December 15, 2018

NVC: The Language of the Kingdom of God

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“Someday, after mastering the winds, the waves, the tides and gravity, we shall harness for God the energies of love, and then, for a second time in the history of the world, man will have discovered fire. Pierre Teilhard de Chardin, SJ

At the end of this long detour, on this new way of speaking, listening, and thinking about ourselves, others and the world at large, and after discovering that this new language, besides being a way of speaking, it is a new philosophy of life that is transversal to all human sciences and a new matrix or paradigm for human life in all its social and individual dimensions, we therefore conclude that NVC is the language spoken or will be spoken in the Kingdom of God.

NVC leads us to be compassionate, and to give and receive compassionately. Whatever we do, the services we give to others and to ourselves have as their sole motivation to enrich lives, our happiness and the happiness of others. Therefore, we do nothing out of obligation, duty, fear of punishment, hope of rewards, shame or guilt. We understand that it is in our nature, in our genes to be drawn to gratuity and we do nothing that isn’t play. Furthermore, we serve others because it makes us happy to contribute to their happiness.

In NVC, we do not make moral or ethical judgments about the performance of others: we do not insult, humiliate, criticize, or label. We also do not make analyses or comparisons, because we know that such attitudes will put others on the defensive. We evaluate our performance and that of others in as much as this meets our and theirs needs or values, we do this to learn from our mistakes and not to feel guilty or blame others.

We take responsibility for our own feelings and actions. What others say or do can trigger feelings and emotions in us, but they cannot cause them. Their causes lie in the way we receive, judge and interpret what others say or do, as well as whether or not they meet our needs and expectations at the moment. In expressing a feeling, we are also expressing a need, whether met or unmet, that gives rise to it, always using the formula: “I feel… because I need… (or I feel… because I value…)

The Kingdom of God not the church
Jesus came proclaiming the Kingdom, and what arrived was the Church.” Alfred Loisy (1857-1940)

There is a discontinuity between Jesus of Nazareth and the Church; in fact, while the word Ekklesia appears only twice, and only in the Gospel of Matthew (16:18 & 18:1) in two very debatable verses, the expression Kingdom of God, or Kingdom of Heaven as preferred by Matthew, appears almost one hundred times.

Jesus inaugurates the Kingdom not the Church, not a cultic organization at the service of a religion or a political system as it was later, but rather an egalitarian movement of men and women, which does not let in discrimination on the grounds of ethnicity, culture, gender, religion, social class, or geographical origin, and has as its paradigm a society where justice and peace reign.

The announcement of the Kingdom of God has had a subversive, nonconformist, utopian and destabilizing character on the violent domination system predominant long before the coming of Jesus, during his time, and after his death to this day. Of course the Kingdom of God is not the work of a single man, even if that man is Jesus of Nazareth, and not even of one generation, that of his disciples and apostles. In this sense, the Church is born as the leaven of the Kingdom of God, as the depository of the doctrine of Jesus and as the mystical body of Christ, the reincarnation of Christ in the here and now throughout the history of humanity.

The Church is at the service of the Mission which began when God sent his Son into the world. The purpose of the Mission is not the implantatio Ekklesia, the implantation of the Church, but the implantation of the Kingdom of God. The absolutization of the ecclesiastical institution and its identification with the Kingdom are heresies and perversions of the movement Jesus founded. The Church is tempted to idolize herself, but to avoid this, the best antidote is to imitate Jesus in the way he placed himself side by side with the poor, took up their cause and worked for their liberation and for the coming of the Kingdom of God.

Jesus and religious violence
Jesus of Nazareth did not parachute into the history of Israel, but integrated a movement that began before him and of which he took to completion, that is, to the destruction of the Temple of Jerusalem (Matthew 24:2), the destruction of Himself with the Temple (John 2:19), and the institution of each of us as the temple of the Holy Spirit (1 Corinthians 6:19-20).

It all began when a sect of Judaism, comprised of the Qumran monks, abandoned the official religion of Israel because of its corruption and violence, and took refuge in the caves on the shore of the Dead Sea. At that time in order to re-enter into communion with God, after violating the Law of Moses, the Israelites had to sacrifice an animal that acted as their scapegoat. In fact, at the moment of Jesus’ death on the cross, more than 3000 lambs and goats were slaughtered in the Temple of Jerusalem.

All that first opens the womb is mine, all your male livestock, the firstborn of cow and sheep. The firstborn of a donkey you shall redeem with a lamb, or if you will not redeem it you shall break its neck. All the firstborn of your sons you shall redeem. No one shall appear before me empty-handed. Exodus 34:19-20

This does not sound very different from the ancient religions of the Mayans and Aztecs where human sacrifices were offered to gods. In Jerusalem, around the Temple was created the priestly class, and with it business and corruption were installed. High priests Annas and Caiaphas instructed the Temple guards to reject lambs and goats brought in by the worshipers as defective and unfit for offering to God, so that they had to buy replacements from the flocks that belonged to the high priests.

John the Baptist, being the son of a priest, and a priest himself, never took up his privilege to officiate in the Temple of Jerusalem, instead he moved to the banks of the Jordan River, thus bringing the purification of sins by way of water out of the walls of the monastery of Qumran, offering it to all the discontents of the Jewish religion.

You will worship the Father neither on this mountain nor in Jerusalem. You worship what you do not know; we worship what we know, (…) the true worshipers will worship the Father in spirit and truthJohn 4:21-23

Jesus goes beyond John the Baptist and offers not the existing baptism of water but rather of the Holy Spirit, he forgives sins in the same way he heals, and brings the religion to where the people lives, not in the Temple of Jerusalem, nor in the desert where for 40 years the people related with God, but to the cities and towns where people live. In this sense, God dwells again with his people as he once did in the wilderness living in a tent and walking with them.

In Jesus, God walks again with his people like the way the Ark of the Covenant was carried everywhere by God’s people, even to battles; he is no longer confined in a Temple, to which someone has the key and uses it as an instrument of power. God is Spirit and as such he is everywhere, he is inherent in all his creation.

The end of the dualistic thinking
The wolf shall live with the lamb, the leopard shall lie down with the kid, the calf and the lion and the fatling together, and a little child shall lead them. The cow and the bear shall graze, their young shall lie down together; and the lion shall eat straw like the ox. The nursing child shall play over the hole of the asp, and the weaned child shall put its hand on the adder’s den. Isaiah 11:6-8

In the Kingdom of God there are no hatred because there are no enemies; hostilities are all overshadowed; the animals, that were once enemies of one another, now live in harmony with one another and with human beings.

There is no longer Jew or Greek, there is no longer slave or free, there is no longer male and female; for all of you are one in Christ Jesus. Galatians 3:28

Among human beings there is an authentic French revolution as they distinguish themselves by social classes and castes, blue blood, slavery and lordship, sexism, xenophobia, and homophobia. However, all are equal before God who is the Creator of all and the Father of all, therefore Jesus advises us not to give the title of Father, or teacher, or doctor to another person other than God; let us not admit anyone as being above us, nor see anyone as being beneath us.

Then I saw a new heaven and a new earth; for the first heaven and the first earth had passed away, and the sea was no more. Revelation 21:1

The Kingdom of God is the new heaven and the new earth where the sea, which for the Hebrews was the symbol of evil, no longer exists. As we find ourselves beyond human and animal hostilities, the differentiation between good and evil also ceases to exist; God is good and created only good things. Human beings are the masterpiece of God’s creation therefore they can only be exceedingly good.

They shall beat their swords into ploughshares, and their spears into pruning hooks; nation shall not lift up sword against nation, neither shall they learn war any more. Isaiah 2:4

As evil ceases to exist, its maximum expression or war also ceases to exist, so that the obsolete weapons of war are now re-melted and forged into weapons of peace. Jesus himself on entering Jerusalem as king did not come mounted on a horse, an animal used for war and a symbol of power and ostentation, but he came mounted on an animal that is for all a symbol of peace and humility, a donkey, for donkeys even to this day are the only mode of transport of goods in poor countries.

On this mountain the Lord of hosts will make for all peoples a feast of rich food, a feast of well-matured wines, of rich food filled with marrow, of well-matured wines strained clear. And he will destroy on this mountain the shroud that is cast over all peoples, the sheet that is spread over all nations. Isaiah 25:6-7

At last for Isaiah, as for Jesus four centuries later, the best way of representing a kingdom is a banquet, where there is pleasure and joy, fun and human coexistence based on respect and love. A banquet that in the event of the lack of the wine of joy, Jesus turns the water, destined for purification, into the most generous wine that has ever been produced (John 2:1-11).

NVC – The solution for all ills
Our survival as a species depends on our ability to recognize that our well-being and the well-being of others are in fact one and the same. Marshall Rosenberg

Nonviolent Communication is the panacea, the medicine that cures all ills, both individual and social. It is the Philosopher’s stone that turns everything it touches into gold, and the general theory for everything, the paradigm, the matrix of the new world, the Kingdom of God. In summary:

NVC can be effectively applied at all levels of communication and in diverse situations: intimate, relational, familial, in schools, organizations and institutions, in therapy and counseling, in diplomatic and business negotiations, in disputes and conflicts of any  kind.

It adjust the worldview of the human being by affirming that man is not naturally evil as the Babylonian myth asserts, but is naturally good as the biblical myth asserts, and violence is not in our genes, but is a sickness, a problem that we must solve.

It also unmasks the myth of redemptive violence, where violence presents itself as the solution for itself; violence does not solve any problems and only creates others. Hatred will only make our enemies stronger, only love can defeat them.

In loving our enemies as Jesus told us to, we expose the fallacy of redemptive violence myth and deprive the domination system of its moral justification. Throughout history, in order to survive, the domination system has always accused and declared certain people as “bad” and “enemies” in order to justify using violence against them.

By replacing retributive justice with restorative justice, NVC reconciles the victim in a positive and healthy way with the criminal so that both can heal the wound infringed and the offender restores or pays for his crime, not to the State by rotting away in a prison, but to the victim by restoring his initial dignity thus enabling the criminal himself to go back and live in the society.

It establishes a new relationship with our planet, one of sustainable growth and peaceful coexistence with all living things, free from all exploitation.  It is a relationship where we are fully responsible for the care and protection of our common home.

In schools, as Rosenberg says, in addition to basic reading, writing and math skills, children need to learn to think for themselves, find meaning and make sense of things for themselves in what they learn, as well as to work and live together harmoniously.

NVC is the best and most positive way of dealing with anger and resolving conflicts, even the long-standing ones, provided that, as Rosenberg says, people resign from criticizing, judging and analyzing one another and get in touch with their own needs and the needs of others. Once the need of each person in the conflict is identified, it is possible to resolve it without anyone’s compromise and to the satisfaction of all.

Underlying all human actions are needs that people seek to fulfill; knowledge and comprehension of these very needs certainly create a point of encounter and a basis for possible cooperation and more globally, peace.

Understanding one another at the level of needs creates communion, because at this deepest human level, the similarities among us outweigh our differences, which gives rise to greater compassion.

When we focus our attention on our mutual needs, without interpreting, criticizing, and blaming, this raw and bare observation awakens our creativity in such a way that solutions surface naturally to our consciousness. At this depth, conflicts and misunderstandings can be resolved more readily.

By following in the footsteps of his teacher, Carl Rogers, being inspired by the concept of compassion present in most religions and basing his theological and anthropological understanding on those of Walter Wink and the vision of the future of Teilhard de Chardin; other than just a language, with Nonviolent Communication Marshall Rosenberg recreated in his own fashion, the matrix, the paradigm, the worldview of the Kingdom of God as Jesus of Nazareth had envisioned two thousand years ago.

10 steps to peace
  1. Be sure to observe what others say or do as objectively as you can. Give feedback of that observation when needed, without including analyses, interpretations, or judgments of any kind. Take responsibility for them if you do need to include any of these.
  2. Feelings and needs are the core of a person and they make up for what is alive in us, what is going on in us at the present time. As such, feelings and needs are universal and that all humans at all times and places have the same feelings and needs.
  3. Come to know yourself better by increasing your vocabulary of feelings and needs to better clarify what’s alive in you and assist others in clarifying what’s alive in them. Be sure to be as interested in identifying and meeting the needs of others as you are in identifying and meeting your own.
  4. Other than taking it personally and reacting against, agreeing or disagreeing with someone’s opinion, try to attune to the feelings and needs behind what the person has said, thus acting on the knowledge that all rage, outbursts, insults, criticisms and negative messages are tragic expressions of feelings and needs that are unmet.
  5. If you find yourself irritated, sad, depressed, try to discover the need in you that is not being met, and what strategy to use to meet it, instead of passing a verdict and concluding that there is something wrong with you or with others. Use this same philosophy and process with your mistakes and wrongdoings, mourn them instead of passing verdicts on yourself such as putting yourself down or blaming yourself.
  6. Be sure to make an empathic connection with the person before you ask for anything; eventually when you do, make sure that it is a request and not a demand.
  7. Instead of saying what you do not want the other person to do, in the hope that the other guesses what you truly want, say upfront and concretely what you want the other person to do, that is, phrase your request using positive action words instead of negative ones.
  8. Instead of declaring what you want someone to be, affirm what concrete action you would like the person to realize, so that he directs towards what you want him to be.
  9. When someone asks you for something, instead of saying “no” refer to the need that prevents you from saying “yes”. When someone answers “no” to a request of yours, listen to the needs that prevented him from saying “yes”.
  10. Instead of praising someone for having done something to your liking, express your gratitude by referring to what need of yours was met by what he did. Refer to the same process when you are praised. Make praise and being praised a gratitude, a celebration.

I end with a piece of advice, from the creator and founder of the language of nonviolence Marshall Rosenberg (1934-2015), however impressed we may be with NVC concepts, it is only through practice and usage that our lives are transformed… and, I would add, the Kingdom of God will become a reality.
Fr. Jorge Amaro, IMC

December 1, 2018

NVC - Beyond Good & Evil

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Marshall Rosenberg started his career as a psychotherapist in the field of psychoanalysis or humanistic psychology. Once he acknowledged that he was having only limited success in solving people’s problems and changing their behaviour by way of psychotherapy, despite knowing through psychoanalysis what were the sources of their ills, he radically changed his orientation. Inspired by religion, philosophers and theologians, he developed the technique of Nonviolent Communication and took it to the road, sharing his discovery for free by holding workshops in more than 50 countries.

Rosenberg was little concerned with the implications of his technique on knowledge such as philosophy of law, ecology, cultural anthropology, sociology, theology and ethics. He makes affirmations here and there on some of these themes but does not systematically develop any of them. In fact, he wrote very little, practically only one book where he explains, in a very conversational way, the NVC technique. The only exception is the giraffe schools that he helped to create for children to be educated in this new language and philosophy of life, in the hope that it would spread to the rest of the world.

Those of us who have come in contact with Nonviolent Communication realize that it is more than a language or linguistic technique, it is a philosophy of life. We are then prompted to look into other areas of knowledge through the eyes of NVC, because we understand that this new philosophy of life requires a change of mentality in the way we have been studying some human sciences. Ethics is perhaps the thorniest subject of which Rosenberg makes loose statements here and there, never tackling it systematically.

We know that NVC is against all moralistic evaluations and the use of dualistic language such as right/wrong, good/bad, correct/incorrect, adequate/inadequate... As he says, “In life, instead of playing the game ‘How to make life wonderful’, we play the game called ‘Who’s right’. Do you know that game? It’s a game where everybody loses.” Could it be that Rosenberg is against ethics? That it should disappear because it has been an instrument of domination?

The origin of evil
I am the Lord, and there is no other; besides me there is no god. (...) I form light and create darkness, I make weal and create woe; I the Lord do all these things. Isaiah 45:5,7

“You have told me, O God, to believe in hell. But you have forbidden me to think...of any man as damned” - Pierre Teilhard de Chardin

The French Jesuit priest Teilhard de Chardin, in order to reconcile the book of Genesis with the science of the evolution of species, begins by stating bluntly that Adam, as a historical figure who upon sinning brought evil, suffering and death into the world, never existed.

He then opposes Saint Paul, who in Romans chapter 8 says that suffering, evil and death are the consequences of sin of Adam and Eve, by saying that suffering, evil and death have always existed. For Teilhard de Chardin, and indeed as the text of Isaiah verse 45 suggests, if evil exits in the world it is because it has always existed, and that God is somehow responsible because, as the same verse states, there is no other God.

The Garden of Eden was created by God and the tree of knowledge of good and evil was placed there by Him; that is, God, in order to preserve Man’s freedom, created an alternative to Himself in opening the possibility of evil. He did not create evil itself, nor the individual and concrete evils, these are the sole responsibility of Man for the wrong use of his freedom.

God who exists in eternity beyond good and evil has created a creation that is in itself good, but perfectible, because God is good and has placed in this creation a free man with the ability to perfect it. An already perfect world would be a pure extension of God, not unlike God, and living in it man would have nothing to do, hence he would not be free.

However, something that can be made better can also be made worse. Soon in his first act upon the creation, Adam, instead of perfecting it, ruins it; as the proverbs say, “It has backfired” or “The addendum was worse than the sonnet.”

The original sin: the usurpation of the criterion of good and evil
The Lord God took the man and put him in the Garden of Eden to till it and keep it. And the Lord God commanded the man, ‘You may freely eat of every tree of the garden; but of the tree of the knowledge of good and evil you shall not eat, for in the day that you eat of it you shall die.Genesis 2:15-17

God created the human being and placed him in a garden to live life to the full; he had full liberty to do whatever he wished, but in the fine print of the contract, he could neither eat the fruit nor touch the tree of knowledge of good and evil that was in the middle of the garden.

What is the significance of the tree of knowledge of good and evil, and why was it placed in the middle of the garden? If the garden means life to the full, happiness, and the realization of all our potentials, a refined discernment of good and evil, of what contributes or not contributes to that happiness, then the tree being in the middle of the garden represents the center of this life to the full.

Whose is the prerogative of the discernment of good and evil? Of course, it is not ours, it belongs to God, the criterion is His; the Creator knows better how the creature should live than the creature himself. Therefore, if the prerogative or criterion of discernment of good and evil had remained with God, our lives would have been a bed of roses even to now.

By eating the forbidden fruit, in their mind, in their will and freedom, Adam and Eve became the criterion of good and evil, usurping the entitlement of God. They did what Prometheus did, who stole the fire from the gods, in the Greek mythology. From then on we are the ones who decide what is right and what is wrong, what is good and what is evil. This was the fundamental error of Adam and Eve.

The serpent may have been right, they could indeed be “like gods” in supplanting the prerogative that belonged to God alone, but of course, in reality, they did not become gods, it was all an illusion as they had to pay the price of their usurpation. They thought they were doing the right thing; in fact, no one does evil in thinking that he is doing evil, not even Hitler who thought he was ridding the world of a plague by exterminating 5 million Jews.

For as long as God is God and the creature is the creature, all look to God to find inspiration and guidance for their lives, only one is the criterion; while God is the Father, we are then all brothers; the usurpation of the place of God, however, created division, rivalry and conflict because all want to occupy God’s place.

When I say that I am the criterion of good and evil and you say that you are also or when I want to occupy the center and you say you also want to then we enter into conflict, we are like two giant planets that want to occupy the same place -- the place of the Sun.

From the moment our parents ate of the fruit they felt naked, that is, insecure and vulnerable, because now everyone wants to be god, and violence, rivalry and competition settled in, so that they had to clothe, shield and protect themselves from each other; the gods do not get along with each other, such rivalry is already evident in the Babylonian mythology as well as in the Greek and Roman ones.

Paraphrasing Rosenberg in this regard, we could say that while we were in the Garden of Eden we used to play the game of “How to make life wonderful”; once we robbed God of the prerogative and criterion of good and evil, we started to play the game of “Who is right, who is wrong” instead, and we have been playing it ever since…

Jesus gives back to God the prerogative of good & evil
As He was setting out on a journey, a man ran up to Him and knelt before Him, and asked Him, “Good Teacher, what must I do to inherit eternal life?” Jesus said to him, “Why do you call me good? No one is good except God alone. Mark 10: 17-18

There seems to me an overlooked lesson to be learned here; if Jesus did not want to make a point he would have simply ignored being called “Good Teacher” and would have gone on to ask whether the young rich ruler had been keeping the commandments, as it comes next in the reading. Instead, Jesus is very adamant to confront the young man by asking, “Why do you call me good?”, that is to say, why are you taking for yourself the criterion of good and evil? “Only God is good”, that is, the prerogative of good and evil belongs to God and to God alone.

Do not judge, and you will not be judged; do not condemn, and you will not be condemned. Forgive, and you will be forgiven. Luke 6:37

Both in his teachings and in his behavior, Jesus seems to give back to God His prerogative or criterion of good and evil. He did not judge nor condemn Zacchaeus the tax collector for all his financial crimes (Luke 19:1-10), or the woman caught in adultery for her sexual sins (John 8: 1-11), and not even the Samaritan woman for her compulsive divorces (John 4: 1-42). Unlike the Pharisees, he did not consider himself just and all others as sinners. Since he never judged anyone he advised us not to judge others as well.

The parable of the wheat and the weeds makes this clear; the wheat grows with the weeds and one looks like the other in such a way that only God at the harvest time can separate the wheat from the weeds (Matthew 13:23-43). In our world, in our society, there are many wolves dressed as lambs and many lambs dressed as wolves; God alone truly knows the identity of each, for this reason we say “Deliver me God from my “friends”, since from my enemies I can deliver myself.” We judge by appearance while God sees the heart of each one.

And so, only in the realm of God or as in the parable, only at the harvest can good be differentiated from evil. Till then, and while we live on this earth, let us give back to God what belongs to Him alone and refrain from making judgments of our brothers and sisters like Jesus did in his lifetime and modeled it for us.

Still, one might think that the ability to differentiate good and evil is not a punishment after all, but rather a reward since this faculty exists in all religions and ethical systems. Both the Maimonides, who were Jews from the kingdom of Granada that converted to Islam in the twelfth century, and St. Thomas Aquinas, who was inspired by Aristotle, answer this question by saying that in the definitive it was a punishment and not a reward.

Far from gaining a faculty, Adam and Eve lost one. When they stole the criterion from God to differentiate good and evil, treading on His dominion, they lost the real paradise of being in harmony with the natural order of things.

This brings us once again to the heart of NVC which consists of differentiating observations, or what is objectively observable, from personal and subjective interpretations and evaluations which lead to the field of arbitrariness, relativism and definitely, morals, in declaring this or that as good/bad right/wrong thus adding to observable reality something that is not present objectively.

The moment I evaluate my neighbor, and judge him as good or evil, I abandon the world of the directly and objectively observable, I am expelled from paradise to enter the field of subjectivity and arbitrariness. I abandon the natural field of seeing, feeling, needing and requesting to take the place of God who knows everything, to consider myself the standard and the right measure for everything.

We can never really know if something is truly good or bad as “there are no evil out of which good cannot come” and “God writes straight on crooked lines” as the people say. All we can know and care to know is whether or not something fulfills our needs and the needs of others.

Until the Fall, Adam and Eve were innocent like children and as such used to observe without judging; when they lost their innocence by the mistake they made, they now judge without seeing and judge wrongly, they will always judge wrongly because judgment belongs to God; only He can judge because only He knows it all.

 "Whoever fights monsters should see to it that in the process he does not become a monster. And when you look long into an abyss, the abyss also looks into you." (Nietzsche)

What happens when we put aside our skills and start handing out verdicts on what is right and what is wrong? We end up interfering with the possibility of human understanding, connection and collaboration, and we sow seeds of division, violence and war. This is precisely what we have been doing in the past 10,000 years, some trying to convince others of their individual or collective vision of what is good and what is evil.

The purpose of NVC is to return to the Garden of Eden by abdicating or transcending our proclivity or vice to judge, returning to the natural state of observing, becoming aware of our feelings and the needs, both ours and others’, behind them, and collectively make requests and seek the best strategy to meet them. In this way we will be able to return to the truly living state of St. Irenaeus, regaining the divine sonship that we had lost and finally have life and life in abundance as Jesus said he came to bring (John 10:10).

Be perfect or be merciful?
Be perfect, therefore, as your heavenly Father is perfect. Matthew 5:48
Be merciful, just as your Father is merciful. Luke 6:36

Saint Luke realized the fallacy of perfectionism and turned around the Judaizing verse of St. Matthew to tell us that we are not called to imitate the perfection of God because we can never be perfect like Him. Rather, we are called to imitate His mercy and compassion, words and concepts well known in the Bible which had inspired Rosenberg to create the technique and philosophy of Nonviolent Communication.

My perfection can be a reason for pride, as it was with the Pharisees in Jesus’ time, and certainly does not benefit anyone; on the contrary, it may be a reason to discriminate and judge others whom we find to be less perfect than ourselves.

Contrary to perfection which is an individual value that distances me from others, mercy is also an individual value, but it has a social reach, because one cannot be merciful without practicing mercy and one cannot practice mercy without doing acts of mercy for oneself and for others. The merciful is tolerant of his own faults and those of others, the perfectionist is intolerant of himself and of others.

The goal of this life isn’t to be perfect but to be progressively less stupid (M. Rosenberg) – Perfectionism is really not a value because objective perfection does not exist as it has no objective goal, a gauge for all. Perfectionism is unhealthy because it puts us in a state of permanent anguish, stress and anxiety. We are not, therefore, called to be perfect, but to grow and become better, and we are not called to give the best, but rather our best.

Rosenberg is therefore right to say that the objective of life is not to be perfect but to be progressively less stupid; that is, our objective is to conquer the ground of stupidity and in so doing, it has as the consequence of being more and more perfect, but this is not the goal but a by-product of growth. Using primary and secondary effects of a medication as an analogy, perfection is the secondary effect while being less stupid is the primary effect.

Anything worth doing is worth doing poorly (M. Rosenberg) – To gain ground on stupidity we must accept our mistakes as part of the progress, and never stop doing or trying for fear of not getting it right; it is always worth trying even when the result turns out very poorly because it is in erring that we learn.

“To sin” in Hebrew means to miss the target – The notion of sin, which is so central to Christianity, is seen as a horrendous act that makes us impure and sticks to our scrupulous conscience which never ceases to accuse, haunt and persecute us, and ultimately leads us to hell, or eternal damnation, is alien to Judaism. In Hebrew, sin is “chait” and it means nothing of what we have just said, it just means to miss the target, to fail or miss the mark.

The book of Judges (20:16) speaks of left-handed shooters who could sling a stone at a hair, and not miss the target. The word sin can be reconfigured outside the moral/evil/good paradigm of sin. In the book of 1 Kings 1:20-21, Bathsheba visits her dying husband David and tells him that if Solomon is not to succeed him as king when David dies then she and her son Solomon will be seen and treated as offenders. This concept of sin, moreover the original one, does not have moralistic connotations, and this is the reason why it fits in so perfectly well with NVC.

Errare humanum est”—To err is part of the human nature, Jesus also erred; in fact, he thought that the end of the world was very near, and so did Saint Paul, but both were mistaken. Saint Peter had to say in one of the last writings of the New Testament, that a thousand years to God are like one day and a day is like one thousand years and that Christ is taking his time to come to give everyone a chance to convert (2 Peter 3:8-9).

Fitting in perfectly with NVC, sin then means that we err or deceive ourselves in our attempts to meet our needs; or it is an error in strategy which means what we thought would meet our and other people’s needs, in fact, did not; or when we meet our needs at the expense of others, or when we meet the needs of others at our own expense, or even when we meet some of our needs at the expense of our other needs.

In defining sin in this way we move from a heteronomous morality to an autonomous morality; in other words, I do not have to measure myself up against any ideal of abstract perfection outside of myself, but I seek the best of myself. In this way I do not depend on an external authority to know what is good or bad, but only on my well-formed and informed moral conscience that tells me at every moment what I should or should not do.

The moral of the masters vs the moral of the slaves
One is punished most for one’s virtues. Nietzsche

In his books, The Genealogy of Morals and Beyond Good and Evil, Friedrich Nietzsche demonstrates that morality is not innate nor immutable, nor is it deduced from human nature, but is the product of history. In prehistory when the line separating humans and animals was still not well defined by the law of the fittest and most capable, which prevailed among animals, some men overcame others by subjugating them. The victorious were the masters, and the defeated were the slaves.

The masters in their success judged reality, about themselves and their deeds, by virtue of the privileged position they enjoyed after their victory over the slaves. The strong were the creators of values so that for the masters “good” was the mode of how they were and acted; it was violence, war, adventure, risk, power, pleasure, cruelty, physical strength, freedom, autonomy and independence. These were the values that placed them in a privileged position in relation to others.

The masters, those who could, would and did, acted out all their instincts, that is, they could act upon them without any limitations. They could kill and steal, rape and have as many women as they wanted, feast and get drunk, and no one could call them to account for they were the aristocrats, those who ruled, and they were above the law since they were the ones who dictated it. For example, even today a boss has more freedom to express his instincts than an employee.

When warriors, lords and aristocrats fought each other for supremacy or absolute power, those who won were called noblemen of blue blood; as for the defeated although they were not from the mass or the slaves, were now also submitted to the masters of the highest rank. Because they were now denied the freedom to express their instincts, the freedom they themselves had once denied the slaves, they are then forced to repress and internalize those instincts, that is, to turn them against themselves.

The instincts, inhibited and repressed, dug a cave in the depths of man, thus giving rise to the man’s inner world, thought, intelligence, interior life, spirituality, God and of course, religion and the priestly order or caste. The instinct of cruelty, for example, turned against the individual himself, became the scrupulous moral conscience that pursued him and was never content with the performance because the ideal by its own definition is unattainable.

There were now three classes: the nobility, the clergy and the people. As defeated warriors, the clergy by not being able to externalize their instincts as they once did, inverted the morality of the masters, and the thinkers, the order of the inner habits, scientists, philosophers and mathematicians, arose. Just as the priests now sought to dominate by mind where they did not succeed by physical strength and weapons, they were for this reason pacifists, against war or any form of violence, they were contemplatives instead of active, thinkers instead of doers.

Priests, resentful of the defeat and with great desire to take revenge for not being able to confront and defeat the nobles physically, devised a plan to beat them mentally in a crafty and deceitful way. Just like the fox, who not being able to reach the grapes that were too high for it, declares them unripe, so did the priests to the morality of the masters.

This is how the morality of the slaves was born, in not being able to impose themselves in the real world they invented the ideal ascetic world, the spirit, God. They took refuge in monasteries and denied the real life claiming it to be “a vale of tears”, to affirm the life in the hereafter where they would return to be happy; they denied earth to affirm heaven; that is, they transferred the value of life out of life, the real into the abstract.

In the name of God and the afterlife, they abdicated from this life, from their sexual instincts, from power, from pleasure, from everything that they once possessed when they were masters. Values became pacifism, humility, obedience, poverty, prudence, fasting, abstinence, equality, fraternity, justice…

Socrates and Plato, all of Greek philosophy and science, fit into the framework of the morality of the slaves, as they get their strength not from their arms but from their brains. The Jewish people as a whole reflects this concept; in fact, they began their history by being slaves in Egypt and defeated their masters afterwards not by the force of arms, but by intelligence.

This is how they themselves interpreted their saga by the way they tell the story of Jacob who through his cunning, with the help of his mother, fools his father Isaac and defeats his elder brother Esau who was physically much stronger, robbing him of his birthright. Jacob who also goes by the name of Israel begets 12 sons who are the heads of the 12 tribes of Israel.

Nietzsche calls the Jews a priestly people and the morality of the slaves is in fact of the Jews, and of the Christians who had the morality of the slaves gradually imposed on them; in fact, both Judaism and Christianity were born in slavery, the Jews were slaves in Egypt, and the Christians were for five centuries the poorest class, persecuted by the Roman Empire but later prevailed over it.

The morality of the masters is autonomous, the values are defined from the experience of the individual; the morality of the slaves is heteronomous, the values are norms that surge from outside of the individual, is ideological “God says, the Bible commands…”

The morality of the masters is vital, based on the body and its appetites and needs; the morality of the slaves is abstract, based on values that deny and sacrifice the real life.

The morality of the masters is naturist, it evaluates the performance as to whether or not it satisfies the instincts and needs; the morality of the slaves denies the need, and puts a label of sinful, ugly, impure, and labels and criminalizes in name of an ideology and unattainable ideals.

Naturalist ethics or return to the Garden of Eden
Then I saw a new heaven and a new earth; for the first heaven and the first earth had passed away, and the sea was no more. Revelation 21:1

Somewhere beyond right and wrong, there is a garden. I will meet you there.” Jalaluddin Mevlana Rumi

Rumi was a thirteenth century Persian poet and Sufi mystic; for him, the universal love is the cornerstone of spiritual life and the solution of good/evil duality. What is done for love is always beyond good and evil, because love overcomes the dichotomy of good and evil.

It doesn’t matter who is right or wrong. It only matters that you are not hurt. And that we both can benefit. All true benefits are mutual.” Donald Walsh

The dichotomy of good and evil does not exist among animals and we see that they are not violent, they only seek to meet their needs. There are only two differences between humans and animals: humans have more needs than animals and they have the use of reason which gives them more resources to meet the needs of everyone, while avoiding those that are met at the expense of others. The function of the good/evil dichotomy can only be effective to some, those who are designated as good dominate those whom they designate as evil.

We just have to draw conclusions and paraphrase what has already been said. We understand that NVC has no ethics insofar as it refrains from judging people and their acts; it is situated in this sense beyond good and evil insofar as its objective is not to evaluate who is good and who is bad, who has done well and who has done poorly, but to verify whether the human needs have been met or not.

In other words, it is naturist because it is earthly, grounded in the likeness of the morality of the masters; it is not an abstract and artificial and unattainable construct of values, at the service of a religion or of an ideology, and it does not judge people, or put a label on them. Unlike the morality of the slaves whose values come from outside of life, being therefore a heteronomous moral.

The morality of NVC is autonomous because it gives value to our needs from the most basic and physical to the highest and spiritual. It is moral what meets my needs and the needs of others and immoral what does not meet my or others’ needs, or only meets some of those needs.

The ethics of NVC differ, however, from the morality of the masters and is closer to the morality of slaves in considering the fulfillment of the needs of others as important as the fulfillment of my own; what’s more, the needs of others are also my needs. NVC understands that everyone wins when one wins and everyone loses when one loses; no one can be happy at the expense of the unhappiness of others.

Resembling the masters’ morality, the ethics of NVC is autonomous, natural and naturist, because its values spring from the nature of Man:
  • GOOD – is the strategy or the action that meets my needs as well as the needs of others.
  • BAD – is the strategy or the action that only meets my needs in detriment to the needs of others or vice versa meets the needs of others in detriment to mine.

Resembling the morality of the slaves, the actual ethics, the ethics of the domination system is heteronomous, artificial and arbitrary because its values spring from an ideology that largely disregards human nature:
  • GOOD – is the strategy or the action that mirrors and is subservient to the ruling ideology and whatever the instituted powers command, even if it goes against human nature, disregards the person’s freedom, his needs and values.
  • BAD – is the strategy or the action that rebels against the dominant ideology and its imposed artificial values. The one who tries to be faithful to himself, and seeks emancipation is seen as a black sheep and is labeled selfish by the powers that be. Should his actions go as far as to threaten the instituted powers, he would then be declared as “persona non grata” and afterwards either ostracised or eliminated.

This may sound very simplistic and indeed it is, the simplification is done on purpose for a better understanding. As for how things really are, we know that the ethics that rule our modern world does not correspond 100% to the morals of the slaves, the one the domination system has adopted, but is a combination of both: the masters and the slaves. This makes our modern ethics not entirely against human nature but still very much ideological.

NVC is a return to the Garden of Eden, to the primordial innocence, to nature before the appearance of moral evaluation of acts, at a time when our only concern was to meet our needs and the needs of others. Jesus said that if we are not like children we will not enter the Kingdom of Heaven; a child observes and does not judge, he places himself beyond good and evil or outside of this duality; he is aware of his needs and naturally seeks to fulfill them. Ethics in NVC is therefore a naturalistic ethics, its only concern is that everyone’s needs are fulfilled.

The morality of NVC is based on whether or not the needs and values of all are met. Because it is radically based on the commandment of love of neighbour as oneself, and since no one can be happy alone or at expense of others, in NVC, the needs of others are also one’s own; there are no victorious nor defeated; there are no winners nor losers; either we all win or we all lose.

Contrary to the morality of the slaves, because it is an artificial construct, and more similar to the morality of the masters because it is based on human needs and values that are universal, the morality of Nonviolent Communication is a natural, naturalistic or ecological morality. It is therefore good only what meets my and others’ needs and bad whatever does not meet these needs or what only satisfies mine, or what only satisfies those of others.

The fabricated myth of the good/evil dichotomy
As he was setting out on a journey, a man ran up to Him and knelt before him, and asked him, “Good Teacher, what shall I do to inherit eternal life?” And Jesus said to him, “Why do you call me good? No one is good except God alone. Mark 10, 17-18

When we come to think of the moral or ethical practical implications of good and evil from within the actual ethics, which is still to a great extent the ethics of the domination system, we come to the conclusion that such dichotomy is fictitious, artificial, ideological and arbitrary. If it still exists then it is because it serves somebody’s interests; it serves within the domination system those who with a Pharisaical attitude regard themselves as good and all others as bad.

Jesus refused to be called good by the rich young ruler. In his lifetime and in all cases that were presented to him, he always utterly refused to write off or condemn those deemed sinners or evil by the domination system. In this regard, it is very iconic also his opposition to uproot the so-called weeds that grow side by side with the wheat (Matthew 13:24-30), also here as in the previous text, He transfers to God the prerogative of good and evil as only God can tell one from the other; any attempts by humans to do so is ideological and serves an ulterior purpose that is an ideology.

On the other hand, thinking of evil, nobody has ever done anything evil for the evil´s sake; all those that have done bad things thought they were doing good. All those who, in our perspective did evil things, in their own perspective were doing a good thing.

No Islamic suicide bomber thinks that he is giving up his life for a bad thing. At the time of this writing, a husband and a wife used their four children in a string of deadly suicide attacks on three churches in the Indonesian city of Surabaya. In sacrificing their lives for a higher good, in their minds, the whole family gave up their lives thinking that they were doing good not evil.

The ethics of needs
The originality of NVC is that it has promoted the concept of needs by raising it to the status of value. The domination system regards needs as a negative thing. One should not have needs and one should most certainly not give in to needs, is laudable the one who manages to overcome and sacrifice them at the altar of the domination system's high values and ideals.

For the domination system, needs is what we have in common with the animals, so being governed by needs is like giving in to our animal nature, it goes against evolution. They are probably saddened by the fact that despite all the years of evolution we still have needs and we haven’t come up with a less animal-like way of meeting them…

A German farmer in the city of Schilda had a very good horse working in the fields, his only grudge against the animal was that he consumed too much oats; gradually he cut the ration in the hope that one day the horse would work without eating; indeed that day came he worked without eating but the following day drop dead.

Humans have learned to repress or sublimize needs to transform them into high values that serve the domination system, the culture, the civilization. Freud understood this and even praised the idea of sublimation but warned us, using the German folk tale of the horse of Schilda as a parable, that one cannot sublimize a need entirely.

There was a time when the sexual act was regarded as evil, dirty, ugly and sinful, and a little less evil when it was performed by a married couple and intended solely for procreation, but even there, Christian married couples were not to indulge in the pleasure of sex and were called to abstain entirely from it during Lent. For the rest, it was seen as a “remedium concupiscencia” a palliative for lust, never an act of love.

In NVC, needs and values are used interchangeably as synonyms; needs are values and values are needs. For the domination system, satisfying one’s own needs is being selfish; for NVC, it is simply being true to oneself. In NVC, only needs are values, and the values that are not referable to a need are not values at all, they are ideological instruments of the domination system downplaying and going against human nature.

The morals of love
We need to keep in mind that in NVC love is not a feeling but a need, although there are feelings attached to it; all needs have feelings connected to them since feelings are what alert us to whether a need is met or not. Love as a need doesn’t seem to be connected to morals and yet it is…

When we love we do not judge, when we judge we do not love; universal love, especially the love for our enemies, surpasses the dualistic thinking of good and evil, taking us far beyond it into the eternity that is God and the One who makes rain fall on the righteous and the unrighteous and who loves all unconditionally. We are all called to be like Him.

It is said also that love is blind; that lovers tend to be blind to each other’s faults and shortcomings, and naturally refrain from judging each other. Seemingly, once the love is gone all there is left are faults and shortcomings. From this reality we are to conclude that only love can deliver us from being judgmental thus leading us back to the Garden of Eden.

When lovers are together they lose the notion of time and space, and virtually experience eternity, proving that it exists. Because God is love, only love can lead us to true eternity. Only love can bring heaven to earth and take us back to the Garden of Eden. Even Nietzsche himself has said, “That which is done out of love always takes place beyond good and evil.”
Fr. Jorge Amaro, IMC

November 15, 2018

NVC - Anger Management & Conflict Resolution

2 comments:
Anger is a suicidal expression of an unmet need. Marshall Rosenberg

Be angry but do not sin; do not let the sun go down on your anger, (...). Put away from you all bitterness and wrath and anger and wrangling and slander, together with all malice, and be kind to one another, tender-hearted, forgiving one another, as God in Christ has forgiven you. Ephesians 4:26, 31-32

Saint Paul recognizes, in verse 26, that anger is part of our nature and that there are many existential situations in our everyday life that can provoke it. But he advises shortly in the same chapter not to indulge in it, that is, not to do anything motivated by it. We should not act out our anger because anger is a feeling, and like all feelings or emotions, it points to an unmet need.

Anger is nothing more than an alarm that sets off in our system that demands a time-out; to stop, take a deep breath and do an introspection exercise that aims to discover its cause within us and not in others. By doing this, we avoid the resentment that naturally leads to the souring of relationships, rage, shouting and insults as Saint Paul warns.

When anger spikes in us, there are several possible responses:  1. Respond aggressively within the scope of an eye for an eye, a tooth for a tooth, 2. Be passive, that is, turning the aggression against ourselves thus repressing the anger, 3. Be passive aggressive, or seeking revenge in an underhanded way of “slapping without a hand” or hiding the hand, and 4. Be assertive in protecting ourselves, but without attacking the other.

Distinguishing between the trigger and the cause of anger
Nonviolent Communication has a new approach to anger: it is not repressed, since that would be unhelpful, and it is not unloaded, by punching pillows for example, because that would only intensify it and eventually some punches may land on the one we think caused our anger.

The first step is to free the other person from all or any responsibility for our anger; that is, do not say, “you make me angry” because we are never angry at what the other person says or does; the other can trigger our anger, but he is never the cause of it. In a world of violence where guilt is a tactic of control, manipulation or coercion, it is important not to confuse the stimulus of feelings with their cause, like in “You make your dad and I suffer when you get poor grades.” The same tactic is used between lovers, “You disappoint me when you don’t remember my birthday.”

We deceive ourselves when we think that our feelings are the result of what others say or do. Instead of looking inward for the cause of our anger, or any other feelings or emotions, we look outward, blaming others, and searching for a scapegoat and often discharging our anger on him in the form of vengeance or punishment. Anger is to its cause like smoke is to fire where there is smoke there is fire, where there is anger there is a need of ours that is not getting met, it is this need that is the true cause of the anger and not what the other person said or did.

Rosenberg gives the example of a prisoner in a Swedish prison, when asked what the prison authorities had done to provoke his anger, the prisoner replied, “I made a request to them three weeks ago, and they haven’t responded yet.” The prisoner made a pure observation without mixing in any evaluation, that is, without qualifying the behaviour of the prison authorities; however, the stimulus seems to coincide with the cause, that is, he blames the authorities for his anger.

Identifying the cause of our anger in the way we judge the behaviour of the other
When this prisoner turned within himself to find the reason or the cause of his anger, he discovers that what in fact he feels is fear of getting out of prison without receiving the training he requested in order to be able to support himself financially. What causes anger is not what others say or do, but our interpretation and negative evaluation of what they say or do, as well as what we tell ourselves.

In this case, he discovers that he was angry because he thought it was not fair the way he was being treated, that the prison authorities were not treating him right. We feel angry because we interpret and deem as bad, unjust, inhuman, the behaviour of the one who triggered our anger. The behaviour triggers the anger but the cause is our interpretation of this behaviour and the verdict we pass on people by judging them as selfish, unjust, cruel etc.

Anger results from focusing our attention on what other people “should” or “should not” do and judging them as being “wrong” or “bad” or “selfish” etc. Anger keeps us focused on what we don’t like instead of helping us connect with our needs. By shifting the focus of our attention to asking what needs of ours are not getting met when we accuse others, our feeling of anger disappears or is replaced by feelings that serve life such as fear, disappointment, sadness or pain.

Replace the judgment by the unmet need that is behind the anger
The sentences that we pronounce in judging the one whose behaviour spurred our anger are life-alienating tragic expressions of needs that are not being met. Instead of looking into ourselves to connect with what we need, we come out of ourselves, and accuse and blame others for our needs not getting met.

“No one catches flies with vinegar”, in other words, this is certainly not the best way of meeting our needs, since accusations do not promote cooperation from others to get our needs met; on the contrary, they provoke defensiveness and retaliation. Even if they were provoked and we get their cooperation out of fear, shame or guilt, sooner or later we would pay for this type of forced and enforced cooperation.

Going back to the Swedish prisoner, Rosenberg asked him what unmet needs of his lie behind the accusations he made against the prison authorities. The answer did not come easily and that is because most of us are more used to reacting and judging others than doing exercises of introspection and connecting with what we really need. Finally the prisoner said, “Well, my need is to be able to take care of myself when I am released from prison. So the request I made of the prison officials was to learn a trade while I am an inmate.”

Rosenberg asked him how he felt now that he has connected with his needs, he answered, “I’m scared.” In connecting with the need that provoked the anger against the officials, the anger dissipated and he stopped feeling it. Meeting with the prison authorities after this introspective work, after uncovering his needs, he no longer felt the need to accuse them so that by stating his needs and fear instead, he is more likely to have his request met.

If hypothetically the prisoner had been able to enroll in an online course while waiting for the prison officials to respond, and thus finding another route to have his need met, his anger towards the prison authorities would have been dissipated. This proves once again that what triggers the anger is not what others say or do, but our interpretation of what they say or do; however, the genesis or the root cause of anger is always an unmet need.

Connecting with our needs is very difficult in our culture because we have been educated not to have any, or to be unaware that we have them, so that we are able to place ourselves docilely and subserviently at the service of the country, the king, the flag, the employer, the sons and daughters, the students, the institution, the company… Recognizing and expressing needs is translated as being selfish in our society.

Summary of the NVC process we follow
Finally, we share with the other person the process that we follow in our inner thoughts:

1. We start by identifying the trigger of our anger; what the person said or did that was the stimulus for our anger, sometimes it is good to write it down for better clarity.

2. Express the anger, make ourselves aware that we are angry and that it is not because of what the other says or does, but rather what we say to ourselves in interpreting what the other says or does, asking ourselves what did we tell ourselves that ignited this anger?

It is the judgment I make that implies wrongness on the part of what the other person said or did and classify that wrongness as being selfish, unfair, cruel, insensitive, lazy, etc.… I am the creator of my own anger when I imply wrongness in the other person, and qualify and judge that wrongness in terms of static language.

3. We look for the need that is not getting met and is hidden behind how we judge the person who spurred our anger; so we translate or replace the appreciation we made of the other person for our unmet need.

So, we avoid saying “I feel angry because you…” (did… or said… or are...) and say instead, “I feel angry because I need…” (revealing the unmet need)

The moment we connect with this need, recognizing that this is the cause of our anger, we stop feeling angry, this is replaced by another more positive feeling that is easier to deal with. In the case of the prisoner, his anger was replaced by fear of not having a job after being released from prison. It is also important to connect with the feelings and needs of the people who triggered my anger.

4. Now we are ready and able to make our request to the person who can help us get our needs fulfilled.

In the case of the prisoner, it would be like this: It has been three weeks since I made a request and I have not yet received an answer; I’m afraid because I need to earn a living when I leave this prison; I feel that without taking this course or learning a trade it will be very hard for me to survive out there.

Sadness facilitates the introspection that mobilizes us to find the fulfillment of our needs; anger, on the other hand, pulls the rug from under our feet, and at first it may mobilize us to blame others for not getting our needs met. Anger, which results from the punitive manner we judge others, distracts us in such a way that we completely ignore the need or needs that are the true cause of it. In this sense, it may serve as a wake-up call that we are completely disconnected with our needs; we will only appease our anger if we find its cause within us and not in others.

CONFLICT RESOLUTION
Blessed are the peacemakers, for they will be called children of God. Matthew 5:9

We all know the harmful effects of unresolved conflicts: destructive violence, hatred, vengeance, resentment, anxiety, insomnia, depression, fear. Furthermore, we have an innate tendency to avoid conflicts and run away from them like the devil from the cross. The art of living together, however, is not the art of avoiding conflicts, but rather the art of experimenting and experiencing them positively for all involved. Just as anger should not be repressed, conflict should be experienced because it is natural, normal and neutral.

Conflict is natural
God did not create us equal, but different; we are different in gender, within the same gender in sexual preference, age, philosophy, personality and character, taste, choice, values. The convergence of these divergences is not easy nor is it naturally harmonious.

Many edges must be trimmed for the natural divergence to transform into harmonious convergence and eventually complementarity. Unity of fact happens when we look at our differences as an asset and not as a defect; when we discover that we complement each other and that this complementarity is only possible in the acceptance of our mutual differences.

Conflict is normal
Conflict is inherent in humans on the individual basis, as an internal conflict, and at the social level, as an external conflict; because of that, it is also transversal to all human activity. Wherever the person finds himself, there is conflict whether it be at home, in the factory, in school, at work, in the hospital, at Church, in all the institutions.

Because our culture teaches us that conflict is bad, it does not empower us to solve it in order to seek the fulfillment of everyone’s needs. On the contrary, it only offers us the three classic forms of reaction of the reptilian brain: fight, flee or avoid the conflict. Confrontation is normal, and the malfunctioning of society, or any institution, comes from the inability to manage the confrontation.

Conflict is neutral
Conflict in itself is neither good nor bad, adequate or inadequate, right or wrong, it all depends on how we deal with it. As it is in the case of anger, at the beginning conflict also acts as an alarm, a symptom of divergence, a crisis that when it is well managed leads to greater growth.

When it is not well managed, it will maintain the status quo adding to an atmosphere of dissatisfaction and a continuous sneaky camouflaged violence that poisons and corrodes relationships, leading eventually to a greater loss for all involved if for one reason or another the conflict deflagrates.

When this happens, after the cold war has been going on for a long time, it takes on a proportion that is difficult to manage because there is no longer any will on everyone’s part to resolve the conflict.

 “Your enemy hides from you because he hates you, you hide from your enemy because you know him,” says an African proverb. A religious community, a company or an institution whose members live in a cold war atmosphere, move around each other like fish in an aquarium and when they accidentally touch each other, they spark and repel one another.

Some causes of conflicts
•    Disregarding someone’s opinion because we don’t like him
•    Wanting everyone to be the same
•    Not accepting someone as he or she is
•    Inferring motives behind behaviour
•    Blocking people into roles
•    Prejudices, boxing others into roles impeding them from growing and progressing
•    Racism, sexism, chauvinism
•    Rivalry, envy, autocracy
•    Religious beliefs
•    Narcissism and exaggeration of small differences, while overlooking what we have in common
•    Fixating on small details while ignoring the big issues
•    Constant destructive criticism
•    Imposition of decisions on people who did not participate in them
•    Fear of affronting and confronting someone
•    Denial and escape of conflicting situations
•    Using silence as weapon to control others
•    Manipulation, insensitivity
•    Lack of reconciliation or premature reconciliation without resolving the issue
•    Being treated or treating others like children

The use of NVC’s four steps to resolve conflicts
“Expressing our vulnerability by the manifestation of our feelings, may help to solve a conflict.”
Marshall Rosenberg

In the resolution of conflicts, as well as in anger management and other individual and social matters, NVC is like a magic wand that transforms instruments of war into instruments of peace, a philosopher’s stone that transforms everything it touches into gold. It is also the best matrix, the best paradigm or model to resolve satisfactorily the conflicts that result and emerge in our lives together.

Faced with a conflict, or whenever we find ourselves in the middle of one, or witnessing one, the four steps of Nonviolent Communication carries a street smartness that can help us communicate with others compassionately.

First, observe and describe objectively what is happening or happened; describe the facts that make up the situation that disturbs us, without judging or evaluating, without comparing with similar or past conflicts.

Second, be aware of the feelings and emotions that crop up in us, both in our body as in our spirit; identify them and give them a name, avoiding words that contain veiled criticism of others and that toss us out of feelings, such as victimized, abandoned, rejected, misunderstood. These are not feelings, but rather words that evaluate the action of the other person. Making ourselves responsible for our feelings prevent us from dealing with conflicting situation from the point of view of the victim.

Third, do an exercise of introspection to find out our unfulfilled needs and not assume that others know what we need, when we don’t even know them ourselves. This way of thinking started in our infancy when our parents and educators guessed what we lacked without us telling them or even without ourselves being aware of what our needs were. It is important that, as adults, we are able to identify our needs in order to make clear and direct requests to meet them. In so doing misunderstanding is avoided and we are more likely to have our needs met.

Finally, what are our requests? After identifying our needs the next step is to make a specific, feasible, concrete and realistic request. For any request that we make, the answer that we hear is always a positive ‘yes’ even when apparently the other person voices a negative “no”.

In NVC, we are not to be addicted to our expectations; the best response is not what we expect, but what the other gives us. Everyone needs to feel free to ask for what he needs, as well as to say yes or no to the requests without being judged, blamed or criticized. In expressing our needs, remaining open to the results, relationships become more authentic and satisfying. As we know already, the other person’s “no” is simply a “yes” to his immediate needs (which in NVC are also ours) and a postponement of ours at the present moment.

Example
Rosenberg speaks of a conference that he gave in a Palestinian refugee camp. At the very moment he was introduced to the crowd as being an American, a sharp voice cried out, “Murderer!” This was a highly charged situation that had the potential of getting out of control that could result in the failure of the conference as well as hamper his personal safety. By applying NVC, this is the dialogue that followed:

- Are you angry because you would like my government to use its resources differently? (I didn’t know whether my guess was correct, but what is critical is my sincere effort to connect with his feeling and need.)
 - Damn right I’m angry! You think we need tear gas? We need sewers, not your tear gas! We need housing! We need to have our own country!
 - So you’re furious and would appreciate some support in improving your living conditions and gaining political independence?

 The dialogue continued for some time and Rosenberg discounted the insults and the harsh language to listen for the feeling and need behind each statement made by connecting empathetically with the Palestinian, without agreeing, disagreeing or defending himself against the accusations. Rosenberg says that when the gentleman felt understood, he was able to continue with the conference, which ended one hour later with an invitation from the same man who had called him a murderer to his home for a Ramadan dinner.

In conclusion, apart from being a dramatic expression of unmet needs, both anger and conflict are not so much the result of what others say or do, but rather the way we judge others by what they say or do.
Fr. Jorge Amaro, IMC


November 1, 2018

NVC - Educating Without Rewards Or Punishments

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‘Who among you would say to your slave who has just come in from ploughing or tending sheep in the field, “Come here at once and take your place at the table”? Would you not rather say to him, “Prepare supper for me, put on your apron and serve me while I eat and drink; later you may eat and drink”? Do you thank the slave for doing what was commanded? So you also, when you have done all that you were ordered to do, say, “We are worthless slaves; we have done only what we ought to have done!”’ Luke 17:7-10

Rewards and punishments are part of the language of violence, which needs external stimuli to get things done. The new man, the nonviolent man, is autonomous, the motivation for his action is intrinsic, he does not do what he does for fear of punishment, nor in eagerness to win a reward. He does what he does because he likes it, and in order to meet his needs and the needs of others around him, thus contributing positively to his family, institution, company or society in general.

The biblical text quoted above imparts this idea that God is not indebted to us for having done what it was our duty to do in the first place. Rosenberg often advises people not to do anything if not for the pure joy of doing it; it seems that this idea go against the Christian principle of doing something for someone, of placing oneself at the service of others, but this is not the case.

Everything we do is to be done because we freely choose and want to do it; in this way, no one feels indebted to us. We are not enslaved to anything or to anyone, not even to duty, nor do we enslave others to us, that is, people are not indebted to us for what we do for them because we are not doing it for them but for ourselves, because we like to contribute to the well-being of others.

Marshall Rosenberg, the founder of NVC, did not delve more deeply into many areas of philosophy that underlie his linguistic technique. The area of education, however, has been developed in two small books titled, “Teaching Children Compassionately” and “Raising Children Compassionately”. From these two books, we will show how children should be educated at home and in school following the NVC principles.

Convinced that NVC has the potential to create a new man and a new world, Rosenberg did not neglect the area of education. He insisted that this new language should not only be taught to the very young, but that it should be the philosophy of education both at home and in school. He himself helped to create the so-called giraffe schools where the teaching systems, as well as the relationships between students, students and teachers, and teachers and parents follow the NVC matrix.

The limitations of coercion and punishment
Human beings from very young have an unquestionable need to protect their autonomy and freedom. Naturally they resist doing what others want them to do, even if it is good for them, for the simple reason that it was not their free personal choice. It is true that we can always ask children to do this or that, but we must always make clear the difference between asking and giving an order.

Orders are coercive, because they are accompanied by fear, punishment, guilt and shame, and give no possibility of choice; requests, on the other hand, grant the possibility of choice in such a way that if the answer is a “No”, we still hear a “Yes” to the needs of the one who apparently answered negatively to our request, so we are not bothered by it.

Rosenberg is peremptory in saying you just have to ask yourself two questions to come to the conclusion that punishments or rewards as a motivator for a child’s, or for that matter anybody’s, behavior never work:

What do you want your child to do?
In answering this question, you might conclude that coercion and rewards seem to be a shortcut for getting a person to behave in the way you want. They might work in the short run for a while; but once the person understands that the rewards are addictive and manipulative, and that coercion denies freedom, then they wouldn't work anymore.

What do you want your child’s reasons to be for doing something?
Rosenberg guarantees that as soon as you ask this question you will realize that rewards and punishments don’t work. A behaviour that is enforced by punishment, motivated by fear, guilt, shame, obligation or a desire for a reward is a threat to the child’s need of autonomy, freedom and independence. In fact, extrinsic motivations have a high price to pay for both the one who imposes them and the one who complies.

We certainly prefer that our child’s or any person’s motivations for behaviour to be intrinsic, and not extrinsic, that is, enforced by punishments or enticed by rewards. For this to work we need to connect empathically with the person in a way that he knows that his feelings and needs matter equally to us as our own.

Through an empathic dialogue both our needs and the ones of the other person can be identified and known. Once this happens nature will find strategies for both needs to be met in a win-win approach.  Empathy leads to gratuity, to doing things and giving from the heart with no need for rewards.

It is also the emphatic dialogue that transforms a demand into a request. Demands may be useful in the army but not in education as they don’t take into consideration the needs of the other, his autonomy and freedom of choice.

Physical punishment
In almost every country in the Western world it is already illegal to spank one’s own children and yet the vast majority of parents still believe in the value of corporal punishment, in the sense that to give it up is to give up enforcing the values that they want to instill in their children.

In other words, for many parents to give up punishment is to give up educating their children thus letting them do whatever they want. For this very reason, because the law forces them to give up punishment, and they do not understand how to educate otherwise, they end up by giving up both punishment and education, so that they become both permissive and condescending which is bad for the child, for themselves and for the society in general.

Punished by rewards
What is true for punishment and coercion is also true for rewards; the latter is just as coercive as the former to obtain a certain conduct from children. In both cases we are using power over someone, forcing them to behave as we want. Rewards also rob others of their freedom because these make them act for motives outside of themselves, an attack against their autonomy and freedom.

In his book, Punished by Rewards, Alfie Kohn says that we educate children, at home and in school, and manage the employees at work, in the same manner we train a dog, bribing them with incentives: “Do this and you’ll get that”. Extrinsic motivations, in the form of praises, money, prizes are ineffective and counterproductive because those who suffer them quickly realize the ultimate reason is the manipulation and control of their behaviours.

It is remarkable how often educators use and abuse the word motivation when what they really mean is obedient submission. Indeed, one of the fundamental myths in this area is that it is possible to motivate someone. Kohn advises educators to avoid seminar articles or workshops titled, “How to motivate your students”, as framing the question in this way means exposing oneself to the device and control mechanisms. However, if it has to do with an intrinsic motivation, it is irrelevant since no one can motivate someone else.

Motivated by guilt
Our doing, or our giving, must come from the heart, must be motivated from within, or be self-motivated. Besides rewards and punishments, such as coercion or incentive motivation that induces children to do this or that, many parents especially those who have stopped punishing and reprimanding their children have found another technique, in their own understanding of nonviolence, of instigating guilt in their children. After all, they did not leave the Karpman’s Bermuda triangle, they have only ceased being the persecutors to become the victims.

When a mother says to her son, “You hurt me and your dad when you don’t clean up your room, or when you don’t get good grades…”, as there are no victims without persecutors, in becoming a victim, the mother is accusing and blaming her son of persecuting her with his behaviour hoping that her son will feel enough guilt to push him to make amendments for what he has done wrong, thus completing the triangle and become his mother’s rescuer by undoing the behaviour that oppressed her.

Of course, the child’s actions are not the cause of the parents’ feelings, but rather what they say to themselves as a result of their child’s actions. The child who changes his behaviour, to please his parents, does so because he feels guilty and not because he positively wants to contribute to life – his, his parents’ and society’s in general. If the parents in expressing their feelings were made to follow their needs then it would no longer be coercive or violent nor would it instigate guilt in the child. NVC in action could be, “Mommy feels frustrated when you don’t eat everything on your plate because I want you to grow up strong and healthy.”

Creating ties
The solution between preserving the child’s autonomy and our desire to instill our values through education, is a paradigm shift and the ultimate goal. What we want is to create ties that permit everyone’s needs to be met. The ties of mutual respect, where the needs of both, the educators and the learners, are equally important and interdependent.

In this new paradigm of education, we apply to children the same principles we use with adults. We give up any and all evaluations in terms of right or wrong, good or bad by replacing them with whether or not our needs are met, and whether or not it is in harmony with them. In practice this should be done in a way that does not stimulate or provoke guilt or shame in children.

“I’m afraid when I see you hit your little brother, because I have the need for the family to be a safe place”, instead of, “Hitting your little brother is bad, you are a coward.” Or instead of, “You have not cleaned up your room, you are lazy”, say, “I feel frustrated when I notice that you did not make your bed, I need everyone to help keep the house clean and tidy”.

Unconditional love
But you are not to be called rabbi, for you have one teacher, and you are all students. And call no one your father on earth, for you have one Father – the one in heaven. Nor are you to be called instructors, for you have one instructor, the Messiah. Matthew 23:8-10

Autocratic authority has no place in NVC or in the new world that Jesus came to inaugurate. We are all brothers and sisters in fact and what counts is the moral authority with which we perform a service in the community. All services are important to community life, the performance of a task, a service, it does not give us any power over others. The only authority is God who is the Father of all. Therefore the father has no authority over the children nor the masters over the disciples.

This dialogue only works when we gain moral authority over the children, in the sense that we are with them when they need us; many parents, on the other hand, only make themselves available or visible when it is the time for punishment.

A child may one day come home and vent, “Nobody likes me”; the temptation is to deny what is true, or to give advice; in these moments the most important thing is the empathic silence that in practice can be translated into a look or gesture of support. Only later are questions asked to help the child find his own answers.

Love is unconditional and it is certain that, theoretically, all parents unconditionally love their children. In everyday life, however, what they actually communicate in behaviour and body language is precisely the opposite, because they express sadness and anger when their children do not behave as they would wish and joy when they do what the parents want. In this way, what the children learn is the conditionality of their parents’ love in such a way that they can even end up doing things that they do not want for themselves, in order to obtain this love in the form of approval.

The use of the language of nonviolence reduces conflicts within the family as well as sibling rivalry, because it replaces the struggle for power with cooperation and trust. For this to happen, parents should promote their children’s emotional development and self-esteem, as well as protect and nurture their autonomy. This can be done by expressing frustration when they do not do what is for the good of all, instead of judging and blaming them, and make clear, concrete and doable requests, and find out and listen to the needs behind the “no” answer.

When a child says or does something that is not to our liking
It is not uncommon, but happens very often that a child says or does something less positive. It is at this moment that we take a deep breath and manage the situation within the parameters of NVC. It can be very difficult and takes time in the beginning because in the moments of crisis, the clearest thing is that our reptilian brain takes control of us, and for us to connect to the neocortex we must give time to disconnect from our reptilian brain, and observe without judging even inside of our mind. We have four options:
  1. Blame ourselves – I am a bad father or mother, it is my fault that my son or daughter is this way
  2. Blame the child – He is selfish. Rude and good for nothing etc.…
  3. Connect with our feelings and needs – I feel disillusioned, I need recognition for the effort I made
  4. Discover their feelings and needs – Do you feel reluctant because you want to be free to make your own choices?
When we succeed in connecting with our feelings and needs, we are indirectly helping the other to do the same, and in this way both will surely find a satisfactory solution to the needs of both even in the worst situations.

The goal is that whatever the children do, it is because they themselves choose to do it and do it for the pleasure of knowing that they are contributing to making life more wonderful for themselves and for others, because it meets their and others’ needs. In this way, a request may sound more or less like this: “I would like you to do this, it would meet my need, but if in case your needs conflict with this, I would like to know, so that we both can find the best way to meet both of our needs.”

The jackal schools
For a violent society to remain as such, it needs to have schools where violence is learned and is part of the curriculum. It is not just that the school’s administrators turn a blind eye at bullying, and that they only act when the consequences are catastrophic or when it is too late and the victim has committed suicide. Institutional violence is also exercised over the children in the following ways: 
  • Teach the children to obey the authority unconditionally and uncritically; so that later on when they are hired for a job they do what they are told without questioning.
  • Train the children to work for an external reward. The school is not interested in children learning to enrich their lives and the lives of others, but to strive to get high grades, whether they like what they are studying or not, because these will translate into high paying jobs for them in the future.
  • Maintain social inequalities and a system of classes or castes making it look like a democracy. 
The giraffe schools
Schools in which parents and teachers relate as partners – where the Nonviolent Communication is part of each interaction – are learning communities, and not impersonal factories from top to bottom. (Riane Eisler in Tomorrow’s Children: A Blueprint for Partnership Education in the 21st Century)

In his many travels, in 50 countries, Rosenberg helped to create this type of schools, where the relationships among teachers, students and the rest of the educational staff are modeled on Nonviolent Communication.

The children have an active role in the educational process – In this way, Rosenberg draws from the ancient Socratic process of maieutic, from non-directive psychotherapy of Carl Rogers and from the experiences of the Brazilian educator and philosopher Paulo Freire. The other, whether adult or child, is not an empty bag that I am going to fill with knowledge. The students, the teachers, the parents and the rest of the educators learn together, from each other because everyone has something to learn from others and something to teach others.

The motivation is internal, autonomous not coercive – The motivation for whatever the children do comes out of themselves, it is not imposed from outside by negative coercive means such as punishments and reprimands, nor positive ones such as prizes and rewards. The autonomy of the children is a respected value in giraffe schools, but they do not affirm autonomy disconnected from interdependence. The truth is that we are as autonomous as we are interdependent; one value cannot be affirmed to the detriment of the other. The students are motivated by values, needs and desires intrinsic to themselves, not imposed or suggested from the outside.

Self-discipline replaces discipline rooted in obedience motivated by fear of punishment – In these schools, children are not disciplined, but self-disciplined because they are convinced of the value of discipline so that it is not imposed from outside, but desired and adopted from within. The school’s rules of operation are discussed and agreed upon by all who are affected by them.

Children respect authority rather than fear it – Authority is not autocratic or even democratic, but it is above all a moral authority that conquers the children’s hearts through empathy and compassion; in this way there is a mutual respect and understanding between teachers and students, and collaboration at all levels.

Children in a giraffe school learn to express themselves with their classmates and teachers in a positive way, avoiding evaluations, prejudices, comparisons and criticisms. They express their feelings when something goes wrong and learn to try to describe those feelings. They then ask others, be them parents, classmates or teachers, how they would like them to act, formulating these requests in a positive and clear way. Finally, they are taught to take responsibility for their own actions and decisions.

For Rosenberg, what is important for the children’s future is not only learning the curriculum, getting good grades, and having academic success in general. The relationships that a child establishes with the teachers and peers are part of the learning and are equally important for a successful life in the future. Schools should prepare for life in all its aspects and not only for the exercise of a profession. If a child learns to resolve conflicts in the form of Nonviolent Communication, then he is being prepared not only for a professional life, but also for life period.

The important thing is not only the end of a trip, the graduation day, but also the process that led there, the accomplished relationships and the way they were lived, the conflicts experienced and resolved, the way all this was learned is part of the baggage that the child takes with him or her in life and not just a paper, a diploma.

Children resolve their own conflicts – Some schools have in the classrooms a place called the mediation corner; when a conflict arises between two students, a third mediates between the two in conflict using the nonviolent conflict resolution technique.
Fr. Jorge Amaro, IMC