The Lucifer Effect
THE LUCIFER EFFECT: UNDERSTANDING HOW GOOD PEOPLE TURN EVIL
by Philip Zimbardo. Random House. 2007 (576 pages)
Subjects: Good and evil. Psychology. Violence. Mental health. Ethics.
Recommended for: High School - Adult
SUMMARY:
What is evil? Is everyone capable of evil? Are there just a few bad apples responsible for atrocities like the Holocaust? Abu Ghraib? Or, are systems & circumstances the cause?
In Philip Zimbaro’s book, he explores evil, and what systems, circumstances and conditions exist to cause people to take evil action (or allow evil action to occur). Zimbardo focuses a great deal on the issue of dispositional qualities (who we are, our traits, etc.) versus situational qualities (what conditions and factors influence our behavior). Zimbardo uses his own infamous Stanford Prison Experiment, as well as the atrocities at Abu Ghraib (and several other examples) as a background for exploring what it takes for "good" people to do evil...and what people can do to avoid falling into such a trap.
Throughout his book, Zimbardo explores important concepts, such as: “What does it take for the citizens of one society to hate the citizens of another society to the degree that they want to segregate them, torment them, even kill them?" (11) or why anonymity reduces our personal accountability and sense of civic responsibility, or how playing a role can cause us to do “terrible things.” (214)
IDEAS FOR USING THIS BOOK:
Zimbardo’s book is full of great opportunities to explore such concepts with older students. Below are a few possible ideas.
1. Zimbardo says the following about evil:
“Evil consists in intentionally behaving in ways that harm, abuse, demean, dehumanize, or destroy innocent others – or using one’s authority and systemic power to encourage or permit others to do so on your behalf.” (5) In other words, “knowing better, but doing worse.”
Students could reflect on that definition (you may want to define and discuss some of the words within the definition), and then:
- Brainstorm some examples of evil in the world. What factors allow that evil to occur/exist?
- Discuss: What are they personally doing that’s evil? (What choices are they making that harm others?)
- Discuss: Who are “innocent others?” (animals? children? everyone?)
- Discuss: If it’s considered “normal” by mainstream society, is it still evil? Have students brainstorm actions or traditions that were at one time considered “normal,” but that most of us would consider evil today (genocide, slavery, infanticide, etc.). What about actions/traditions considered normal today? (female genital mutilation, raising animals in factory farms, etc.) Do they meet the definition of evil? If so, if it's considered "normal," by mainstream society (or the primary culture involved), is it evil?
2. In one section, Zimbardo asks readers to reflect on how well they really know themselves and others, and how they’d behave in challenging situations. After considering these ideas, small groups of students could be given scenarios and discuss how they might react in such situations (genocides in Rwanda, My Lai, Holocaust, Darfur; the Spanish Inquisition; bullying; hazing; riots, etc.).
3. Students could look at the language of violence and evil, both from the perspective of how we demoralize and objectify (such as calling people cockroaches or other animal names) and in the way we use euphemisms to distance ourselves from the violence and evil (such as Hitler’s “final solution,” which doesn’t sound like mass murder and focuses on problem solving).
4. Martin Luther King, Jr., said “[We] must learn that passively to accept an unjust system is to cooperate with that system, and thereby to become a participant in its evil.”
Using the above quote as a springboard, students could explore the ways we passively cooperate with injustice, both on the small scale (seeing someone get teased and not doing anything about it; listening to someone tell a racist joke, etc.) and the larger scale (not speaking up when a corporation does something unethical, etc.), and then brainstorm ways to safely, positively and effectively respond in such situations.
5. Zimbardo discusses how our need to be included (and our fear of being excluded) can cause us to make harmful choices. This concept is especially relevant to older students. Using some of the examples given in Zimbardo's book, and connecting them with resources such as the book The Wave by Todd Strasser, or teacher Jane Elliott's famous blue/brown eyed experiment, can be useful in exploring how the need to belong can shape our behavior.
ADDITIONAL INFORMATION:
Find out more about the author & his other works.
Want to submit a teaching idea for this title?
Email: Marsha@HumaneEducation.org
email
print
del.icio.usWatch and share IHE President, Zoe Weil's TEDx talk -- an inspiring vision of how to create a just, compassionate, healthy world for all through solutionary education.
July 14, 2012 - 8:30 am to July 14, 2012 - 5:00 pm | Location: Institute for Humane Education
Live your values. Change the world. Choose MOGO! Our MOGO (most good) workshop is part retreat, part personal development, part educational experience, and 100% invaluable to anyone who wishes to make their lives a manifestation of their greatest vision for a more pea...
Read More