A critical analysis of Why We Hate: Understanding, Curbing, and Eliminating Hate in Ourselves and Our World By: Rush W. Dozier, Jr. Nowadays, there are instances where teenagers bring guns to school, buildings are targeted by airplanes, and riots occur on city streets. These acts stem from the human mind’s amygdala (Dozier, 2002, p. 5), which identifies specific objects as potential threats to survival or reproductive opportunities. Consequently, it evokes aggressive responses aimed at eliminating these perceived threats.
This extreme form of aggression, this emotion that compels terrorists to murder complete strangers and enables a ex-husband to believe that killing his estranged wife and children is the sole solution, is referred to as hatred. These intense feelings of hatred that motivate these individuals to commit such atrocious deeds typically remain unnoticed by the general public, and when the truth is exposed, all we can do is express our disbelief and query, “How did we fail to recognize this?” In the book Why We Hate by Rush W. Dozier, Jr., potential explanations to such inquiries are offered.
This book offers solutions for eradicating hate in contemporary society and aims to provide an understanding of why we hate, the intensity of these emotions, and how they turn into destructive forces. The author, Dozier, characterizes hate as a formidable but manageable power that originates from the primal part of our brain. He defines hate as an emotion that fosters an “us versus them” mentality, enabling individuals to dehumanize their opponents to the extent that a predator would view its prey (Dozier, 2002, p. 41).
Another reason for violent expressions of hate often stems from feeling physically or mentally trapped by one’s enemy. Humans are inherently driven by control, so a sense of being trapped results in a loss of control. Consequently, the “fight or flight” response is activated, leading to a fight for survival when fleeing is not an option (Dozier, 2002, p. 15). Building on these insights, Dozier proposes ten steps to mitigate and eradicate hatred in society. Firstly, one should identify the root cause of anger, ensuring it is a genuine threat rather than a mental construction. Additionally, developing empathy towards individuals with whom one has no intrinsic sympathy is crucial. Another strategy involves expressing reasons for anger to minimize resentment. By providing an outlet for anger through airing present grievances, constructive negotiation becomes possible. It is also important to engage in intelligent conversation without condescension when seeking resolution.
According to him, providing education can help improve cross-cultural understanding and diminish cultural misinterpretations. Additionally, fostering trust through positive cooperation is important. Moreover, it is crucial to maintain a balanced perspective and avoid overreacting when confronted with anger. One should also strive to not feel confined by their current circumstances. If one feels trapped, they should broaden their horizons and view their previous frustrations as opportunities for personal development.
However, if someone consistently feels consumed by hatred, they should try to engage with the very thing they despise. And most importantly, they should strive for justice rather than seeking revenge (Dozier, 2002, pp. 31-37). To validate Dozier’s belief in fostering tolerance through empathy, a study conducted by Frey and colleagues on school children was consulted. The study revealed that employing perspective taking, problem solving, and anger management techniques can decrease psychological problems and behavioral issues like aggression.
Although the exact numbers were not specified in a report, it was concluded based on several related past studies. The children underwent empathy training to comprehend others’ emotions and perspective. This quality hinders dehumanization of enemies and promotes constructive issue resolution, while emphasizing respect for each other as fellow human beings.
According to Frey, Karin, Hirschstein, Miriam, and Guzzo (2000), students are taught problem-solving skills which involve identifying the problem and generating solutions. The education also includes evaluating the safety of their proposed solutions and considering the emotions of others. Through these techniques, children are encouraged to think logically and apply their empathy in making decisions.
Another study was conducted on adolescents from America and Croatia to determine the effectiveness of cultural immersion in reducing prejudice and ethnic hostility. American teenagers aged 12-20, including African-American, Asian, and Latino individuals, were paired with Croatian youth of similar ages for over a month, spending 24 hours a day together. The results revealed that cultural immersion significantly diminished the “us vs. them” mindset among the adolescents. The term “them” no longer served to identify the enemy, as similarities overshadowed differences and fostered friendships, leading to the disappearance of hostilities (Dale, Nan, Danko, Roman, Breen, & Markham, 2001). These findings support Dozier’s theory that trust formation and cultural immersion are effective methods for reducing resentments and hostilities among opposing groups. Often, hatred takes root before appropriate intervention is possible, necessitating the implementation of strategies to prevent further violence.
While a specific study on the mentality of terrorists was not found, a study on communication skills in violent couples was mentioned. The study showed that couples who practiced positive communication strategies, including compromise, taking responsibility, and calmly identifying problems, experienced a notable decrease in marital violence (Ronan, Dreer, Dollard, & Ronan, 2004). Therefore, it can be inferred that positive communication can help resolve potentially hostile situations.
It is likely that the same principle applies to unmarried individuals in conflict. Dozier’s forecast on decreasing anger among conflicting individuals remains applicable, as his proposal of identifying the cause of anger and expressing emotions constructively is viewed as valid solutions. Nevertheless, it is unclear if Dozier’s concepts are equally successful when put into practice compared to their theoretical effectiveness.
While there have been many studies on ethnic education, anger management, and problem-solving in children aged 5 to 18, there is a lack of research involving adults. This suggests that influencing the cognitive processes of children may be easier compared to adults. Consequently, Dozier should specify the appropriate age group for each strategy. Unlike children, adults have already developed social biases and stereotypes influenced by their own perspectives and life experiences.
According to Rush W. Dozier, Jr. in his book “Why We Hate” (2002), manipulating the mind of an already biased adult who is described as “closed-minded” would be challenging (Dozier, 2002, p.10). Additionally, it is unlikely that steps taken to transform the thinking of someone consumed by hatred would be effective (Dozier, 2002, p.35). Dozier characterizes hate as irrational and unthinking, highlighting its primal nature (Dozier, 2002, p.21). The displays and feelings of hatred can range from immediate and violent to gradual and calculating (Dozier, 2002, p.6). If this theory holds true, how can a person trapped in hate be expected to use reasoning to escape it? Dozier needs to clarify how an individual tainted by hatred can break free from its shackles.
Cultural immersion is suggested as a valid solution for overcoming hate; however, if someone is bound by irrational emotions, they may lack the motivation to consider this solution or expose themselves to what they despise. According to Dozier’s analysis in his book (2002), hate stems directly from a fear of anger (Dozier, 2002,p .9). Just like someone with a phobia of snakes would not willingly jump into a snake pit; individuals with this fear wouldn’t confront their fear voluntarily either.
To overcome this fear and hatred requires therapy which isn’t explicitly mentioned by Dozier but could potentially be helpful. Those who fear and hate immigrants require assistance similar to those who have phobias about snakes.The text offers valuable insights and well-researched concepts on the source, purpose, and management of hatred in humans.
Despite the author’s valuable suggestions and psychological studies, it is evident that they lack expertise in psychological treatment. It is crucial for the author to clarify that these methods are more beneficial for children rather than adults. Moreover, managing intense feelings of pure hatred presents a greater difficulty compared to dealing with mere resentment. Nevertheless, this book provides significant insights and information without causing harm to society as a whole. References: Dozier, R. (2002). Why We Hate.
New York: Contemporary Books. Frey, Karin S., Hirschstein, Miriam K., & Guzzo. (2000). Second Step: Preventing Aggression by promoting social competence Journal of Emotional and Behavioral Disorders [1063-4266], 18, 102. Dale, Nan, Danko, Roman, Breen, & Markham. (2001). Confronting adolescent bias and intolerance through cross-cultural immersion: An American-Croatian collaboration Child Welfare [009-4021], 80, 623. Ronan G., Dreer L., Dollard K., & Ronan D. (2004). Violent couples: Coping with Communication skills Journal of Family Violence [0885-7482], 19, 131.
