incur sin.”does “not incur sin.”

Transformative ExperiencesTransformative ExperiencesCan Realign Our ImpulsesCan Realign Our Impulses

• AchillesAchillesDeath of Death of

PatroklosPatroklosEncounter with Encounter with

PriamPriam

• ArjunaArjunaA transcendent A transcendent

vision triggered by vision triggered by Krishna, but Krishna, but fostered by yoga.fostered by yoga.

Either experience can potentially sensitize us to the aesthetic element of life and morality.

When unprepared for the vicissitudes of life, our life experiences may be disruptive to our equilibrium and thus not evoke positive transformations in our capacity for apprehending moral symmetry.(See Victor Frankl’s Man’s Search For Meaning).

Perceiving symmetry:our perspective is everything.

The analogy to visual symmetry is just that: only an analogy.

This is a dimension of tacit knowledge which lies within our subsidiary, not our

focal awareness.

CaveatCaveat

Cynicism/PessimismCynicism/Pessimism

When we fail to foster When we fail to foster the aesthetic element, the aesthetic element,

our aptitude for our aptitude for apprehending moral apprehending moral symmetry atrophies. symmetry atrophies.

The result:The result:

When we become When we become overwhelmed by our overwhelmed by our

capacity to perceive moral capacity to perceive moral symmetry everywhere and symmetry everywhere and

at all times, the result is at all times, the result is equally problematic:equally problematic:

Blissful FatalismBlissful Fatalism

“There is no better evidence of a well formed moral character than knowledge of when to raise the moral issue and when not. It implies a sensitiveness to values which is the token of a balanced personality”

John Dewey Knowing when to, and when not to raise the moral issue is itself an art. It is an art which portrays our sense of moral symmetry, as well as a sense of when moral growth can be optimized in a timely fashion.

Summary & Conclusion I:Summary & Conclusion I:The obstacle to moral growth.The obstacle to moral growth.

Each hero is confronted with a problem that Each hero is confronted with a problem that triggers an emotional dislocation: a dislocation triggers an emotional dislocation: a dislocation accompanied by internal emotional responses accompanied by internal emotional responses that obstruct a vision, an that obstruct a vision, an aesthetic aesthetic apprehension of theapprehension of the moral symmetrymoral symmetry of of their situation—thus leading each to refuse to their situation—thus leading each to refuse to fight.fight.

Moral growth for each hero is linked to a state Moral growth for each hero is linked to a state of equanimity or harmony within that is also of equanimity or harmony within that is also defined by emotional-physiological parameters defined by emotional-physiological parameters that accompany our aptitude for moral that accompany our aptitude for moral symmetry.symmetry.

Summary & Conclusion II:Summary & Conclusion II:The Meaning of Moral The Meaning of Moral

AutonomyAutonomy Moral autonomy: the personal effort involved Moral autonomy: the personal effort involved

in spiritual disciplines that foster our internal in spiritual disciplines that foster our internal equanimity and capacity for apprehending equanimity and capacity for apprehending moral symmetry (yoga, tai chi, etc.)moral symmetry (yoga, tai chi, etc.)

These disciplines not only expand our These disciplines not only expand our awareness of the human and natural awareness of the human and natural ecosystems in which we live, but they also ecosystems in which we live, but they also expand our subsidiary awareness and our expand our subsidiary awareness and our capacity to apprehend moral symmetry.capacity to apprehend moral symmetry.

This is the This is the internalinternal domain of moral domain of moral education.education.

Four DomainsFour Domainsof Moral Educationof Moral Education

A chicken is more than a collection of parts. The same is true about the four domains of moral education. Any one or two, by itself, is inadequate to the task.

INDIRECT

The Four DomainsThe Four DomainsOf Moral EducationOf Moral Education

DIRECT

DIRECTEXTERNAL

INDIRECTEXTERNAL

DIRECTINTERNAL

INDIRECTINTERNAL

EXTERNAL INTERNAL

John DeweyJohn DeweyMoral Principles In EducationMoral Principles In Education

(1909)(1909)(Two Basic Dimensions Defined.)(Two Basic Dimensions Defined.)

• Here Dewey draws a distinction between Here Dewey draws a distinction between directdirect and and indirectindirect moral instruction and moral instruction and argues that the indirect approach has a argues that the indirect approach has a more profound and lasting impact on the more profound and lasting impact on the student. The “indirect” elements include “all student. The “indirect” elements include “all the agencies, instrumentalities, and the agencies, instrumentalities, and materials of school life” (Dewey, 1909, p.4).materials of school life” (Dewey, 1909, p.4).• Contemporary “character education” has Contemporary “character education” has attempted to address the indirect elements.attempted to address the indirect elements.

The Nature of Direct InstructionThe Nature of Direct Instruction

The explicit curriculum & course work.The explicit curriculum & course work. Direct, active, explicit, didactic instruction, guided Direct, active, explicit, didactic instruction, guided

by measurable educational objectives.by measurable educational objectives. The mission for which schools are most readily The mission for which schools are most readily

held accountable.held accountable. When When moral instructionmoral instruction is is directdirect, its primary , its primary

purpose falls in spelling out the social/moral purpose falls in spelling out the social/moral expectations (behavioral) that we hold for the expectations (behavioral) that we hold for the student (often disparaged, but not to be student (often disparaged, but not to be dismissed). Most frequently taught by parents dismissed). Most frequently taught by parents and teachers (religious and secular).and teachers (religious and secular).

The Nature ofThe Nature ofIndirect InstructionIndirect Instruction

The social climate of the school which defines The social climate of the school which defines how the student is treated how the student is treated as a human being in as a human being in the process of socialization.the process of socialization.

Defined by the Defined by the peer group peer group (and media) as (and media) as much as by the administrative policies and much as by the administrative policies and procedures of the school.procedures of the school.

Also emerges as the Also emerges as the tacittacit component of a component of a teacher’s conduct (tacit teaching). This is what teacher’s conduct (tacit teaching). This is what Dewey termed Dewey termed collateral learningcollateral learning..

May be May be plannedplanned, but is more often , but is more often unplannedunplanned..

Indirect (Albeit Planned) Indirect (Albeit Planned) Instruction:Instruction:

The Social ClimateThe Social Climate Classroom and school-wide strategies for Classroom and school-wide strategies for

shaping moral climates: with specific regard shaping moral climates: with specific regard for activities aimed at applying moral for activities aimed at applying moral principles in school as well as the classroom principles in school as well as the classroom to solve to solve realreal problems. problems. e.g., Kohlberg’s “just community”, and the e.g., Kohlberg’s “just community”, and the models advanced by Thomas Lickona and models advanced by Thomas Lickona and Edward Wynne & Kevin Ryan Edward Wynne & Kevin Ryan

Dewey on The Indirect (Albeit) Dewey on The Indirect (Albeit) Unplanned Instruction: The Unplanned Instruction: The

Teacher’s RoleTeacher’s Role Perhaps the greatest of all pedagogical fallacies is Perhaps the greatest of all pedagogical fallacies is

the notion that a person learns only the particular the notion that a person learns only the particular thing he is studying at the time. thing he is studying at the time. Collateral learningCollateral learning in the way of formation of enduring attitudes, of likes in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more and dislikes, may be and often is much more important than the spelling lesson or lesson in important than the spelling lesson or lesson in geography or history that is learned.geography or history that is learned.

This is fundamentally what counts in the future This is fundamentally what counts in the future because it determines whether the desire to learn, to because it determines whether the desire to learn, to grow itself has been imparted—life’s ultimate ideal.grow itself has been imparted—life’s ultimate ideal.

John DeweyJohn DeweyMoral Principles In EducationMoral Principles In Education

(1909)(1909)

““But the consciousness of ends must be more than merely But the consciousness of ends must be more than merely intellectual. We can imagine a person with most excellent intellectual. We can imagine a person with most excellent judgment, who yet does not act upon his judgment. . . there must judgment, who yet does not act upon his judgment. . . there must also be a delicate personal responsiveness,also be a delicate personal responsiveness,——there must be an there must be an emotional reaction. emotional reaction. Indeed, unless there is a prompt and Indeed, unless there is a prompt and almost instinctive sensitiveness to conditions, to the ends almost instinctive sensitiveness to conditions, to the ends and interests of others, the intellectual side of judgment will and interests of others, the intellectual side of judgment will not have proper material to work upon. Just as the material of not have proper material to work upon. Just as the material of knowledge is supplied through the senses, so the material of knowledge is supplied through the senses, so the material of ethical knowledge is supplied by emotional responsiveness”ethical knowledge is supplied by emotional responsiveness” (Dewey, 1909, p. 52).(Dewey, 1909, p. 52).

(Emotions are pivotal to the internal domain)

The External DomainThe External Domain

Didactic Instruction:Didactic Instruction: Conveying clear Conveying clear behavioral objectives behavioral objectives for the moral-ethical for the moral-ethical domain. Helping domain. Helping students examine and students examine and understand the moral understand the moral expectations for life in expectations for life in the classroom, school the classroom, school and society.and society.

Classroom and school-Classroom and school-wide activities/policies that wide activities/policies that foster moral climates: with foster moral climates: with specific regard to specific regard to opportunities for applying opportunities for applying moral principles to real moral principles to real problems in the classroom problems in the classroom and school; and school;

collateral learning.collateral learning.

Direct Indirect

The Internal DomainThe Internal Domain

Self-regulation: foster Self-regulation: foster harmony between the mind harmony between the mind and body-- reduce errant and body-- reduce errant internal responses and internal responses and nurture a capacity to find nurture a capacity to find moral conduct intrinsically moral conduct intrinsically rewarding (rewarding (endorphinsendorphins).).

Dewey: “rationality is not a Dewey: “rationality is not a force to invoke against force to invoke against habit and impulse, it is the habit and impulse, it is the attainment of a working attainment of a working harmony among diverse harmony among diverse desires.”desires.”

The examination of The examination of emotions: in oneself and emotions: in oneself and in others--with special in others--with special reference to their reference to their influence on our influence on our perceptions of others and perceptions of others and ourselves, and our ourselves, and our conduct with others. The conduct with others. The consideration of consideration of strategies for controlling strategies for controlling impulse and regulating impulse and regulating mood: Goleman’s “Self mood: Goleman’s “Self Science.”Science.”

Direct Indirect

ConclusionsConclusions All four domains must work in concert, neither can All four domains must work in concert, neither can

be neglected.be neglected. Without a comprehensive strategy for addressing Without a comprehensive strategy for addressing

each domain we cannot foster optimal growth.each domain we cannot foster optimal growth. ““It is not easy to exaggerate the extent to which we It is not easy to exaggerate the extent to which we

now pass from one kind of nurture to another as we now pass from one kind of nurture to another as we go from business to church, from science to the go from business to church, from science to the newspaper, from business to art, from newspaper, from business to art, from companionship to politics, from home to school. An companionship to politics, from home to school. An individual is now subjected to many conflicting individual is now subjected to many conflicting schemes of education. Hence habits are divided schemes of education. Hence habits are divided against one another, personality is disrupted, the against one another, personality is disrupted, the scheme of conduct is confused and disintegrated.”scheme of conduct is confused and disintegrated.”

John DeweyJohn Dewey