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The Space Between
The Space Between
How Empathy Really Works
HEIDI L. MAIBOM
Oxford University Press is a department of the University of Oxford. It furthers the
University’s objective of excellence in research, scholarship, and education by publishing
worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and
certain other countries.
Published in the United States of America by Oxford University Press
198 Madison Avenue, New York, NY 10016, United States of America.
© Oxford University Press 2022
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the prior permission in
writing of Oxford University Press, or as expressly permitted by law, by license, or under
terms agreed with the appropriate reproduction rights organization. Inquiries concerning
reproduction outside the scope of the above should be sent to the Rights Department,
Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same
condition on any acquirer.
Library of Congress Control Number: 2022930912
ISBN 978–0–19–763708–1
eISBN 978–0–19–763710–4
DOI: 10.1093/oso/9780197637081.001.0001
But let us, forsooth, my philosophic colleagues, henceforward guard
ourselves more carefully against this mythology of dangerous ancient ideas,
which has set up a “pure, will-less, painless, timeless subject of
knowledge”; let us guard ourselves from the tentacles of such contradictory
ideas as “pure reason,” “absolute spirituality,” “knowledge-in-itself”:—in
these theories an eye that cannot be thought of is required to think, an eye
which ex hypothesi has no direction at all, an eye in which the active and
interpreting functions are cramped, are absent; those functions, I say, by
means of which “abstract” seeing first became seeing something; in these
theories consequently the absurd and the non-sensical is always demanded
of the eye. There is only a seeing from a perspective, only a “knowing”
from a perspective, and the more emotions we express over a thing, the
more eyes, different eyes, we train on the same thing, the more complete
will be our “idea” of that thing, our “objectivity.” But the elimination of the
will altogether, the switching off of the emotions all and sundry, granted
that we could do so, what! would not that be called intellectual castration?
—Friedrich Nietzsche: The Genealogy of Morals III, 12
Contents
Acknowledgments
Introduction
Notes
References
Name Index
General Index
Acknowledgments
This book is the culmination of more than six years’ research, and
many people have contributed to it by discussing my ideas with me.
Of those who have supported my work on the manuscript and
offered invaluable comments, Anthony Jack stands out. We have
spent hours discussing empathy and he has read through the entire
manuscript and commented on it. The book wouldn’t have been the
same without him. Jenefer Robinson is another person whose
assistance has been invaluable. She has read various versions of the
book and helped me think through many of the difficult issues. At
the very end of the process, as I was grappling with how to illustrate
the manuscript, my old friend Peter Bruce stepped in and provided
the beautiful drawings you see in the book. Thanks, Peter! My PhD
student, Kyle Furlane, has been a great discussant and pointed me
to some of the studies I discuss in Chapter 2. I also benefited greatly
from comments on the first part of the book from a reading group at
York University led by Evan Wenstra and Kristin Andrews. The
research group at the Institute for Logic, Cognition, Language, and
Information (ILCLI) at the University of the Basque Country read
through my manuscript in the final stages. Zvi Biener, Kate Sorrels,
Jeanne-Marie Musca, Tom Polger, Valerie Hardcastle, Larry Jost,
Colin Marshall, and Peter Langland-Hassan read the zygote version
of some of those chapters and their reflections helped guide my
writing. Angela Potochnik, Tony Chemero, and Vanessa Carbonell
assisted me greatly by commenting on more mature chapters. Kyle
Snyder provided comments and criticisms that helped me make the
central argument of the book clearer and more focused. I am
grateful to all! Thanks also go to my editor at Oxford, Peter Ohlin,
for pushing me to crystallize my ideas better.
In 2016–17, I was a Taft Center fellow, which allowed me ample
time to develop my ideas in concert with two other fellows, Arya
Finkelstein and Gergana Ivanova. Karsten Stueber visited at the end
of the fellowship and commented on the first half of the manuscript.
His wise input made the book a great deal better than it would
otherwise have been. The Taft Center had already provided
invaluable support the previous year, when it helped finance a visit
to Macquarie University in Sydney. Here, Jeanette Kennett led a
seminar, where we discussed early chapters of the book. I learned
much from that.
I have given talks on various parts of this book to audiences of the
ILCLI research group at the University of the Basque Country, the
Center for Philosophy and Psychology at the University of Antwerp,
and the philosophy departments of Indiana University South Bend,
Southern Illinois University, Roskilde University, University of Rijeka,
Macquarie University, University of Memphis, Jadavpur University in
Kolkata, University of Wollongong, Carleton University, Case Western
Reserve University, University of Copenhagen, University of
Manchester, University of Cincinnati, and York University. I am
grateful to the audiences for frank and instructive discussions.
During the summer of 2019, Francesco Orsi organized a summer
school at the University of Tartu in Estonia with Bart Streumer and
me. This gave me a wonderful opportunity to discuss the book with
a bunch of very smart people, and to do so in an idyllic setting. I’ve
also benefited from discussions at conferences and workshops, such
as those by the European Philosophical Society for the Study of
Emotions; the European Society for Philosophy and Psychology; the
International Society for Research on Emotions; the Brazilian Society
for Analytic Philosophy; the Workshop on Language, Cognition, and
Context; and a joint workshop between the philosophy departments
at University of Cincinnati and Ohio State University.
Last but not least, I have learned a lot from presenting some of
the materials here at graduate and senior seminars the University of
Cincinnati. At different stages of the book, I also presented the
materials to the Association for the Study of Psychoanalytic Thought
in Cincinnati. I am grateful to the participants for their incisive and
helpful comments and criticisms. Through it all, and particularly
during the trying isolation imposed by Covid-19, my friends, family,
and Crosby kept me sane (assuming, of course, that I [still] am).
The book was written while I was a professor of philosophy at the
University of Cincinnati, a Taft Center fellow, and, during the final
stage, an Ikerbasque research professor at ILCLI at the University of
the Basque Country, and while benefiting from grants from the
Basque Government (IT1032-16) and the Spanish Government
(PID2019-106078GB-I00 [MCI/AEI/FEDER, UE]).
Introduction
someone who understands that justice isn’t about some abstract legal theory
or footnote in a case book, it is also about how our laws affect the daily
realities of people’s lives. . . . I will seek somebody who is dedicated to the
rule of law. Who honors our constitutional traditions. Who respects the
integrity of the judicial process and the appropriate limits of the judicial role.1
What you’ve got to look at is, what’s in the justice’s heart? What’s their
broader vision of what America should be? Justice Roberts said he saw
himself as an umpire, but the issues that come before the court are not sport,
they’re life and death. And we need somebody who’s got the heart, the
empathy, to recognize what it’s like to be a young teenage mom, the empathy
to understand what it’s like to be poor or African-American or gay or disabled
or old—and that’s the criterion by which I’ll be selecting my judges.2
I would hope that a wise Latina woman with the richness of her experiences
would more often than not reach a better conclusion than a white male who
hasn’t lived that life.3
That is, of course, the logical flaw in the empathy standard. . . . Empathy for
one part is always prejudice against another.4
Judges can’t rely on what’s in their heart. They don’t determine the law.
Congress makes the laws. The job of a judge is to apply the law. And so it’s
not the heart that compels conclusions in cases. It’s the law. . . . We apply
law to facts. We don’t apply feelings to facts.5
I am reminded each day that I render decisions that affect people concretely
and that I owe them constant and complete vigilance in checking my
assumptions, presumptions and perspectives and ensuring that to the extent
that my limited abilities and capabilities permit me, that I reevaluate them
and change as circumstances and cases before me requires. . . .
However, to understand takes time and effort, something that not all people
are willing to give. For others, their experiences limit their ability to
understand the experiences of others. Other[s] simply do not care.
What Sotomayor and Minow both recognize is that applying the law
in a perfect, unbiased, almost mechanical way is impossible. Instead,
the impartial application of the law is an ideal we aspire to, and one
that requires extraordinarily hard work to meet. To determine what
crime has been committed, intent and extenuating or aggravating
circumstances must be considered. This is not a mechanical
procedure. Instead, the people in charge of this process, which can
destroy lives, are fallible and rely on their own partial experiences,
backgrounds, and concerns. The prejudice against African Americans
in the US legal system is legendary. What may be less known is that
studies in many states have found systematic prejudice in cases
involving women, primarily by male judges and lawyers. In the
United Kingdom, a study found significant correlations between
decisions by jury members and their gender, occupation, and level of
education. The legal system is anything but unbiased. What is
remarkable is how many people are blind to this fact, including
judges and juries themselves.11
What is to be done? It seems obvious that we must first all
recognize that we are biased. But who thinks they’re biased? No
one, it seems. When ordinary people consider their own thoughts
and attitudes, they don’t look biased to them. Even extremists deny
they are biased. The Ku Klux Klan refuses to admit they are white
supremacists and white supremacists refuse to acknowledge that
they are racist. The problem, then, is not only with what is called
“implicit bias”—bias that we are unaware of—but also with explicit
bias. The very word “bias” is part of the problem. It has become
synonymous with being unreasonable and morally questionable. But
bias isn’t a flaw in reason; reason itself is biased. Our reason is a
kind of reason, the kind suited to our species. We see the world in
relation to our interests, concerns, and needs. Far from being a
problem, it is what allows us to survive and thrive. However, bias
becomes a liability when we are concerned with such things as
justice, truth, or interpersonal understanding. To correct for our own
partial perspective on things, we need to—you’ve guessed it—take
other people’s perspectives. So contrary to McConnell’s and
Sessions’s concerns that empathy introduces bias and subjectivity
into an otherwise orderly and impartial process, empathy helps
counterbalance pre-existing biases. Subjectivity is not a flaw in a
person’s otherwise objective outlook on things. Subjectivity goes all
the way down, though there are clearly degrees of it. Most of us
learn to incorporate other points of view into our outlook as we grow
up and mature. We remain, nonetheless, creatures with a way of
seeing the world that is not a view from nowhere—as many people
think true objectivity demands—but a view from somewhere: a view
from here.12
Accepting our fundamental subjectivity leads to a profound re-
evaluation of empathy. Empathy can no longer be seen simply as a
way for us to understand the subjective and quirky aspects of
another person. Empathy is also a way for us to overcome our own
limited view of the world, other people, and ourselves. Rather than
making us blind, empathy opens our eyes to a greater reality. For
instance, it allows judges to gain a different perspective on a crime
that they have been socialized to see one way. They now possess
more information about the event that they are standing in
judgment over. This does not mean that this new way is the only
way to think about the crime in question. But it is another one; one
that might be as valid. More ways of thinking about the case at hand
therefore put the judge in a better position to offer a more impartial
ruling. So, contrary to simplistic objections to empathy, empathy
never was about embracing another’s point of view as if it were the
unvarnished truth. We empathize to balance our self-care and self-
interest with care for other people’s interests and well-being. We
empathize to transcend our culturally, temporally, and spatially
limited view on the world. What we often don’t realize is how
egocentric and narrow our image of the world is. And it therefore
seems that when we empathize with others, it is a way of getting
nonobjective information about them. But our pre-existing ideas and
attitudes are already subjective. As a result, empathy actually makes
us less partial and more objective.
This book aims to correct our mistaken view about what empathy
is, what it does, and why we need it. The first step is to recognize
our own perspectives. This is the topic of Part I. We think of
ourselves, explicitly or implicitly, as agents who directly apprehend
reality. Of course, if pushed, most of us acknowledge that our own
perspective is limited. But we don’t act as if that were true. We
acknowledge pockets of subjectivity amidst an overwhelmingly
objective and truthful assessment of the world, ourselves, and
others. We are wrong. Our point of view on the world reflects who
we are. The world is something we inhabit, and that we use to stay
alive and thrive, not primarily one we train a scientific eye on, as I
explain in Chapter 2. This is reflected in the way we regard our own
actions compared to how we see actions of people we have no
relation to. We take an agent perspective on ourselves and an
observer perspective on others, as I show in Chapter 3. When we
take another person’s perspective, we no longer view them from the
position of an observer, which I call “an observer perspective.”
Rather than seeing them from the outside and from a distance, we
try to see the world through their eyes, as if we were them, what I
call “an agent perspective.” But there is a third type of perspective
we can adopt when we are more intimately enmeshed with other
people, which I call “an interpersonal perspective.” One form of this
perspective is seen in conflict situations, where we find victim and
perpetrator perspectives. These reflect distinctive views on a wrong
that express each person’s relation to it, as I explain in Chapter 4.
There is also a more truly enmeshed and cooperative way of relating
to others, which I discuss in Chapter 5. In these interactions, we
momentarily leave our individuality behind and become as one with
the other.
Once we have explored the first-person perspective and seen how
it sets up a fundamental distinction between how you regard
yourself and your own actions and those of other people, we can
move on to perspective taking. This, it turns out, is a complex
procedure whereby you use your own ego-centeredness to represent
the point of view of another person in their situation. It is a blending
of self and other that I call “the space between.” Since you can
never enter into or adopt the subjectivity of another person, you
must use your own to simulate theirs. This is not as hard as it seems
because subjectivity has formal and invariant aspects, as
demonstrated in Part I. The “I” relationship to the world can be
replicated by other “I”s. To capture the situation situation that “I” is
in, however, and the particular relations it represents does require
experiences and insights of a special kind. This means that
perspective taking can be difficult and daunting, as I show in
Chapter 6. Most of the time, though, we are not interested in
capturing the fine details of another’s experience. We have broader
and more diffuse concerns. Is this person positively inclined toward
me? Did what they just say reflect hostility? Will what I’m thinking
about saying hurt them? Are we on the same page? I discuss this in
Chapter 7 and then move on to show how important taking other
points of view on ourselves is to understanding what we are really
doing. Being responsible requires the ability to flexibly shift points of
view, as I show in Chapter 8. Psychological experiments show that
taking another’s point of view has positive effects on interpersonal
relations, morals, and justice. But it is not an unmitigated boon.
Others may harbor misleading and oppressive views of us. Adopting
them can be damaging, as we see in Chapter 9. Empathy really does
have a dark side. It might even have more than one. But the
solution is close at hand. We need to balance different points of
view. Another’s point of view shouldn’t simply override our own.
Instead, it should give cause for reflection on how the two can be
accommodated in a coherent picture of the world. We often use
empathy to give us a fuller, more complete picture of reality. But
when perspectives clash, our reality isn’t simply enhanced by shifting
our point of view. It is potentially upended by it. And that is not
always a bad thing.
By Chapter 10 we will be in a position to provide solid answers to
the questions raised here. One answer is that perspective taking, as
well as feeling with others, makes us less, not more, biased. The key
to using empathy in the context of morality and the law lies in
triangulating between different points of view. For instance, in
adjudicating a conflict, we must consider the point of view of the
two parties as well as that of an involved observer (which might turn
out to be us). Doing so can give us all the impartiality we need. This
might seem rather complex, and it is. But there is no decent
alternative. It is no good, for instance, to imagine the point of view
of an Ideal Observer. The problem with such a fictional being is that
although it may be ideal, it usually fails to be human too, for in order
to be “ideal,” such an observer must be stripped of most of what
makes it human, which is to say most of what matters to ordinary
people. Law and morality are not abstract, universal, and eternal
facts that we ought to fit ourselves to, even if we must cut off a heel
or a toe to do so. They are human endeavors, and must therefore be
fitted to human capacities, human interests, and human
experiences. The way to do that is to take the perspectives of
human beings. And this is why a certain view of impartiality and
objectivity, which is so prevalent in our culture, turns out to be not
only wrong but also damaging.
I am a philosopher by training and profession. Therefore, Knowing
You, Knowing Me represents a philosophical outlook. There are many
books on empathy by psychologists, psychiatrists, psychotherapists,
and other science writers. Many of them are excellent, but few of
them address the deeper aspects of empathy. What is needed is a
good shot of philosophy. Why? Because philosophy digs deep. Where
the biologist asks, “What makes an organism alive?,” a philosopher
might wonder what the nature of being is. When a psychotherapist
asks a client, “What do you remember about the event?,” a
philosopher might instead ponder what it is to remember. The
question you ask determines the answer. I ask what it is to take
someone else’s perspective and why it matters, and the answer I
provide has implications for how we can know ourselves, others, and
the world around us—what it is to be a self, how we exist in the
world, and what objectivity is. And yet, this is far from being a
purely speculative book. My ideas and claims have ample empirical
support. Psychological data and philosophical ideas are interwoven
throughout the book, hopefully satisfying the philosophically and
empirically minded alike. At the same time, you will find every part
of this book useful. Bad date? Go to Chapter 9. Confused about why
others are angry about what you did? Consult Chapter 8. Looking to
settle an argument with a partner? Confer with Chapters 4 and 7.
By the end of the book, I hope you will see empathy as I do—as a
capacity that is more powerful, more complex, and more central to
our grasping reality than it is given credit for. Rather than trapping
us in another’s subjectivity, it provides a more expansive view of our
common world.
PART I
PERSPECTIVES: WHAT ARE THEY?
1
The Space Between
The summer I first started thinking about this book, I went to see
our local Shakespeare Players perform in the park. Okay, so it was A
Midsummer Night’s Dream, which is not one of my favorite
Shakespeare plays—what with all the fairies frolicking about—but it
was a beautiful warm night, and I didn’t have anything else to do.
The play opens with a scene at the palace of the Duke of Athens.
Egeus has arrived to ask the Duke permission to kill his daughter
unless she marries Demetrius, the man he has chosen for her.
Hermia, however, is in love with Lysander, whom she says is just as
good a match as Demetrius. Egeus is not impressed. As his
daughter, he insists, she is to do what he says. Then it happens.
Hermia speaks directly to me, in a manner of speaking. She turns to
her father to make one last appeal. She says: “I would my father
look’d but with my eyes” (Act I, Scene I). As luck would have it, I
had just started working on a book on perspective taking. What are
the chances, I thought? Pretty high, actually. Once you start looking
for examples of perspective taking, you find them everywhere.
You might think that what Hermia wants is simple. She wants her
father to agree with her. End of story. A friend of mine, who’s a
renowned empathy expert, interprets the story this way. I disagree.
Of course, Hermia doesn’t want to die, and she doesn’t want to
marry Demetrius either. But that’s not why she asks her father to see
with her eyes. What she wants is recognition. And through that
recognition, she hopes to convince her father to let her marry
Lysander. What, then, is recognition? It is best brought out with the
Duke of Athens’ reply to her. “Rather your eyes must with his
judgment look” (Act I, Scene I). Hermia has disappeared as a person
in the discussion. She is a thing to be bartered and controlled. She is
an object. And an object has no point of view or, if it does, it is
entirely irrelevant to what we do with it. By raising her voice and
asking her father—whose property she, technically speaking, is in
this society—to take her perspective; she is showing that she is, in
fact, a subject or a person, and that she has her own way of
responding to the world. She has an inner life. She is a center of
conscious experience. What she wants is to be recognized as such.
Taking Hermia’s point of view on the matter of her marriage would
be an act of recognition. Recognition, however, is not agreement, as
we shall see. But when we successfully take another’s point of view,
we embody, if even for just a moment, attitudes and thoughts that
are closer to hers than to our own. To see this, let’s see what Egeus
says about the situation (Act I, Scene I):
The first method he conceived of was relatively simple. Know Spanish well,
recover the Catholic faith, fight against the Moors or the Turks, forget the
history of Europe between the years 1602 and 1918, be Miguel Cervantes.
Pierre Menard studied this procedure (I know he attained a relatively accurate
command of seventeenth-century Spanish) but discarded it as too easy.
The joke, of course, is that the method was thought to be too easy.
And yet recovering the Catholic faith, etc., would only be a fraction
of what it would take to be Cervantes. It is little consolation to point
out that the project is not to become another, but to understand him
better by imagining being him in a particular situation. For if
understanding Cervantes during his writing of Chapter XX of Don
Quixote, for example, really required imagining having the Catholic
faith of the time, fighting the Moors, forgetting European history
between now and 1602, and so on, our task would only be slightly
easier—which is to say that it would be impossible.
The idea that it is ultimately not possible to imaginatively
transform oneself enough to imagine being in another person’s
situation, as if one were that person, has weighed heavily on
philosophers’ minds. It is the very same concern that a teenager has
when, upon her mother trying to console her after being jilted by
her lover, she maintains that her mother simply doesn’t understand
what it is like to be her. Although teenagers do lack experience, their
ultimate concern is real enough. Philosopher Peter Goldie puts it this
way: People have unique characters, particular ways of reasoning,
certain types of biases, etc., many or all of which they remain
unaware of, but that nonetheless affect how they react in a
situation. What it is like to imagine living at the time of Cervantes is
very different from how Cervantes experienced it. He was embedded
in a time and a place without much consideration of this fact.
Menard’s simulation, by contrast, would be based on an extensive
reading of history, and would lead to different reactions to, say,
Moors. The hostile attitude of Cervantes is in his bones; in Menard it
is a conscious affectation.4
If we are to have any chance of taking another person’s point of
view, then, we cannot be required to fully imagine being them in
their situation. But then what should we do to make up for the
differences between ourselves and the person we are trying to
understand?