Altruism and Understanding Why People Help Others
Altruism, the selfless concern for the well-being of others, has been a topic of debate across many disciplines, particularly in evolutionary psychology and social science. Evolutionary theories such as kin selection suggest that helping close relatives enhances the likelihood of genetic survival, while reciprocal altruism posits that people help others, including strangers, with the expectation that they will receive help in return at a later time. Additionally, reputational benefits gained through altruistic acts can improve an individual’s social standing and inclusive fitness in a group setting.
However, altruism is not purely driven by such calculated reasoning. Research suggests that people also engage in altruistic behavior based on emotional impulses, moral judgments, and personal values. Personality traits such as empathy, the ability to imagine oneself in another’s situation, and even training or habitual behavior may all contribute to acts of altruism. But what drives some individuals to go beyond mere help and commit to heroic actions, even when the risks are high?
In the article The Making of a Hero: Cultivating Empathy, Altruism, and Heroic Imagination, Ari Kohen, Matt Langdon, and Brian R. Riches explore the psychological commonalities that shape individuals into heroes. By examining real-life examples, they identify four key traits that define heroism: empathy, heroic imagination, special training, and habitual helping. This paper presents an example of altruism in action, analyzes the behavior through the lens of these traits, and reflects on how they shape a person’s readiness to help others.
In the example of John, the off-duty paramedic who instinctively stopped to help a victim in a car accident, we can clearly see how his actions align with the four commonalities of hero development discussed in The Making of a Hero. These traits—empathy, heroic imagination, special training, and habitual helping—offer insight into why John acted decisively in this high-risk situation.
Empathy is a crucial motivator in heroic and altruistic behavior, and it was a driving force behind John’s decision to help the accident victim. In the article, Kohen, Langdon, and Riches emphasize the importance of expansive empathy, which extends beyond close relationships to include those who are different or even strangers (Kohen et al., 2017). John, although exhausted from a long shift, immediately felt a strong connection to the victim’s suffering. His ability to empathize with someone in danger pushed him to act quickly, despite the risks involved.
John’s experience as a paramedic had developed his empathy for people in distress, allowing him to respond to the victim’s situation as if it were second nature. This echoes the research cited in the article, where empathy is identified as a key factor that distinguishes heroes from bystanders. While many people passed by the scene, John’s ability to connect emotionally with the victim—understanding their pain and imagining the urgency of their situation—led him to take action.
Another factor in John’s heroic act was his heroic imagination, which involves mentally rehearsing scenarios where help is needed and envisioning how to respond. The article describes this as a common trait among heroes, who often imagine what they would do in critical situations long before they encounter them (Kohen et al., 2017). For John, this practice was an integral part of his paramedic training. He frequently visualized emergencies as part of his preparation, thinking through potential responses to various crises. This mental rehearsal made his reaction to the car accident instinctive and immediate, reducing hesitation and boosting his confidence.
Moreover, John had previously participated in simulations during his training, which further honed his ability to anticipate emergencies and act effectively under pressure. As the article points out, having a developed heroic imagination enables individuals to react quickly and appropriately in real-life situations. John’s mental preparedness through his work as a paramedic allowed him to jump into action without being overwhelmed by fear or uncertainty.
John’s special training as a paramedic was undoubtedly one of the most significant factors in his heroic behavior. The article highlights how specific skills and training provide individuals with the tools and confidence necessary to perform heroic acts (Kohen et al., 2017). In John’s case, his medical expertise equipped him with the knowledge to stabilize the victim’s neck and assess the danger posed by the smoking car. This ability to perform life-saving measures quickly and effectively set him apart from the bystanders, who may have lacked the skills or confidence to intervene.
The notion that special training increases the likelihood of heroic action is supported by the article’s examples of heroes with domain-specific skills, such as military personnel or individuals with medical backgrounds. John’s paramedic training not only gave him the practical skills needed to help but also reinforced his identity as a helper—someone capable of handling emergencies and saving lives.
Finally, John’s actions can be linked to the concept of habitual helping, which refers to the tendency of certain individuals to engage in small, prosocial acts regularly, thereby preparing them for more significant acts of heroism. Kohen, Langdon, and Riches argue that habitual helping creates a foundation for heroic behavior by normalizing acts of kindness and fostering a sense of social responsibility (Kohen et al., 2017). For John, helping others was not an isolated incident but a daily occurrence in his work as a paramedic. His routine involvement in saving lives and assisting people in distress conditioned him to respond quickly and without hesitation when the need arose.
This habitual helping behavior also contributed to John’s moral identity as someone who helps others, even when off duty. The article points out that people who engage in habitual helping often see themselves as prosocial individuals, which reinforces their willingness to take heroic action when necessary. In John’s case, his identity as a helper, formed through years of paramedic work, primed him to act selflessly and heroically during the car accident.
Through the lens of The Making of a Hero, John’s actions can be understood as the result of a combination of empathy, heroic imagination, special training, and habitual helping. Each of these factors played a critical role in his decision to intervene and save the accident victim’s life. This example illustrates how heroes are often made through their experiences, preparation, and habitual engagement in helping behaviors, all of which contribute to their readiness to act in moments of crisis.
John’s decision to intervene during the car accident provides valuable insight into the nature of altruism and heroism. When reflecting on why he acted, John explained that his response was automatic, shaped by both his empathy for the victim and his training as a paramedic. He said, “In those moments, you don’t think about yourself. You just do what needs to be done.” This response aligns with the idea that, for habitual helpers like John, heroic actions are often instinctive, rather than premeditated or calculated. His empathy allowed him to recognize the victim’s distress immediately, and his special training provided him with the confidence to act decisively.
The recipient of John’s help, once conscious and safe, was overwhelmed with gratitude, expressing disbelief at how quickly and effectively John had managed to save him from what could have been a fatal situation. This reaction underscores the significant emotional impact that receiving help in such critical moments can have on individuals. Being saved by a complete stranger can reinforce the idea that altruism exists in everyday life, even in the most unexpected circumstances.
From my perspective, John’s act of heroism illustrates how certain traits—such as empathy and preparedness—make individuals more likely to step forward when others may hesitate. While some people might experience fear or uncertainty in an emergency, John’s previous experiences and moral identity as a helper allowed him to rise above those doubts. His actions also reflect the broader theme from The Making of a Hero that suggests heroism can be cultivated over time through repeated acts of kindness and an internalized sense of responsibility.
What stands out most for me in this case is how seamlessly John’s empathetic instincts and professional training worked together, creating a powerful combination that enabled him to act heroically. This example reminds us that, while training and preparation are critical components, empathy remains the driving force behind many acts of heroism.
John’s response to the car accident offers a powerful example of how empathy, preparation, and habitual helping come together to create heroic behavior. His actions were not born out of a desire for recognition or reward, but rather from an instinctual drive to help another person in need. This reflects the core ideas presented in The Making of a Hero: Cultivating Empathy, Altruism, and Heroic Imagination, which identifies four key traits that often define individuals who engage in heroic acts: empathy, heroic imagination, special training, and habitual helping.
John’s empathy for the victim, combined with his training as a paramedic and his routine exposure to helping others, played a significant role in his ability to act decisively and effectively. His mental preparedness, developed through years of imagining how to respond in emergencies, allowed him to overcome any hesitation or fear. Additionally, his habitual helping as part of his profession further reinforced his sense of responsibility and moral identity as a helper.
This example illustrates that heroism is not an innate quality but rather a behavior that can be cultivated over time. By nurturing empathy, practicing mental readiness through heroic imagination, and engaging in regular acts of kindness, anyone has the potential to rise to the occasion when help is needed. Ultimately, John’s story shows us that heroes are made, not born and that the potential for heroism exists within all of us when we are prepared to act.
References:
Kohen, A., Langdon, M., & Riches, B. R. (2019). The Making of a Hero: Cultivating Empathy, Altruism, and Heroic Imagination. Journal of Humanistic Psychology, 59(4), 617-633. https://doi.org/10.1177/0022167817708064
Singer, P. (1972). Famine, Affluence, and Morality. Philosophy & Public Affairs, 1(3), 229–243. http://www.jstor.org/stable/2265052
Darley, J. M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4, Pt.1), 377–383.
https://doi.org/10.1037/h0025589
Reilly, R. (2003, July 7). No ordinary Joe. Sports Illustrated.
https://vault.si.com/vault/2003/07/07/no-ordinary-joe