Return to Video

Alfie Kohn - The Case Against Competition

  • 0:01 - 0:04
    The title of this conference gave me pause, frankly
  • 0:04 - 0:08
    because the way I use the word conflict
    I don't see much need to move beyond it.
  • 0:08 - 0:12
    But words pertaining to competition,
    aggression, conflict, cooperation and so on
  • 0:12 - 0:16
    are very difficult to get
    straight and sometimes we argue when we
  • 0:16 - 0:18
    don't mean to argue about the substance.
  • 0:18 - 0:21
    So for example when students in class
  • 0:21 - 0:25
    help each other on in a cooperative
    fashion
  • 0:25 - 0:28
    we don't call it cooperation in this
    country we call it cheating.
  • 0:28 - 0:33
    similarly when the word cooperation is
    used again in a classroom setting
  • 0:33 - 0:37
    it is used to mean obedience as in
    I want you all to cooperate now which means
  • 0:37 - 0:39
    do exactly what I tell you.
  • 0:39 - 0:44
    Words are used in ways that don't always
    lend themselves to clarity and that's true
  • 0:44 - 0:45
    with conflict too.
  • 0:45 - 0:49
    As far as I'm concerned and what I wanna
    try to do in these brief introductory remarks
  • 0:49 - 0:51
    before going on to
  • 0:51 - 0:55
    discuss competition and then more
    broadly human nature
  • 0:55 - 0:58
    a phrase by the way that I think should
    always appear in quotation marks.
  • 0:58 - 1:03
    I want to just say a word about conflict.
  • 1:03 - 1:07
    I don't think there's a problem with
    conflict, I don't seek to move beyond it
  • 1:07 - 1:10
    the question is not will there be
    conflict or should there be
  • 1:10 - 1:14
    the answer to both questions being yes
    as far as I'm concerned but rather
  • 1:14 - 1:17
    will that conflict take place in a
    context that is cooperative or competitive?
  • 1:17 - 1:22
    now I don't think here I fundamentally disagree with Ted Rockwell,
  • 1:22 - 1:27
    he just uses conflict to mean something
    else. It might substitute for
  • 1:27 - 1:31
    say... controversy or
    dissent
  • 1:31 - 1:35
    or something of that sort. There is a big
    difference between these two kinds of
  • 1:35 - 1:37
    conflict though as I am using the term -
  • 1:37 - 1:40
    in business meetings and
  • 1:40 - 1:45
    at dinner parties there are people who
    raise objections,
  • 1:45 - 1:49
    make arguments, disagree in order
  • 1:49 - 1:52
    so that everyone can be exposed to
    another idea which is seen to be
  • 1:52 - 1:53
    important,
  • 1:53 - 1:57
    so that people can reach some agreement
    that's more informed
  • 1:57 - 2:02
    or can educate and then there are people
    who raise disagreements,
  • 2:02 - 2:05
    open up controversy - to hear themselves
    talk.
  • 2:05 - 2:09
    Wanna show how clever they are and to
    score points - you can smell the difference
  • 2:09 - 2:13
    between these two kinds of
    conflict - you know what I'm talking about:
  • 2:13 - 2:16
    cooperative conflict seems to make a
    lot of sense
  • 2:16 - 2:20
    that's when people disagree with each
    other for a purpose that is productive
  • 2:20 - 2:25
    or that educates and the long literature of
    study showing that this tends to work
  • 2:25 - 2:25
    better
  • 2:25 - 2:29
    than either debate or competition on
    the one hand
  • 2:29 - 2:33
    or people all pretending some sort of
    magical harmony
  • 2:33 - 2:37
    and forced consensus exists on the other -
    that is the literature that has been
  • 2:37 - 2:39
    contributed to in large part by David
    Johnson -
  • 2:39 - 2:43
    one of the speakers tomorrow and he will
    tell you most likely about
  • 2:43 - 2:48
    some of the studies to that effect. In
    fact you might even say to build on the
  • 2:48 - 2:49
    last speaker's remarks -
  • 2:49 - 2:53
    that this is parallel to what Darwin
    meant by natural selection.
  • 2:53 - 2:57
    the phrase survival of the fittest - as
    you may know was not coined by Darwin at all
  • 2:57 - 2:59
    but by Herbert Spencer who corrupted
    his thinking
  • 2:59 - 3:03
    and in fact the idea of survival of the
    fittest
  • 3:03 - 3:07
    is one that does not involve competition
    by its nature at all
  • 3:07 - 3:10
    it merely suggests that creatures that
    adapt best
  • 3:10 - 3:14
    to a changing environment are around to
    live and reproduce another day
  • 3:14 - 3:18
    it does not specify what mechanism is
    used
  • 3:18 - 3:22
    in order to adapt and thus all of the
    evidence we just had presented to us
  • 3:22 - 3:26
    suggested cooperation is the best way
    for this amazing concept
  • 3:26 - 3:31
    of the evolution to take place,
    similarly with conflict, it doesn't
  • 3:31 - 3:33
    specify the mechanism of cooperation
  • 3:33 - 3:38
    or competition. however that doesn't
    mean that I agree with everything that's
  • 3:38 - 3:42
    always said about the nature of conflict
    being desirable.
  • 3:42 - 3:45
    Sam Kein and I for example I think will
    have to agree to disagree about some
  • 3:45 - 3:46
    points
  • 3:46 - 3:50
    for example I would never use the words
    atheism and barbarism in the same sentence
  • 3:51 - 3:55
    for another point I think the idea that
    things come to us
  • 3:55 - 3:58
    of themselves so to speak when we
    acknowledge our dark side
  • 3:58 - 4:01
    is a troubling point for two reasons
    first
  • 4:01 - 4:06
    because I think that good things come to
    us by human creation after hard work
  • 4:06 - 4:07
    never by themselves
  • 4:07 - 4:11
    and second because when we talk about
    acknowledging our dark side
  • 4:11 - 4:15
    we run the risk of being interpreted
    correctly or misinterpreted as the case
  • 4:15 - 4:16
    might be
  • 4:16 - 4:21
    as suggesting that this stuff is innate,
    that this competitive aggressive nasty
  • 4:21 - 4:22
    nature of ours
  • 4:22 - 4:26
    is something we were born with and will have
    to learn to acknowledge as opposed to
  • 4:26 - 4:27
    acknowledging
  • 4:27 - 4:31
    the sense in which those nasty evil
    parts of ourselves, the selfishness and
  • 4:31 - 4:31
    the
  • 4:31 - 4:35
    competition are in large part social
    creations
  • 4:35 - 4:39
    that if anything we overlook by simply
    talking about some individual or
  • 4:39 - 4:45
    innate nature. so cooperative conflict
    and wrestling with ideas I think is fine
  • 4:45 - 4:48
    but there's a particular kind of
    conflict as i've mentioned that I think
  • 4:48 - 4:49
    especially
  • 4:49 - 4:52
    disturbing and that is competition.
  • 4:52 - 4:55
    basically there are two respectable
    positions to take on competition in this
  • 4:55 - 4:56
    country:
  • 4:56 - 5:01
    one is unqualified endorsement and the
    other is qualified endorsement.
  • 5:01 - 5:04
    unqualified endorsement is the Vince
    Lombardi quote: winning isn't everything
  • 5:04 - 5:06
    it's the only thing
  • 5:06 - 5:10
    it's a dog eat dog world out there or
    perhaps given how early it starts now
  • 5:10 - 5:14
    with pre-school we should say a
    doggy-eat-doggy world out there
  • 5:14 - 5:18
    and we've got a get kids primed for
    as much
  • 5:18 - 5:21
    canine consumption as possible - very early.
  • 5:21 - 5:25
    if you can't stand the heat et cetera it's
    good for us and and so on
  • 5:25 - 5:28
    the second position the second camp
    suggests -
  • 5:28 - 5:31
    I feel really silly trailing this tail
    around after me but
  • 5:31 - 5:38
    I don't think there's any real
    alternative - no not that one
  • 5:38 - 5:42
    I guess that's a tale for another day
    though, isn't it. the point...
  • 5:42 - 5:45
    the point I want to make is that the
    second position - the only other one - is
  • 5:45 - 5:47
    one that says something like
  • 5:47 - 5:51
    competition has gone too far in this
    country we push kids too fast and too
  • 5:51 - 5:52
    hard to be number one
  • 5:52 - 5:55
    but if we keep things in perspective
  • 5:55 - 5:59
    and don't get carried away then
    competition can be natural and appropriate
  • 5:59 - 6:03
    and healthy and so on. that used to be my
    position
  • 6:03 - 6:07
    but in writing no contest I went through
    more than 400 studies
  • 6:07 - 6:12
    and slowly I came to a third camp which
    may be occupied only by me
  • 6:12 - 6:17
    at this point and that is as follows:
    that competition is not destructive or
  • 6:17 - 6:18
    counterproductive
  • 6:18 - 6:23
    in its excess, it is not destructive
    because we're doing it the wrong way,
  • 6:23 - 6:26
    it is destructive by its very nature.
  • 6:26 - 6:31
    the very phrase "healthy competition" it
    seems to me and I think there are good
  • 6:31 - 6:35
    - though largely unknown data to support this -
    the phrase healthy competition
  • 6:35 - 6:40
    is a contradiction in terms and the
    ideal amount of competition
  • 6:40 - 6:43
    note I do not say - conflict - the ideal
    amount of competition in
  • 6:43 - 6:47
    any environment - the classroom, the
    workplace, the family.
  • 6:47 - 6:50
    the playing field - is NONE.
  • 6:50 - 6:53
    now I don't expect that most if you will
    agree with this,
  • 6:53 - 6:58
    I didn't myself but I want you to open
    to the possibility that
  • 6:58 - 7:01
    all things that are bad and excess are
    not necessarily good in moderation.
  • 7:01 - 7:09
    That's a surprising concept.
  • 7:09 - 7:12
    I like to say to audiences who challenge
    me on this
  • 7:12 - 7:15
    you know "hey you don't wanna be
    so radical about it, we need some
  • 7:15 - 7:17
    competition" I say: "you know I agree with
    you
  • 7:17 - 7:20
    I think the same thing is true about
    torturing children..."
  • 7:20 - 7:24
    "we don't want to overdo it but you can't
    have none at all now can you?"
  • 7:24 - 7:28
    the point is that not everything is good
    in a middle ground, we love this sort of
  • 7:28 - 7:32
    reflexive position of let's not overdo
    it
  • 7:32 - 7:35
    but we need SOME. some things are
    inherently destructive,
  • 7:35 - 7:39
    this position has not won me plaudits
    all over the country as you can imagine -
  • 7:39 - 7:42
    I'm alternately called a communist and a
    wimp as I
  • 7:42 - 7:47
    discuss these things, although never
    both... but you know
  • 7:50 - 7:53
    I guess you don't need to be spending
    three hundred billion dollars on the
  • 7:53 - 7:55
    pentagon if the communists... well, you see
    what I mean
  • 7:55 - 7:59
    but it's one or the other...
    but the position is one that i think is backed
  • 7:59 - 8:02
    by research - even though it sounds
    radical.
  • 8:02 - 8:06
    the idea is that competition
  • 8:06 - 8:10
    no matter what amount it exists in is
    always to that extent destructive,
  • 8:10 - 8:12
    some competitions are worse than others
  • 8:12 - 8:16
    let me define my terms in good social
    science fashion here.
  • 8:16 - 8:19
    I like to distinguish between what I
    call structural and intentional
  • 8:19 - 8:21
    competition
  • 8:21 - 8:25
    by structural competition I mean what I
    call mutually exclusive goal
  • 8:25 - 8:28
    attainment which is a fancy social science
    expression for
  • 8:28 - 8:31
    I succeed only if you fail.
  • 8:31 - 8:35
    There's a stronger version of this in which
    I succeed only if MAKE you fail
  • 8:35 - 8:39
    you see the difference? in the first case
    we may be talking about golf or bowling,
  • 8:39 - 8:41
    I do something you do something I do
    something you do something, and at the end of
  • 8:41 - 8:43
    course we're Americans we have to have a winner
  • 8:43 - 8:47
    we compare scores but we don't
    interfere with each other's performance.
  • 8:47 - 8:50
    in the stronger version I succeed only if
    I make you fail
  • 8:50 - 8:56
    here we find it in war or TESS?!?!
  • 8:56 - 9:00
    in which in order for me to do well I have
    to actively interfere with how you do it
  • 9:00 - 9:03
    so a good shot in tennis for example is
    one
  • 9:03 - 9:07
    that you cannot return, that's true by
    definition.
  • 9:07 - 9:11
    the goal, the objective of the activity
    is not merely to succeed at the end but
  • 9:11 - 9:13
    at each moment to interfere with your
    success
  • 9:13 - 9:17
    that doesn't mean all tennis players are
    nasty or neurotic
  • 9:17 - 9:21
    or malicious it means that the rules of the game
    the structure so to speak
  • 9:21 - 9:25
    require us to succeed at the expense of
    other people's failure
  • 9:25 - 9:28
    and that is what I am argueing is
    always and by its nature
  • 9:28 - 9:32
    unnecessary and destructive. and I
    distinguish that structural competition
  • 9:32 - 9:34
    from intentional competition
  • 9:34 - 9:39
    by which I mean simply the need for one
    person to be number one.
  • 9:39 - 9:43
    here we're talking not about the rules
    of the game but about the personality
  • 9:43 - 9:46
    and why I think it's interesting to
    distinguish between the two is simply that
  • 9:46 - 9:50
    we can have one without the other and
    it helps us to clarify matters.
  • 9:50 - 9:53
    can we have intentional competition
    without structural?
  • 9:53 - 9:56
    you bet! some people may have come in here
    today
  • 9:56 - 9:59
    uhm... with their objective to ask
  • 9:59 - 10:03
    the cleverest question or to be the
    best dressed or something of that sort, be
  • 10:03 - 10:05
    the funniest
  • 10:05 - 10:08
    nobody else is trying for that , there
    are no trophies being given out,
  • 10:08 - 10:11
    everyone else just thought they were coming to a
    lecture you know they didn't realize it
  • 10:11 - 10:12
    was a competition as it is
  • 10:12 - 10:17
    for that individual but even worse you
    can have the reverse situation.
  • 10:17 - 10:21
    I think it's worse. Structural
    competition without intentional.
  • 10:21 - 10:24
    this is something we see every day in
    this culture. individuals who are
  • 10:24 - 10:27
    satisfied with simply doing their best,
  • 10:27 - 10:30
    having fun, reaching excellence,
  • 10:30 - 10:34
    but have to do that, have to engage in
    those goals in a way to prevents other
  • 10:34 - 10:36
    people from reaching theirs.
  • 10:36 - 10:41
    Success and victory which are two
    completely different ideas have been
  • 10:41 - 10:42
    confused
  • 10:42 - 10:45
    confounded in this society so we can't
    understand what it is to do one -
  • 10:45 - 10:49
    to reach one - without reaching the other.
    we have to tease these apart.
  • 10:49 - 10:53
    I'm all in favor of success and
    excellence as I am
  • 10:53 - 10:58
    conflict in certain situations, the
    question is do we have to do it
  • 10:58 - 11:02
    to the exclusion of other people? I think
    the answer to that is clearly no,
  • 11:02 - 11:06
    and in my book I go through the four
    central Myths of competition
  • 11:06 - 11:09
    which I will summarize very quickly now
    because I want to move on to the work
  • 11:09 - 11:13
    that I'm doing since that book has
    come out.
  • 11:13 - 11:16
    let me do with 3 consequences of
    competition
  • 11:16 - 11:20
    and what has driven me to this surprising
    view
  • 11:20 - 11:24
    that it's not merely batting excess.
  • 11:24 - 11:27
    first there's the question of
    productivity or excellence, success!
  • 11:27 - 11:31
    This was the trickiest one
  • 11:31 - 11:34
    to be very honest with you when I began
    this project I already accepted that
  • 11:34 - 11:38
    competition wasn't very good for us
    psychologically or for our relationships
  • 11:38 - 11:39
    with each other
  • 11:39 - 11:43
    but I bought the party line that you
    needed
  • 11:43 - 11:46
    some competition in order to push
    yourself to do your best,
  • 11:46 - 11:49
    that there was some dialectical
    relationship between the two,
  • 11:49 - 11:52
    and we couldn't dispense with that
    competition without there being a
  • 11:52 - 11:54
    trade-off maybe it was worth it.
  • 11:54 - 11:58
    well I was wrong. after going through
    hundreds of studies in the classroom in
  • 11:58 - 11:59
    the workplace,
  • 11:59 - 12:03
    I have become convinced of what I will put into
    one bold
  • 12:03 - 12:08
    and startling proposition: not only is
    competition not required for excellence,
  • 12:08 - 12:11
    its absence is required for excellence.
  • 12:11 - 12:15
    now most of these studies, all of these studies
    really, are available in any good library
  • 12:15 - 12:18
    but they don't get read and they
    certainly don't get talked about in the
  • 12:18 - 12:19
    public arena
  • 12:19 - 12:22
    or mentioned in popular publications for
    the most part.
  • 12:22 - 12:26
    we are brought up not only to compete
    frantically but to BELIEVE
  • 12:26 - 12:30
    in competition and it is awfully
    threatening to have people come along
  • 12:30 - 12:33
    and say "you have been deluded",
  • 12:33 - 12:37
    "you are barking up the wrong tree". this
    is not what leads people to do their best.
  • 12:39 - 12:43
    the johnsons - David and his brother Roger
    - have done themselves
  • 12:43 - 12:46
    scores of studies in the classroom, others
    have been done by people like Bob
  • 12:46 - 12:50
    Slavin at Johns Hopkins University and
    many others who have shown
  • 12:50 - 12:54
    repeatedly that cooperation predicts to
    learning -
  • 12:54 - 12:58
    i'm talking bottom-line hardcore success
    for children and adults whenever there's
  • 12:58 - 13:00
    learning involved -
  • 13:00 - 13:04
    cooperation predicts that more than does
    competition or individualized attainment.
  • 13:05 - 13:10
    it's true in rural, urban and suburban
    schools, it's true for all ages,
  • 13:10 - 13:14
    it's true for all subject matters, the
    only place they found some variation
  • 13:14 - 13:17
    is that the more complicated the task, is
    the worse
  • 13:17 - 13:22
    competition does. the more cognitive
    problem solving and creativity is
  • 13:22 - 13:23
    required
  • 13:23 - 13:28
    the worse competition stacks up when
    measured against cooperative approaches.
  • 13:28 - 13:33
    this sort of thing has been found in the
    workplace too - both in terms of structural
  • 13:33 - 13:34
    and intentional.
  • 13:34 - 13:37
    there've been studies structurally
    suggesting that people in
  • 13:37 - 13:39
    cooperative workplaces -
  • 13:39 - 13:43
    real-world situations, not some contrived
    laboratory setup -
  • 13:43 - 13:46
    do better when they're working together
    and when they're trying to best each other.
  • 13:47 - 13:50
    As well there have been studies from
    University of Texas showing that
  • 13:50 - 13:52
    personal need
  • 13:52 - 13:57
    to compete - what I call intentional
    competition - gets in the way of success.
  • 13:57 - 14:00
    I don't wanna bore you with all these
    studies now, they're in my book and
  • 14:00 - 14:01
    others have come out since my book,
  • 14:01 - 14:06
    but the point is that this -
    counterintuitive for us Americans -
  • 14:06 - 14:09
    finding has been born out again and
    again
  • 14:09 - 14:13
    even when researchers expected to find the reverse.
  • 14:13 - 14:17
    and one after another you see them
    saying "counter to hypothesis"...
  • 14:17 - 14:20
    why? I think there are three reasons:
  • 14:20 - 14:24
    the first - and I'm oversimplifying here
    because of the limited time available to
  • 14:24 - 14:26
    me and also cuz sometimes
  • 14:26 - 14:30
    I get a kick out of oversimplifying -
    first
  • 14:30 - 14:33
    first competition causes anxiety
  • 14:33 - 14:37
    when you are trying to beat someone and they are trying to beat you
  • 14:37 - 14:40
    you are distracted from doing the best
    job you possibly can because you're
  • 14:40 - 14:43
    afraid someone else is gonna to step on
    your face -
  • 14:43 - 14:46
    not because they're mean but because
    that's what competition by nature requires.
  • 14:47 - 14:53
    second - cooperation allows people to
    share their talents and their skills
  • 14:53 - 14:56
    and their resources in a way
  • 14:56 - 14:59
    that competition never does!
  • 14:59 - 15:03
    this organization was founded by an
    astronaut - I've always
  • 15:03 - 15:06
    I've asked: "Oh yeah, you think we would have gotten to the moon that fast
  • 15:06 - 15:10
    if we weren't in a race against
    the Russians? Well assuming that is a
  • 15:10 - 15:11
    good goal -
  • 15:11 - 15:15
    by the way a question that is almost
    never asked when you're in a race -
  • 15:15 - 15:19
    but assuming it is a good goal I think we
    would have gotten there an awful lot FASTER
  • 15:19 - 15:23
    had we been cooperating with the
    russians because competition among its
  • 15:23 - 15:26
    other faults is redundant, it's wasteful, it's duplicative !!!!
  • 15:26 - 15:30
    They're solving problems we've already solved and vice versa.
  • 15:30 - 15:34
    only when you're able to share can you
    get there faster and more efficiently.
  • 15:34 - 15:37
    you could share in a competition but
    you'd be nuts.
  • 15:37 - 15:41
    It's irrational - why should I help you if your
    success comes at the expense
  • 15:41 - 15:46
    of mine? You can't do it in a
    competitive situation.
  • 15:46 - 15:50
    and that's the other reason why
    competition is so
  • 15:50 - 15:54
    unproductive, so inefficient because it
    doesn't allow for that.
  • 15:54 - 15:57
    and the third reason is - in a way the
    simplest and the most subtle
  • 15:57 - 16:03
    at the same time: not only is the idea of
    success or victory
  • 16:03 - 16:06
    I'm sorry: success or excellence
  • 16:06 - 16:09
    completely different from victory
    or beating other people
  • 16:09 - 16:13
    not only are they conceptually different
    but in actual life they pull in
  • 16:13 - 16:15
    opposite directions.
  • 16:15 - 16:18
    the more I'm focused on getting that
    reward
  • 16:18 - 16:22
    of being number one the less I am
    concerned about
  • 16:22 - 16:26
    what the task itself has to offer - you
    remember this kid in school: oh oh oh!
  • 16:26 - 16:31
    waving her hand wildly, oh oh oh.
    teacher finally calls on her...
  • 16:31 - 16:36
    what was the question again? why? because
    she's not thinking about the subject matter
  • 16:37 - 16:40
    she's thinking about being number one and
    those
  • 16:40 - 16:44
    often are mutually exclusive in practice
    the way they feel
  • 16:44 - 16:47
    in addition to the way the concepts
    are in themselves.
  • 16:47 - 16:50
    now competition in this respect shares
    something destructive
  • 16:50 - 16:55
    with all external or extrinsic rewards.
  • 16:55 - 16:59
    whether it's not just a
    trophy but grades or money -
  • 16:59 - 17:02
    the more we think of ourselves as working
    for that goal
  • 17:02 - 17:08
    the less are we concerned about the
    intrinsic motivation - what's there
  • 17:08 - 17:11
    in the task itself. not only
  • 17:11 - 17:16
    are external rewards such as competition
    less effective as motivators
  • 17:16 - 17:19
    but in fact they UNDERMINE intrinsic
    motivation.
  • 17:19 - 17:22
    so that people who used to find something
    very interesting in its own right
  • 17:22 - 17:26
    once they start doing it in a
    competitive fashion or for money -
  • 17:26 - 17:29
    you take away that money or the
    competition and they suddenly lost
  • 17:29 - 17:30
    interest in it.
  • 17:30 - 17:34
    There's a whole literature in the social
    psychology on this and it is very
  • 17:34 - 17:36
    powerful in contradicting
  • 17:36 - 17:39
    the ways parents and teachers and
    managers have been leading
  • 17:39 - 17:42
    their organizations or their homes.
  • 17:42 - 17:47
    people have been systematically
    undermining curiosity,
  • 17:47 - 17:50
    the single most important predictor to
    success, in the hope -
  • 17:50 - 17:54
    in the process of trying to help
    it along.
  • 17:54 - 17:57
    but to tell you a story quick little
    anecdote that illustrates that:
  • 17:57 - 17:58
    There once was an
  • 17:58 - 18:02
    old man who was taunted by the
    neighborhood school children
  • 18:02 - 18:05
    after they came out of school they would
    walk onto his lawn and yell
  • 18:05 - 18:09
    "Hey ye stupid old bald-headed ugly... and so on"
  • 18:09 - 18:12
    and he got tired of this pretty fast, so he
    came up with a plan
  • 18:12 - 18:16
    he said if you kids come back tomorrow
    and yell those things at me I'll
  • 18:16 - 18:18
    pay each of you a dollar.
  • 18:18 - 18:21
    well I thought that was pretty good - they hadn't expected it so they came back even
  • 18:21 - 18:22
    earlier the next day
  • 18:22 - 18:25
    and they yelled even louder about how
    ugly and stupid he was
  • 18:25 - 18:29
    and he said: " thank you here's your dollar x4
  • 18:29 - 18:33
    "if you come back tomorrow kids I can pay
    of you a quarter"
  • 18:33 - 18:36
    well they thought that was still pretty good
    so they came back the next day and yelled
  • 18:36 - 18:41
    even more loudly about how stupid and
    ugly he'd pay each of them a quarter
  • 18:41 - 18:45
    and he said "thank you if you come back
    tomorrow I can only pay each of you a penny
  • 18:46 - 18:50
    They said: "a penny? forget it! "and they never came
    back again.
  • 18:50 - 18:55
    lachen
  • 18:55 - 19:00
    You see the serious point here??!
  • 19:00 - 19:05
    He bought off their intrinsic motivation and that's
    exactly what competition does
  • 19:05 - 19:08
    that's the whole idea, that's what he was
    trying to do but it's not what teachers and
  • 19:08 - 19:11
    managers are trying to do and it's exactly
    what they're doing anyway.
  • 19:11 - 19:14
    those are the three reasons I think the
    research shows with surprising
  • 19:14 - 19:15
    uniformity
  • 19:15 - 19:19
    that competition does not predict to
    success. but competition is destructive
  • 19:19 - 19:20
    in another respect
  • 19:20 - 19:23
    and this one i think is more... requires
    less evidence
  • 19:23 - 19:26
    and that is that competition does not
    build
  • 19:26 - 19:31
    character - whatever that means - if we mean
    by that something like
  • 19:31 - 19:34
    self-esteem, the evidence is crystal clear
    here
  • 19:34 - 19:37
    I like to say that competition is to
    self-esteem as
  • 19:37 - 19:42
    sugar is to teeth - that's what the evidence
    shows.
  • 19:42 - 19:45
    In any competitive encounter losing is
    always possible
  • 19:45 - 19:49
    and that feels lousy but even when
    you win
  • 19:49 - 19:53
    you gloat for a while, you soar, you're
    impossible to live with.
  • 19:53 - 19:57
    but you come down, in fact you crash down
    and you need more of it
  • 19:57 - 20:00
    in order to get that same feeling - it's
    precisely like building up a tolerance
  • 20:00 - 20:02
    to a drug.
  • 20:02 - 20:06
    or if I can switch metaphors it's like
  • 20:06 - 20:11
    drinking salt water when you're thirsty,
    the solution is the problem.
  • 20:11 - 20:15
    the emotional needs that we attempt to
    meet through competition are exacerbated
  • 20:15 - 20:19
    by competition, they make us more
    dependent, they make our self-esteem
  • 20:19 - 20:23
    more contingent " I am good so long as
    I beat these people in these activities"
  • 20:24 - 20:29
    there is no winning there. it is not the
    way to solve those emotional problems.
  • 20:29 - 20:32
    winning doesn't do it and losing doesn't do
    it - competition only makes more of itself
  • 20:33 - 20:37
    and there's lots of evidence suggesting
    that cooperative people
  • 20:37 - 20:40
    are not people lost with some amorphous
    pawn
  • 20:40 - 20:43
    some blob of a group, in fact
  • 20:43 - 20:47
    people who are distinguished by their
    cooperativenis also tend to have
  • 20:47 - 20:50
    more of an internal sense that they can
    control events.
  • 20:50 - 20:54
    that may seem surprising but the
    converse should not seem surprising:
  • 20:54 - 20:58
    competition does not promote strong good
    individualism
  • 20:58 - 21:01
    in the best sense of that word, it
    promos dependency
  • 21:01 - 21:04
    because competition requires other
    people,
  • 21:04 - 21:07
    it requires that my self-evaluation
  • 21:07 - 21:11
    is dependent on other people. I need you
    to beat
  • 21:11 - 21:15
    and I need you to watch me beat him that
    has nothing to do
  • 21:15 - 21:18
    with a strong sense of self, despite the
    prejudice of
  • 21:18 - 21:23
    lumping together individualism and
    competition. the third thing that competition
  • 21:23 - 21:23
    does
  • 21:23 - 21:27
    is it poisons our relationships with
    other people.
  • 21:27 - 21:31
    we are envious of winners - which is
    not a pleasant emotion,
  • 21:31 - 21:35
    we are contemptuous of losers - when you
    think about it there's no nastier
  • 21:35 - 21:39
    epithet in the American lexicon than "loser".
  • 21:39 - 21:43
    I was suspicious of just about everyone -
    hostile toward them - because even if you're
  • 21:43 - 21:44
    not my rival today
  • 21:44 - 21:48
    you could be tomorrow so I'm gonna hold
    you at a distance from myself,
  • 21:48 - 21:53
    I'm gonna hold a part of myself in reserve - why should I trust you if your are my
  • 21:53 - 21:54
    competitor?
  • 21:54 - 21:57
    it's irrational and all the empirical
    evidence suggests just what you would
  • 21:57 - 21:58
    expect:
  • 21:58 - 22:03
    people who compete or people in
    competitive situations
  • 22:03 - 22:06
    communicate less effectively, are less
    trusting,
  • 22:06 - 22:09
    are less sensitive to other people's
    needs and less able to take their point
  • 22:09 - 22:10
    of view,
  • 22:10 - 22:14
    to do perspective taking, kids who are
    cooperative
  • 22:14 - 22:19
    or adults who are cooperative find that those skills all increase
  • 22:19 - 22:22
    in amazing ways .
  • 22:22 - 22:25
    people sometimes ask: does competition
    cause aggression?
  • 22:25 - 22:28
    competition IS aggression!
  • 22:28 - 22:32
    the only question is whether it will
    occasionally manifest itself
  • 22:32 - 22:33
    in outright violent.
  • 22:33 - 22:36
    It is an againsting process.
  • 22:36 - 22:40
    We are at loggerheads, we are working at
    cross-purposes
  • 22:40 - 22:44
    and we do it in sports and we do it
    in the classroom -
  • 22:44 - 22:49
    both spelling B's and and and
    competitive grading systems -
  • 22:49 - 22:53
    long after kids forget how to spell
    some long word or forget who the 12th
  • 22:53 - 22:55
    President of the United States
  • 22:55 - 22:58
    was or... any of the binomial
  • 22:58 - 23:02
    equations... what we remember is the
    fundamental lesson of any competitive
  • 23:02 - 23:03
    classroom which is
  • 23:03 - 23:07
    other people are potential obstacle to my
  • 23:07 - 23:10
    success. That's what we teach in competition.
  • 23:10 - 23:14
    and no kind of competition - not even the
    parent who says
  • 23:14 - 23:19
    "okay you can get into the pajamas fastest?" no
    competition,
  • 23:19 - 23:22
    not even a nice game of underhand softball
    which is more underhanded than we might
  • 23:22 - 23:25
    suspect.
  • 23:25 - 23:30
    no competition at work, friendliest
    employees
  • 23:30 - 23:34
    let alone for bonuses, none of this is innocuous, it all
  • 23:34 - 23:38
    strengthens and reinforces and fortifies this message that ????? sets us against
  • 23:38 - 23:39
    one another.
  • 23:39 - 23:42
    the question is not "do we need some
    competition?" - the question is
  • 23:42 - 23:46
    "which kind is worse than the other?" and
    that's why I'm
  • 23:46 - 23:50
    suggesting that we have to work not
    merely to change our
  • 23:50 - 23:56
    individual selves, not merely to go to psychotherapy and look deep within
  • 23:56 - 23:58
    to find why I'm being competitive,
  • 23:58 - 24:01
    I'll tell you why you're being
    competitive... because you live in a society
  • 24:01 - 24:04
    that demands it of you every
    day of your life
  • 24:04 - 24:08
    and until we make structural changes it is self-diluding
  • 24:08 - 24:12
    to talk about the prospect of merely
    working from within out -
  • 24:12 - 24:17
    that's good too - I heartily
    recommend to you that you stop yourself
  • 24:17 - 24:17
    it's like
  • 24:17 - 24:22
    "why did I interrupt him again?", "why do I feel this need to prove how clever I am
  • 24:22 - 24:25
    why don't I just sit and listen and
    maybe learn something?" that's great
  • 24:25 - 24:31
    stuff but it's not going to get very far
    until we change our recreation and
  • 24:31 - 24:34
    our education and our workplaces and our
    families
  • 24:34 - 24:37
    so that competition is no longer
    required.
  • 24:37 - 24:40
    that now that's a harder task and we
    americans are
  • 24:40 - 24:43
    very suspicious of any kind of
    structural change.
  • 24:43 - 24:47
    we love to blame individuals: you're poor?
  • 24:47 - 24:50
    you're just lazy, get a job! you committed
    a crime?
  • 24:50 - 24:53
    you're evil, put you in jail for the rest
    of your lives.
  • 24:53 - 24:59
    kids aren't learning in school? teachers aren't any good, you need more homework, et cetera!
  • 24:59 - 25:02
    This lets us off the hook very easily
    instead of looking at the
  • 25:02 - 25:06
    deeper social and economic causes of these kinds of
  • 25:06 - 25:10
    attitudes and these kind of behaviors and
    that's what we have to change.
  • 25:10 - 25:14
    and I'm afraid I have to take issue as
    well I'm with my colleague Sam Keen in
  • 25:14 - 25:17
    terms of changing the competition
    between the
  • 25:17 - 25:20
    Soviet Union and the US so we start
    competing about good stuff,
  • 25:20 - 25:26
    like who can feed kids most. the answer
    to competition is not more competition.
  • 25:26 - 25:30
    any kind of competition even in
    something that appears to be relatively
  • 25:30 - 25:34
    salutary, something felicitous,
    something whose goal we all agree on -
  • 25:34 - 25:37
    is going to fortify those
  • 25:37 - 25:41
    underpinning structures that say "we have
    to see who can be number one"
  • 25:41 - 25:46
    The genuine alternative to being
    number one is not being number two
  • 25:46 - 25:50
    it's being able to dispense with these self-defeating rankings
  • 25:50 - 25:51
    altogether,
  • 25:51 - 25:55
    but a lot of people say: "that's all nice to talk
    about -
  • 25:55 - 25:59
    what charming thought - but competition
    is 'just part of human nature' -
  • 25:59 - 26:02
    it's usually with a shrug like this and a
    faintly patronizing smile...
  • 26:02 - 26:07
    "what a charming thought,
    but unfortunately it's just human nature to
  • 26:07 - 26:07
    be
  • 26:07 - 26:11
    competitive or aggressive or stubborn or
    territorial or lazy or selfish.
  • 26:11 - 26:14
    notice, it's always the bad stuff. nobody ever
    says
  • 26:14 - 26:18
    "well of course she helped him, it's just human
    nature to be generous"
  • 26:18 - 26:21
    No, you don't say that. which is why
    I've moved on from my work on
  • 26:21 - 26:25
    competition and cooperation to my next
    book "the brighter side of human nature"
  • 26:25 - 26:28
    which will be out in the spring which
    deals with issues like altruism and
  • 26:28 - 26:28
    empathy
  • 26:28 - 26:33
    and the extent to which this too is a
    part - just as real,
  • 26:33 - 26:37
    just of natural of us. There's a lot of
    evidence there that's been
  • 26:37 - 26:40
    collecting dust in the libraries, let me
    talk briefly about
  • 26:40 - 26:44
    competition as just an inevitable part of
    human nature...
  • 26:44 - 26:47
    wel the first question that occurs to me is: if
    it is why do we spend so much boody time
  • 26:47 - 26:50
    training kids to be that way?
  • 26:50 - 26:53
    Would't that be redundant? what's the point?
  • 26:53 - 26:57
    in fact it's not redundant. I was
    giving a lecture once in a hotel, I was
  • 26:57 - 27:00
    riding the elevator down to the basement
  • 27:00 - 27:03
    and two boys, little boys, in their
    swimming trunks got on with her mother
  • 27:03 - 27:04
    and some towels,
  • 27:04 - 27:08
    on the way to the pool obviously, and she
    looked at them and said: "so who's gonna
  • 27:08 - 27:10
    jump in the pool fastest?"
  • 27:10 - 27:17
    and they said: "we both are" and I thought
    'how long can they hold out?'
  • 27:19 - 27:21
    Where does competition come from?
  • 27:21 - 27:26
    We don't need innate theories, we have
    all the evidence we need in the way we
  • 27:26 - 27:28
    subtely and not so subtely make sure
  • 27:28 - 27:33
    that it's reproduced from generation to
    generation, you heard the evidence about
  • 27:33 - 27:33
    nature,
  • 27:33 - 27:37
    we can't appeal to nature in order to
    justify why competition exists,
  • 27:37 - 27:42
    in fact what happens typically and the
    reason why despite all of the evidence that
  • 27:42 - 27:44
    has been around for quite a while that
    we just heard -
  • 27:44 - 27:48
    the reason why we persist in this is
    not only watching those exciting nature
  • 27:48 - 27:50
    documentaries on TV,
  • 27:50 - 27:54
    which I watched and I thought: well
    nature is red and tooth and claw, look at
  • 27:54 - 27:56
    them going after each other.
  • 27:56 - 27:59
    You know, it's more telegenic, I'm not suggesting
    those things on TV didn't really happen,
  • 27:59 - 28:02
    it's not like they had highly-paid stunt wolves or something,
  • 28:02 - 28:08
    I mean, I'm sure it really happened, but
    it's not really what's going .... what happens
  • 28:08 - 28:12
    is that scientists live in this culture
    just like you and I do
  • 28:12 - 28:17
    we take our understanding about social
    interaction and project it on to nature
  • 28:17 - 28:20
    and then read it back from nature to
    justify
  • 28:20 - 28:24
    our own social and cultural practices.
    Frederick Engels said that a hundred years
  • 28:24 - 28:26
    ago and it's no less true today.
  • 28:26 - 28:29
    So you can't use nature if you look
    across cultural
  • 28:29 - 28:32
    evidence you find the same thing, there
    are some cultures without
  • 28:32 - 28:37
    any competition - zilch - in recreation, in
    education and in economics.
  • 28:37 - 28:41
    Those cultures are sometimes called
    rather rudely "primitive cultures" or
  • 28:41 - 28:44
    as I prefer to call them "non-VCR cultures".
  • 28:44 - 28:48
    and this doesn't mean
  • 28:48 - 28:51
    this doesn't mean that we can or should
    be like them
  • 28:51 - 28:55
    what it does mean is that we need
    another explanation besides our
  • 28:55 - 28:58
    dark side or something innate about it
    to explain this stuff,
  • 28:58 - 29:03
    as Erik Fromm pointed out - you know "these
    are the primitive cultures if anything
  • 29:03 - 29:05
    we expect them to be closer to nature".
  • 29:05 - 29:09
    so if it were in human nature to be
    competitive and aggressive they should
  • 29:09 - 29:11
    be more so not less so.
  • 29:11 - 29:14
    and that's exactly right. that's exactly
    right. even among Western industrialized
  • 29:14 - 29:17
    countries there is a range of
    competitiveness
  • 29:17 - 29:21
    and I think that's important to
    understand. early childhood learning
  • 29:21 - 29:23
    experiments show the same thing,
  • 29:23 - 29:26
    experimenters going with kids, teaching
    how to cooperate in learning or in games,
  • 29:26 - 29:30
    they come back - other experimenters
    come back - different tasks weeks or months
  • 29:30 - 29:31
    later
  • 29:31 - 29:34
    the kids have absorbed it, they like it,
    they retain it.
  • 29:34 - 29:38
    all this is very good evidence against
    the idea - by the way an idea I have not
  • 29:38 - 29:39
    been able to find
  • 29:39 - 29:44
    a shred of evidence - I've been working on
    this topic for about seven years
  • 29:44 - 29:48
    and I have not found a shred of evidence to support this common assertion,
  • 29:48 - 29:51
    that competition is just part of human
    nature and I went looking for it
  • 29:51 - 29:56
    in a lot of disciplines. now with agression we find a similar topic,
  • 29:56 - 29:59
    I'll be very brief about this. the fact is
    that aggression isn't
  • 29:59 - 30:04
    isn't universal either, and even if it
    were we cannot conclude from
  • 30:04 - 30:06
    universality that it's in the genes
  • 30:06 - 30:11
    that's just a clever and facile and easy
    way to explain away things.
  • 30:11 - 30:15
    certainly there are some parts of the
    brain that when stimulated
  • 30:15 - 30:18
    make people more aggressive or animals,
    but that doesn't mean that it is
  • 30:18 - 30:21
    a matter of self-enclosed organisms
    with a
  • 30:21 - 30:24
    self-contained reservoir of aggressive
    energy
  • 30:24 - 30:28
    that has to be let out somehow, that
  • 30:28 - 30:31
    notion popularized by Freud and Konrad
    Lorenz
  • 30:31 - 30:35
    has been more decisively refuted than
    any other single
  • 30:35 - 30:39
    old wife's tale I am aware of, with
    respect to human behavior, it just
  • 30:39 - 30:42
    is false. the ideal
  • 30:42 - 30:45
    of aggression being part of our
    nature and thus
  • 30:45 - 30:49
    unavoidable... makes about as much sense as
    saying that because
  • 30:49 - 30:53
    oxygen blankts the earth and fires need
  • 30:53 - 30:57
    oxygen that it's in the nature of the
    planet for buildings to burn down.
  • 30:57 - 31:01
    it makes no sense it's a matter of
    environmental situations,
  • 31:01 - 31:05
    even for animals in ways that I won't
    get into now,
  • 31:05 - 31:09
    and the idea that war is just part
    of human nature which Donald Granberg may
  • 31:09 - 31:11
    talk about later - he has done some very
    interesting research
  • 31:11 - 31:16
    on beliefs about this - is even more
    absurd. Russo said
  • 31:16 - 31:19
    "war is not a relation between man and
    man but between state
  • 31:19 - 31:23
    and state, and individuals are enemies
    accidentally
  • 31:23 - 31:28
    that's why all that amazing propaganda
    stuff Sam Keen showed us
  • 31:28 - 31:32
    is necessary. as he points out in
    his book
  • 31:32 - 31:36
    - I think very trenchantly - in "faces on
    the enemy" - you need this propaganda because
  • 31:36 - 31:38
    otherwise we won't be inclined to kill -
  • 31:38 - 31:42
    there's no innate need for an enemy,
    there's a need to understand social and
  • 31:42 - 31:42
    political
  • 31:42 - 31:47
    and economic structures and why states
    get involved in this sort of process
  • 31:47 - 31:52
    but even if we move beyond aggression
    and beyond competition to look at human
  • 31:52 - 31:54
    nature more generally
  • 31:54 - 31:57
    I think we should be very careful about
    the way we use that phrase.
  • 31:57 - 32:02
    Qui bono? Whom does it benefit?
  • 32:02 - 32:05
    I want you to - if you remember nothing else of
    what I say this afternoon I hope you will
  • 32:05 - 32:07
    remember this -
  • 32:07 - 32:11
    that human nature arguments
  • 32:11 - 32:17
    are profoundly conservative arguments
    masquerading as realism.
  • 32:17 - 32:21
    it is a way of silencing dissent - that
    is the way human nature arguments have
  • 32:21 - 32:23
    historically been used
  • 32:23 - 32:28
    and not by accident - "I like your idea
    for changing the way we do things but
  • 32:28 - 32:31
    unfortunately the way we do things
  • 32:31 - 32:34
    has been legislated by nature - it's just
    the way
  • 32:34 - 32:38
    life is."
  • 32:38 - 32:42
    why do we think this? well for one thing it's the easiest assumption available to us
  • 32:43 - 32:46
    if you look around and you see everybody
    around you - you know -
  • 32:46 - 32:49
    in Chevy Chase, or Alexandria
    living in a particular way you say "well
  • 32:49 - 32:52
    must be human nature to live this way".
  • 32:52 - 32:56
    for another thing the people turning out
    the studies have been trained in terms
  • 32:56 - 32:59
    of genes and hormones and
    neurotransmitters
  • 32:59 - 33:03
    and as Abe Maslow used to say: "if you give
    someone a hammer they'll treat everything
  • 33:03 - 33:06
    they come across as if it's a nail".
  • 33:06 - 33:13
    that's exactly what goes on in
    nationalist [inaudible].
  • 33:13 - 33:16
    and the media are partly responsible and
    to the extent I write articles
  • 33:16 - 33:20
    - you know, for popular culture -
    I have tried to make a point of
  • 33:20 - 33:23
    addressing this fact. the Seville
    statement
  • 33:23 - 33:28
    which is quoted in your pamphlet for
    this - the 1986 meeting of people from
  • 33:28 - 33:31
    more than a dozen countries, experts in
    all social and natural sciences -
  • 33:31 - 33:35
    came to a meeting in Seville in 1986 and
    concluded that aggression is not an
  • 33:35 - 33:35
    innate
  • 33:35 - 33:39
    fixed part of human nature. Did you hear
    about that before this?
  • 33:39 - 33:43
    have you heard about the Seville
    statement? I sure as hell hadn't.
  • 33:43 - 33:46
    That's because nobody in the media was interested in covering it.
  • 33:46 - 33:50
    one of the organizers of that - David
    Adams at the Wesleyan told me -
  • 33:50 - 33:54
    that when he went to talk to reporters
    about the importance of this finding
  • 33:54 - 33:59
    one of the reporters said to him: "call
    us back when you find a gene for war".
  • 33:59 - 34:04
    That's the bias that we keep getting. Jeff
    Goldstein at Temple University says
  • 34:04 - 34:06
    "if all you know about aggression is what
    you see on TV, what you know is
  • 34:06 - 34:08
    nineteenth-century biology."
  • 34:08 - 34:11
    that's what we get and that's what we
    get among the good
  • 34:11 - 34:13
    science reporters
  • 34:13 - 34:16
    who think they have their critical
    faculties paralyzed every time they see
  • 34:16 - 34:18
    the word "neurotransmitter" -
  • 34:18 - 34:22
    it explains everything! there are many other
    complex reasons
  • 34:22 - 34:25
    I won't get into now, but not only do we
    assume there is a
  • 34:25 - 34:30
    "fixed human nature" we also assume there's a
    "bad
  • 34:30 - 34:35
    human nature". it's a two-step argument.
    the first is a kind of crass biological
  • 34:35 - 34:36
    determinism that you get
  • 34:36 - 34:40
    from Ann Landers all the way to the head
    of the American Psychiatric Association
  • 34:40 - 34:43
    and the other is the specific belief
    that this nature we have is
  • 34:43 - 34:45
    fundamentally flawed.
  • 34:45 - 34:49
    you will recognize some of the contributors to
    that
  • 34:49 - 34:53
    in various ideologies - ranging from
    orthodox psychoanalysis
  • 34:53 - 34:57
    to Conrad Lorenz, to the notion of
    original sin
  • 34:57 - 35:01
    for that matter but we see
    in another respects too.
  • 35:01 - 35:05
    One of the nicest points about this
    was raised in an article (that)
  • 35:05 - 35:10
    appeared in Science in 1972 which i
    think is just terrific
  • 35:10 - 35:14
    by Leon Eisenberg. Eisenberg put it very
    well,
  • 35:14 - 35:17
    he said: "to believe that man's
    aggressiveness or territoriality
  • 35:17 - 35:21
    is in the nature of the beast is to
    mistake some men
  • 35:21 - 35:24
    for all men - contemporary society
  • 35:24 - 35:28
    for all possible societies - and by a
    remarkable transformation
  • 35:28 - 35:32
    to justify what is as what needs must
    be.
  • 35:32 - 35:35
    social repression becomes a response to
  • 35:35 - 35:38
    rather than a cause of human violence.
  • 35:38 - 35:42
    pessimism about man serves to maintain
    the status quo,
  • 35:42 - 35:45
    it is a luxury for the affluent, a sop
    to the guilt
  • 35:45 - 35:49
    of the politically inactive, a comfort to those
    who continue to enjoy
  • 35:49 - 35:53
    the amenities of privilege." he said it
    better than I can,
  • 35:53 - 35:57
    this is not only a mistaken belief, but a
    politically loaded belief.
  • 35:57 - 36:01
    the reasons for this - again much too
    complex to go onto in much depth -
  • 36:01 - 36:05
    number one: we're simply exposed to this stuff
    a lot.
  • 36:05 - 36:08
    There was an interesting series of studies
    done
  • 36:08 - 36:11
    by Harvey Hornstein in New York a while
    ago,
  • 36:11 - 36:16
    in which he had subjects exposed to a
    radio news report -
  • 36:16 - 36:19
    what they thought was a radio news
    report - about something really
  • 36:19 - 36:23
    evil and dastardly that had
    just been done, robbing some
  • 36:23 - 36:26
    old lady and mugging her and so on and
    others happened to hear
  • 36:26 - 36:30
    in another experiment about - or rather
    another condition at the same experiment -
  • 36:30 - 36:31
    about those who heard
  • 36:31 - 36:36
    an act of charity and then what they had
    heard accidentally contributed to what
  • 36:36 - 36:39
    they thought when asked about human
    nature!
  • 36:39 - 36:42
    the people who had heard about the
    charitable action in the background
  • 36:42 - 36:42
    noise
  • 36:42 - 36:47
    behaved more cooperatively in a game,
    expected more cooperation from others,
  • 36:47 - 36:50
    judged defendant(s) innocent more likely,
    recommended a more lenient sentence
  • 36:50 - 36:55
    and believed that people in general were
    more honest and helpful.
  • 36:55 - 36:59
    I think something else is that it's "cool"
    to be cynical.
  • 36:59 - 37:02
    know you really want to risk, you're all out there with your guts hanging out if you say "I think
  • 37:02 - 37:03
    there's something good here",
  • 37:03 - 37:06
    that "empathy is as - that helping is as -
    natural as hurting"
  • 37:06 - 37:10
    Dostoevsky said - one of his characters said -
    "the higher the stage of development a
  • 37:10 - 37:13
    man reaches - the more prone he becomes
    the cynicism
  • 37:13 - 37:16
    if only because of the increasing
    complexity on his makeup."
  • 37:16 - 37:21
    I think a lot of us believe that, to be "cool"
    - you know in a sense of fashionable - is
  • 37:21 - 37:23
    also to be "cool" in the sense of
  • 37:23 - 37:27
    disdainfully skeptical.
  • 37:27 - 37:30
    and then there is the false dichotomy.
  • 37:30 - 37:34
    I think we set up a situation in which
    on the one hand are these smiley faced
  • 37:34 - 37:35
    pollyannas
  • 37:35 - 37:39
    where everything's lovely and human
    nature is terrific and anybody who acts
  • 37:39 - 37:41
    badly just hasn't gotten in touch with
  • 37:41 - 37:44
    his or her real nature and so on...
  • 37:44 - 37:48
    I'll range from Carl Rogers to
    Mister Rogers here,
  • 37:48 - 37:52
    and then on the other hand you've
    got the people
  • 37:52 - 37:55
    - and they are in the majority in this
    culture which is why I train most of my
  • 37:55 - 37:59
    my fire on them - is the people
    who say they we're basically "bad" by
  • 37:59 - 37:59
    nature.
  • 37:59 - 38:03
    we have to eliminate this false dichotomy,
    we have to understand that we're not
  • 38:03 - 38:04
    denying the real
  • 38:04 - 38:08
    evil that is done in our society and in
    other societies
  • 38:08 - 38:10
    by affirming that there is more to us
    than just the competitiveness
  • 38:13 - 38:15
    and the aggressiveness and the selfishness -
    in other words: it's time
  • 38:15 - 38:20
    we debunk the debunkers. well these
    are very big questions and i feel like by
  • 38:20 - 38:20
    skipping over on
  • 38:20 - 38:25
    so much territory I have skipped over
    too much, but I will be around for the next
  • 38:25 - 38:27
    couple of days and would invite
  • 38:27 - 38:30
    those of you who you don't get a chance to
    ask your question now
  • 38:30 - 38:34
    to do so then. I think the overall
    message I am trying to urge with respect
  • 38:34 - 38:35
    to competition
  • 38:35 - 38:38
    and the notion of human nature in
    general is that not only should we
  • 38:38 - 38:40
    change but we can.
  • 38:40 - 38:48
    thank you.
  • 38:57 - 39:00
    okay well we only have 58 here - pick a
    card, any card.
  • 39:00 - 39:04
    "how would you wanna track meet? What instead?"
  • 39:04 - 39:10
    I'm not on a crusade for
    the abolition of track and field events,
  • 39:10 - 39:13
    but if you ask me "is there a way for us
    to have fun in a way that does not
  • 39:13 - 39:14
    involve us
  • 39:14 - 39:17
    trying to triumph over other people?"
  • 39:17 - 39:21
    I think the answer is yes. if you ask
    people do you enjoy playing tennis or
  • 39:21 - 39:25
    squash, or watching a track meet or the
    Olympics or something like that,
  • 39:25 - 39:29
    people say "yes" but my question is "when
    have you ever experienced
  • 39:29 - 39:32
    a non-competitive recreational alternative?"
    most of us haven't.
  • 39:32 - 39:36
    the first game I ever learned - I
    don't know about you - was at a birthday party - it was
  • 39:36 - 39:37
    called "musical chairs".
  • 39:37 - 39:43
    X number of players scramble for X -1
    chairs.
  • 39:43 - 39:48
    a prototype of artificial scarcity! stop the
    music each time. out,
  • 39:48 - 39:51
    out, out,out, at the end you got one kid
    sitting down [unhappy],
  • 39:51 - 39:54
    one kid sitting down, smug and triumphant,
    everybody else excluded from playing.
  • 39:54 - 40:01
    "losers", unhappy. that's how you learn to have fun in America.
    no wonder we can't think of any better
  • 40:01 - 40:03
    way to enjoy ourselves than to - [good lord
    they're still coming in] -
  • 40:03 - 40:06
    no no wonder we can't think of any
    better way to enjoy ourselves,
  • 40:06 - 40:08
    we never learned any other way.
  • 40:08 - 40:11
    there are a loads and loads of cooperative
    games and I can point you if you like
  • 40:11 - 40:15
    to where you can find them as well as
    many ways in which we can challenge
  • 40:15 - 40:15
    ourselves,
  • 40:15 - 40:20
    feel that sweaty sense of accomplishment, that ecstatic feeling of
  • 40:20 - 40:24
    transcendence, test our skills and limits
    all without competition.
  • 40:24 - 40:27
    you can try to do better today than you
    did yesterday or last week.
  • 40:27 - 40:30
    I don't call that competition, some people
    call it "competing with yourself."
  • 40:30 - 40:33
    I don't have any objection to that, unless you get carried away with it to the point
  • 40:33 - 40:34
    you're never enjoying yourself,
  • 40:34 - 40:39
    but in general that's fine, but the need
    to try to struggle against another
  • 40:39 - 40:40
    person is not necessary
  • 40:40 - 40:44
    for a good time any more than it is
  • 40:44 - 40:49
    to be productive or to learn.
  • 40:49 - 40:52
    Let's see... "aren't some situations inherently
  • 40:52 - 40:57
    unavoidably - I guess that's supposed to be -
    competitive such as a shortage of jobs
  • 40:57 - 40:58
    for professors et cetera?
  • 40:58 - 41:01
    how can we structure things so that people in
    selective careers
  • 41:01 - 41:04
    are not locked in a destructive,
    competitive motivational structure?"
  • 41:04 - 41:06
    That's a very important question,
  • 41:06 - 41:10
    unfortunately we don't have time. (Laughing)
  • 41:10 - 41:15
    No, there is no easy answer to this.
  • 41:15 - 41:20
    you know, the first thing to be
    said is that the arrangement we have
  • 41:20 - 41:21
    that looks like a pyramid,
  • 41:21 - 41:25
    specifically in corporations
  • 41:25 - 41:29
    and to some extent in terms of our
    universities too - I mean,
  • 41:29 - 41:33
    god did not decree that organizations
    have to be shaped like pyramids.
  • 41:33 - 41:38
    the idea that in order to do well one
    must get up into a scarce position, the
  • 41:38 - 41:40
    number of people available to do these
    tasks,
  • 41:40 - 41:44
    and the number tasks are - excuse
    me - are socially
  • 41:44 - 41:48
    constructed decisions. I live in
    Boston where the parking is even worse
  • 41:48 - 41:49
    than here.
  • 41:49 - 41:53
    you know, there's one space there's two
    cars you look at it and you say
  • 41:53 - 41:58
    "there's no choice but to compete". well
    yes, if you freeze the frame and only look
  • 41:58 - 41:58
    at that,
  • 41:58 - 42:02
    but you ask "who decided the number of
    parking spaces?
  • 42:02 - 42:06
    who decided the quality of mass transit?
    who made all these decisions that led to
  • 42:06 - 42:08
    that situation in which you have
  • 42:08 - 42:10
    two people competing for the same job or
    two cars competing for the same
  • 42:10 - 42:11
    space
  • 42:11 - 42:15
    and so on. I don't have a recipe and this
    goes for business and economic concerns
  • 42:15 - 42:15
    either,
  • 42:15 - 42:20
    I don't know how we can in four easy
    lessons transform our economic system
  • 42:20 - 42:23
    into one that's cooperative and productive
    and democratic.
  • 42:23 - 42:26
    I don't know the answer, I'm not
    satisfied with my own response any more
  • 42:26 - 42:27
    than you probably are,
  • 42:27 - 42:31
    but I know that we haven't even begun to ask
    those questions!
  • 42:31 - 42:34
    the service I perform - if indeed it is a
    service - is the very modest one of
  • 42:34 - 42:37
    saying "let's sweep out the myths that have
    been keeping us from asking those
  • 42:37 - 42:38
    questions"
  • 42:38 - 42:41
    and that goes for the structure in
    the universities as well.
  • 42:41 - 42:45
    "aside from passive resistance à la
    Gandhi and King,
  • 42:45 - 42:48
    what non-competitive strategies can we
    use to alter the behavior
  • 42:48 - 42:53
    of those obsessed with political control,
    those who use violence to compete for
  • 42:53 - 42:53
    power
  • 42:53 - 42:59
    as in China?" well I'm not sure why we
    should sweep aside Gandhi and King
  • 42:59 - 43:03
    because I think they have more to tell
    us than the specific, localized
  • 43:03 - 43:04
    strategies that they did give us.
  • 43:04 - 43:07
    which is to say we can learn a lot from
    them and it may be appropriate.
  • 43:07 - 43:11
    there's a fellow who teaches at Harvard
    in southeastern Massachusetts University
  • 43:11 - 43:15
    named Gene Sharp, I commend to you his
    works in telling us about
  • 43:15 - 43:19
    useful, effective, powerful use of
  • 43:19 - 43:22
    non-violent resistance.
  • 43:22 - 43:26
    this is a good example of why conflict
    should not be swept out -
  • 43:26 - 43:29
    there was no one more concerned
    about conflict
  • 43:29 - 43:33
    than Gandhi except perhaps King, they
    were engaged in a kind a fight,
  • 43:33 - 43:37
    they just refused to use violence there.
  • 43:37 - 43:40
    a controlled, disciplined form of
    resistance.
  • 43:40 - 43:45
    we can alter the behavior of other
    people by bringing it to their attention
  • 43:45 - 43:48
    but also by doing it from the ground up.
    that isn't to say I have an easy
  • 43:48 - 43:51
    solution for what was going on for the
    tragedy in China,
  • 43:51 - 43:55
    or for the - at least equally if not
    much greater -
  • 43:55 - 43:59
    tragedy of soldiers killing
    students and children in various US
  • 43:59 - 44:01
    supported regimes around the world as
    well
  • 44:01 - 44:05
    which is conveniently forgotten on the
    talk shows - but in all of those cases I
  • 44:05 - 44:07
    think we have to be very careful about
    saying /
  • 44:07 - 44:11
    we can't just say "what do I do now? I
    need to grab a gun."
  • 44:11 - 44:15
    but rather how can we raise children so
    they don't grow up reproducing the same
  • 44:15 - 44:16
    ineffective strategies?
  • 44:16 - 44:20
    it is a tragedy, a tragedy
  • 44:20 - 44:23
    that people say "you know I agree with
    you that competition is destructive but
  • 44:23 - 44:28
    look, you gotta fit in. you've gotta raise
    kids to adapt, to become competitive."
  • 44:28 - 44:31
    You ask me why competition endures if it's not
    human nature -
  • 44:31 - 44:36
    that's why! but not only are you doing
    your child a disservice,
  • 44:36 - 44:41
    or your students but you're also
    perpetuating the same kind of
  • 44:41 - 44:45
    garbage in the next generation. kids
    should be raised and taught to know
  • 44:45 - 44:46
    what competition is,
  • 44:46 - 44:49
    but there's a big difference between
    engaging in it uncritically
  • 44:49 - 44:54
    and identifying it and knowing what it's
    about so you can choose not to do it.
  • 44:54 - 44:57
    and that's the attitude we take about
    religion in the public schools,
  • 44:57 - 45:00
    we can teach about religion without
    indoctrinating.
  • 45:00 - 45:03
    the same thing is true here. I'll
    make a crazy suggestion: I think the
  • 45:03 - 45:06
    evidence is so powerful and uniform
  • 45:06 - 45:10
    on competition that we should teach kids
    explicitly about the dangers,
  • 45:10 - 45:13
    just as we teach about the dangers of
    alcohol or drugs or driving
  • 45:13 - 45:14
    recklessly.
  • 45:14 - 45:18
    don't only teach them cooperatively,
    teach them why you're teaching them
  • 45:18 - 45:21
    cooperatively.
  • 45:21 - 45:28
    "Does your tirade..."
  • 45:30 - 45:34
    - you know I am passionate about this, I
    i make no excuse for that -
  • 45:34 - 45:38
    (applause)
  • 45:38 - 45:42
    I don't know if you're applauding the question or me but
    who cares?
  • 45:42 - 45:46
    I'm passionate about this and I hope you
    don't misinterpret the idea
  • 45:46 - 45:49
    of this passion for either lack of
    empirical support - which is in the book
  • 45:49 - 45:52
    and I didn't want to bore you with it - or with the sense that, you know, I'm
  • 45:52 - 45:54
    trying to compete myself!
  • 45:54 - 45:58
    some people have accused me of that, not
    perhaps understanding the difference
  • 45:58 - 46:01
    between thinking in a passionate way
  • 46:01 - 46:05
    and trying to wave the banners for
    this sort of thing
  • 46:05 - 46:08
    to get people to change the way they
    look at these questions on the one hand,
  • 46:08 - 46:11
    and wanting to defeat other people
    rather than opening up a dialogue on it,
  • 46:11 - 46:15
    which I hope is what I
    wanna do one way or the other.
  • 46:15 - 46:18
    "Does your tirade suggest that socialist
    cultures are more conducive to
  • 46:18 - 46:19
    fulfillment
  • 46:19 - 46:22
    than capitalist cultures?" It depends what
    socialist cultures
  • 46:22 - 46:26
    you mean. I gave lectures in Sweden last year and looked
  • 46:26 - 46:27
    around for a while
  • 46:27 - 46:30
    and yes I would say that that is a
    culture - if you define it as socialist - as
  • 46:30 - 46:31
    being
  • 46:31 - 46:34
    far more conducive to human fulfilment
    than this one. if you're talking of the
  • 46:34 - 46:35
    soviet union
  • 46:35 - 46:38
    I don't regard them as socialist. I don't
    think any right thinking person who has read Marx
  • 46:38 - 46:39
    would,
  • 46:39 - 46:42
    I think it's a conspiracy between the
    leaders of the US and the leaders of the
  • 46:42 - 46:44
    Soviet Union to call them
    "socialists"
  • 46:44 - 46:48
    each for their own purposes. I have
    no sympathy for that,
  • 46:48 - 46:52
    I'm delighted to the extent of moving
    toward more democratization.
  • 46:52 - 46:56
    But if we're talking about a totalitarian,
    grey, unproductive structure - I don't
  • 46:56 - 46:58
    want that
  • 46:58 - 47:01
    but you know if you can only see in
    black and white it's time to buy a new
  • 47:01 - 47:02
    TV,
  • 47:02 - 47:05
    you know, there are other possibilities here.
  • 47:05 - 47:09
    "Scott Peck in the 'Road less traveled'
    claims there is no altruism.
  • 47:09 - 47:14
    He pulls in seven hundred people per
    lecture, please comment."
  • 47:22 - 47:25
    Donald Trump pulls in fifty thousand
    times more dollars than I do - what am I
  • 47:25 - 47:27
    supposed to say about that?
  • 47:27 - 47:30
    He claims that there is no... because -
    I haven't read Scott Peck, I'll be honest
  • 47:30 - 47:33
    with you - but if he's claiming that there
    is no such thing as altruism...
  • 47:33 - 47:36
    uh, that seems to me it might implicitly
    suggest
  • 47:36 - 47:40
    that it is an apology. it allows you to
    live your life in
  • 47:40 - 47:43
    relative ease without worrying about
    what else is going on, I don't know that Scott Peck
  • 47:43 - 47:44
    claims this
  • 47:44 - 47:47
    but anyone who claims that is making a
    very sexy saleable message,
  • 47:47 - 47:51
    that allows one to stroke him or herself
    with saying "Yeah I'm doing okay! there's
  • 47:51 - 47:52
    no reason why I have to help
  • 47:52 - 47:56
    and let me on the subject of altruism
    also note that very destructive is the
  • 47:56 - 47:59
    way we limit - circumscribe artificially -
    the way we
  • 47:59 - 48:03
    understand that word too, to bring back
    full circle to what I was saying about
  • 48:03 - 48:06
    conflict and so on, and cooperation.
  • 48:06 - 48:10
    when we hear altruism [inaudible] - that's a
    problem...
  • 48:10 - 48:13
    altruism only means - at least way I look
    at it - that I helped you
  • 48:13 - 48:17
    only to help you, that goes on every day
    and to the extent
  • 48:17 - 48:22
    we cordoned it off to the Saints we allow
    ourselves to recline into a life of
  • 48:22 - 48:24
    self-aggrandizement with a clean conscience.
  • 48:24 - 48:27
    "I don't have to be altruistic, I can't be like
    Mother Theresa with the lepers therefore
  • 48:27 - 48:31
    I can do whatever the hell I want".
  • 48:31 - 48:35
    "How can we address the impact of sexual
    stereotyping which particularly expects
  • 48:35 - 48:37
    males to be competitive?"
  • 48:37 - 48:40
    I have a whole chapter on this in in my book
    and
  • 48:40 - 48:44
    I have to say that one of the things that
    troubles me more deeply than anything
  • 48:44 - 48:44
    else
  • 48:44 - 48:49
    is the idea that women have been urged
    in the last couple of decades to be as
  • 48:49 - 48:53
    obnoxiously competitive as menn under
    the banner of liberation.
  • 48:53 - 48:57
    I feel that I have as a man an aweful
    lot to learn
  • 48:57 - 49:01
    from some values traditionally
    associated with women,
  • 49:01 - 49:05
    of relationship and cooperation and so on
    and it pains me very deeply that
  • 49:05 - 49:08
    that has been turned around, that
    instead of men becoming the students
  • 49:08 - 49:10
    they're becoming the teachers.
  • 49:10 - 49:14
    it serves no one's interest and it's not
    in my view a
  • 49:14 - 49:19
    productive response to sexism which
    is very real
  • 49:19 - 49:23
    to become as the people whom we are
  • 49:23 - 49:27
    trapped by. you know, in a
    sentence:
  • 49:27 - 49:31
    everything that men do is not worth
    imitating just as men are doing it.
  • 49:34 - 49:38
    You know what I mean? In the early part of this century
  • 49:38 - 49:41
    women said "how how come only men get to smoke,
  • 49:41 - 49:42
    it's not fair!
  • 49:42 - 49:48
    And they're right, it isn't fair! Every single
    opportunity open to men should be open
  • 49:48 - 49:48
    to women
  • 49:48 - 49:51
    but we can't leave it at that. the
    question is - you know -
  • 49:51 - 49:56
    "do I want to go in? where is in?" anyone
    on the outside wants that,
  • 49:56 - 49:59
    you know, and it's very difficult for me,
    it's a hard issue
  • 49:59 - 50:04
    because I am not by any means urging any
    kind of a reactionary back to the
  • 50:04 - 50:06
    - you know - women get back to the
    kitchens where you belong - I'm suggesting
  • 50:06 - 50:07
    that we
  • 50:07 - 50:11
    only [inaudible] opportunities open to us but
    we don't need more competition,
  • 50:11 - 50:14
    we need less of it, by men as well as
    women.
  • 50:14 - 50:19
    you know now today, to continue with that brief
    metaphor, women have lung cancer rates
  • 50:19 - 50:19
    that are
  • 50:19 - 50:23
    equal to that of men, congratulations. that's not liberation,
  • 50:23 - 50:27
    that's not a response to sexism, that's
    buying into the structure.
  • 50:27 - 50:30
    now we address the sexual stereotyping
    by making sure
  • 50:30 - 50:34
    that these norms of cooperation
  • 50:34 - 50:37
    become the norms to which everyone
    aspires, men as well as women.
  • 50:37 - 50:42
    these are very deep, but there is
    zero evidence that any of this stuff
  • 50:42 - 50:46
    if inborn or in the genes, I have gone
    through the literature on sex roles with
  • 50:46 - 50:47
    respect to aggression,
  • 50:47 - 50:52
    nurturing and competition pretty
    carefully and all the claims are really
  • 50:52 - 50:55
    unsubstantiated to the effect that we can
    shrug it off as being a function of
  • 50:55 - 50:56
    testosterone.
  • 50:56 - 50:59
    in one sentence I will tell you that a
    lot of studies saying
  • 50:59 - 51:02
    that testosterone levels and other
    hormonal levels
  • 51:02 - 51:06
    are not merely causes of behavior but
    the effects of
  • 51:06 - 51:09
    behavior, when you change various
    organisms like -
  • 51:09 - 51:12
    like some apes and chimps -
  • 51:12 - 51:16
    and move them into different dominance
    hierarchies, the testosterone level
  • 51:16 - 51:17
    changes.
  • 51:17 - 51:21
    biology is not merely the cause, it is
    also the reflection
  • 51:21 - 51:24
    but that unfortunately challenges our
    simplistic idea
  • 51:24 - 51:27
    of determinism.
  • 51:27 - 51:30
    Last one.
  • 51:30 - 51:37
    I'm giving into the same temptation to make it a
    good one.
  • 51:37 - 51:42
    alright I see the irony.
  • 51:42 - 51:43
    "Will you speak
  • 51:43 - 51:49
    a bit about the role of
    challenge [inaudible] competition and/or
  • 51:49 - 51:50
    cooperation"
  • 51:50 - 51:53
    Uhm, sure. I'm a big believer in challenge.
  • 51:53 - 51:57
    the only question I ask - and I'll say this again - is whether challenge has
  • 51:57 - 52:00
    to exist at some other people's expense.
    does it have to be a
  • 52:00 - 52:04
    zero-sum game? It is competitive
  • 52:04 - 52:08
    thinking that is responsible not only
    for a lot of obnoxious people that we
  • 52:08 - 52:08
    both know,
  • 52:08 - 52:12
    but for the potentially most deadly form
    of competition
  • 52:12 - 52:16
    altogether which is the arms race that
    that threatens to extinguish all of us.
  • 52:16 - 52:20
    the assumption that when the soviets
    offer us an arms control initiative it's
  • 52:20 - 52:21
    good for them and
  • 52:21 - 52:26
    therefore bad for us, is exactly the sort
    of thinking that will annihilate us
  • 52:26 - 52:30
    and merely moving that competition to other
    arenas doesn't change the thinking,
  • 52:30 - 52:34
    we have to do that in other ways and the
    way we have to do it in particular
  • 52:34 - 52:37
    is thinking of challenges that we can
    meet - number one - at least
  • 52:37 - 52:41
    without competition and sometimes that
    means working independently,
  • 52:41 - 52:45
    but number two - more significantly - with
    others
  • 52:45 - 52:50
    because challenges often apply as [INUADIBLE, next speaker] i think is about to tell you
  • 52:50 - 52:54
    and behavior is often construed and
    challenges available to us
  • 52:54 - 52:58
    understood in terms of us. Not us
    versus
  • 52:58 - 53:02
    them but us. cooperation does not require
  • 53:02 - 53:05
    simply working together in one group in
    order to triumph against
  • 53:05 - 53:08
    other groups, that's all we know in this
    country:
  • 53:08 - 53:12
    basketball games, international rivalries,
  • 53:12 - 53:15
    companies, [inaudible] distorted.
  • 53:15 - 53:19
    a truncated version of cooperation does
    not require
  • 53:19 - 53:22
    intergroup competition. we can understand
    challenge without
  • 53:22 - 53:27
    ever appealing to notions of besting
    other people and we can also do it
  • 53:27 - 53:31
    even better by working with other people
    to accomplish mutual goals.
  • 53:31 - 53:31
    thanks.
Title:
Alfie Kohn - The Case Against Competition
Description:

Raising healthy, happy, productive children goes hand in hand with creating a better society. The first step to achieving both is recognizing that our belief in the value of competition is built on myths. There are better ways for our children -- and for us -- to work and play and live.

more » « less
Video Language:
English
Duration:
55:16

English subtitles

Incomplete

Revisions