Referring to Campbell’s lectures and the outcomes of one study about the integration of transformation, this paper argues that the hero’s journey (and transformation) is not accomplished unless the life-changing experience is psychospiritually integrated into daily life. Accordingly, Campbell contradicts his theory by suggesting that the monomyth finishes when (and if) the initiate, who has returned home, integrates by successfully finding a way to share the boon. The research clarifies that integrating involves nine phases and in combination, the hero-making process of transformation and integration follow a figure-8 pattern; an upper transformative and masculinedominated hero’s journey and lower integrative feminine-dominated complement.
{"title":"The Integration of Transformation: Extending Campbell’s Monomyth","authors":"S. L. Ross","doi":"10.26736/HS.2019.01.14","DOIUrl":"https://doi.org/10.26736/HS.2019.01.14","url":null,"abstract":"Referring to Campbell’s lectures and the outcomes of one study about the integration of transformation, this paper argues that the hero’s journey (and transformation) is not accomplished unless the life-changing experience is psychospiritually integrated into daily life. Accordingly, Campbell contradicts his theory by suggesting that the monomyth finishes when (and if) the initiate, who has returned home, integrates by successfully finding a way to share the boon. The research clarifies that integrating involves nine phases and in combination, the hero-making process of transformation and integration follow a figure-8 pattern; an upper transformative and masculinedominated hero’s journey and lower integrative feminine-dominated complement.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130591600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on factors associated with heroic rescue during the Holocaust suggest that the parenting and upbringing of the rescuer was significant (Ganz, 1993; Oliner & Oliner, 1988). The research suggests that heroic altruism during the Holocaust was but a natural extension of the rescuers’ integrated moral identities reflecting deep-seated instincts, predispositions, and habitual patterns established in early upbringing according to moral parenting practices, that when acted upon conferred the deepest feelings of meaning, life satisfaction, and sustained well-being across the life-span. This paper explores the implications of these and other findings from the research on heroism during the Holocaust, specifically, how can we apply the lessons learned from the parenting of Holocaust heroes to parenting today? Prosocialization, a novel approach to parenting derived from the research on moral exemplarity, defined as parenting with the conscious intention of raising caring, morally courageous kids, is introduced.
{"title":"Prosocialization: Lessons Learned from the Upbringing of Holocaust Heroes","authors":"Stephanie Fagin-Jones","doi":"10.26736/HS.2019.02.02","DOIUrl":"https://doi.org/10.26736/HS.2019.02.02","url":null,"abstract":"Research on factors associated with heroic rescue during the Holocaust suggest that the parenting and upbringing of the rescuer was significant (Ganz, 1993; Oliner & Oliner, 1988). The research suggests that heroic altruism during the Holocaust was but a natural extension of the rescuers’ integrated moral identities reflecting deep-seated instincts, predispositions, and habitual patterns established in early upbringing according to moral parenting practices, that when acted upon conferred the deepest feelings of meaning, life satisfaction, and sustained well-being across the life-span. This paper explores the implications of these and other findings from the research on heroism during the Holocaust, specifically, how can we apply the lessons learned from the parenting of Holocaust heroes to parenting today? Prosocialization, a novel approach to parenting derived from the research on moral exemplarity, defined as parenting with the conscious intention of raising caring, morally courageous kids, is introduced.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"48 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114030643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For many the world can be a dangerous place. Life is random. Survival is conditional, and individuals inevitably sustain physical and psychological wounds along the way. Challenged by change, human beings seek meaning in the making and remaking of personal myths that acknowledge both failure and the heroic achievement to endure and flourish. Revealing the heroic character of their creators, this impulse to make and share stories also elevates prosaic, day-to-day struggles into inspirational tales that can transcend context and speak into others’ lives. The sharing of stories permits others to purposefully consider their own struggles and can inspires them to make changes in the world. By applying the narratives of heroism science and humanistic psychology to the vocational and personal lives of therapists, this article suggests that they are heroic, not least because many may have discovered their vocations by transforming their personal wounds into healing for others. It is suggested that, by using critical autoethnography to capture and analyse therapists’ personal and vocational journeys, the phenomenon of the story and the heroic role that it plays in changing and directing therapists’ lives may be more thoroughly acknowledged.
{"title":"Wounded Heroes and Heroic Vocations: Heroism and the Storied Lives of Therapists","authors":"P. Bray","doi":"10.26736/hs.2019.02.01","DOIUrl":"https://doi.org/10.26736/hs.2019.02.01","url":null,"abstract":"For many the world can be a dangerous place. Life is random. Survival is conditional, and individuals inevitably sustain physical and psychological wounds along the way. Challenged by change, human beings seek meaning in the making and remaking of personal myths that acknowledge both failure and the heroic achievement to endure and flourish. Revealing the heroic character of their creators, this impulse to make and share stories also elevates prosaic, day-to-day struggles into inspirational tales that can transcend context and speak into others’ lives. The sharing of stories permits others to purposefully consider their own struggles and can inspires them to make changes in the world. By applying the narratives of heroism science and humanistic psychology to the vocational and personal lives of therapists, this article suggests that they are heroic, not least because many may have discovered their vocations by transforming their personal wounds into healing for others. It is suggested that, by using critical autoethnography to capture and analyse therapists’ personal and vocational journeys, the phenomenon of the story and the heroic role that it plays in changing and directing therapists’ lives may be more thoroughly acknowledged.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114747154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes heroic consciousness – how heroes perceive, experience, and think about the world. I describe the transformation of consciousness from its pre-heroic state to its heroic state. Pre-heroic consciousness is characterized by nescient and maladaptive thinking, dualism, separation, mono-rationality, and a naïve sense of empowerment. Heroic consciousness is exemplified by nondualism, unity, transrationality, and the wisdom of tempered empowerment. Heroic consciousness is achieved via three routes: (1) traversing the hero’s journey, (2) effective use of specific spiritual practices, and/or (3) participation in hero training programs. I discuss the implications of heroic consciousness for individual and global well-being.
{"title":"Heroic Consciousness","authors":"Scott T. Allison","doi":"10.26736/hs.2019.02.06","DOIUrl":"https://doi.org/10.26736/hs.2019.02.06","url":null,"abstract":"This article describes heroic consciousness – how heroes perceive, experience, and think about the world. I describe the transformation of consciousness from its pre-heroic state to its heroic state. Pre-heroic consciousness is characterized by nescient and maladaptive thinking, dualism, separation, mono-rationality, and a naïve sense of empowerment. Heroic consciousness is exemplified by nondualism, unity, transrationality, and the wisdom of tempered empowerment. Heroic consciousness is achieved via three routes: (1) traversing the hero’s journey, (2) effective use of specific spiritual practices, and/or (3) participation in hero training programs. I discuss the implications of heroic consciousness for individual and global well-being.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116739733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Document Type Book Review Abstract Representing the first in a new series, Contemporary Holocaust Studies, from the University of Nebraska Press, this valuable book is the result of a collection of papers presented at the Sommerhauser Symposium on Holocaust Education in April 2017 at the University of Nebraska-Lincoln. This biennial symposia, generously supported by thirdgeneration survivor siblings Peter Sommerhauser and Eileen Sommerhauser-Putter, along with The University of Nebraska, focuses on the integration of research and teaching of Holocaust scholarship. The editors thus seek to address an urgent need to bring past and present academic knowledge on the subject of Holocaust rescue into the classroom in a manner that is both scientifically sound and pedagogically effective. DOI 10.26736/hs.2019.01.03 Recommended Citation Fagin-Jones, Stephanie (2019) "Book Review: Unlikely Heroes: The Place of Holocaust Rescuers in Research and Teaching," Heroism Science: Vol. 4 : Iss. 1 , Article 3. DOI: 10.26736/hs.2019.01.03 Available at: https://scholarship.richmond.edu/heroism-science/vol4/iss1/3 Download
{"title":"Book Review: Unlikely Heroes: The Place of Holocaust Rescuers in Research and\u0000 Teaching","authors":"Stephanie Fagin-Jones","doi":"10.26736/hs.2019.01.03","DOIUrl":"https://doi.org/10.26736/hs.2019.01.03","url":null,"abstract":"Document Type Book Review Abstract Representing the first in a new series, Contemporary Holocaust Studies, from the University of Nebraska Press, this valuable book is the result of a collection of papers presented at the Sommerhauser Symposium on Holocaust Education in April 2017 at the University of Nebraska-Lincoln. This biennial symposia, generously supported by thirdgeneration survivor siblings Peter Sommerhauser and Eileen Sommerhauser-Putter, along with The University of Nebraska, focuses on the integration of research and teaching of Holocaust scholarship. The editors thus seek to address an urgent need to bring past and present academic knowledge on the subject of Holocaust rescue into the classroom in a manner that is both scientifically sound and pedagogically effective. DOI 10.26736/hs.2019.01.03 Recommended Citation Fagin-Jones, Stephanie (2019) \"Book Review: Unlikely Heroes: The Place of Holocaust Rescuers in Research and Teaching,\" Heroism Science: Vol. 4 : Iss. 1 , Article 3. DOI: 10.26736/hs.2019.01.03 Available at: https://scholarship.richmond.edu/heroism-science/vol4/iss1/3 Download","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132732649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reviewing the Heroic Experience: A Humanistic and Existential Counselling\u0000 Perspective","authors":"P. Bray, P. James","doi":"10.26736/hs.2019.01.06","DOIUrl":"https://doi.org/10.26736/hs.2019.01.06","url":null,"abstract":"","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122791044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Implicit lay views of heroes are overwhelmingly positive and do not focus on the potential problems that may result from heroic behavior. Similarly, a rarely challenged assumption of heroism research is that heroic behavior represents a social good that should be rewarded, encouraged, and even taught. Yet it is not difficult to demonstrate empirically that heroic behavior, regardless of how well intended, can backfire and hurt, rather than help, the would-be helper, the target of helping, and third parties in the background. By extension, training programs that promote heroism can be of questionable value to the extent that they encourage individuals to engage in heroic behaviors that subsequently produce a negative effect. A two-dimensional action-impact matrix is presented that crosses whether or not a hero acts heroically and whether or not he or she has a positive impact to identify four possible actors: the classic hero, meddling hero, meta-hero, and failed hero. Using famous characters from fiction such as Superman and the officers on Star Trek, as well as real life incidents and case studies, the dynamics of the action-impact matrix are identified in order to explore the reasons why a person should not intervene in some instances.
{"title":"On the Downside of Heroism: Grey Zone Limitations on the Value of Social and Physical Risk Heroism","authors":"James K. Beggan","doi":"10.26736/HS.2019.02.05","DOIUrl":"https://doi.org/10.26736/HS.2019.02.05","url":null,"abstract":"Implicit lay views of heroes are overwhelmingly positive and do not focus on the potential problems that may result from heroic behavior. Similarly, a rarely challenged assumption of heroism research is that heroic behavior represents a social good that should be rewarded, encouraged, and even taught. Yet it is not difficult to demonstrate empirically that heroic behavior, regardless of how well intended, can backfire and hurt, rather than help, the would-be helper, the target of helping, and third parties in the background. By extension, training programs that promote heroism can be of questionable value to the extent that they encourage individuals to engage in heroic behaviors that subsequently produce a negative effect. A two-dimensional action-impact matrix is presented that crosses whether or not a hero acts heroically and whether or not he or she has a positive impact to identify four possible actors: the classic hero, meddling hero, meta-hero, and failed hero. Using famous characters from fiction such as Superman and the officers on Star Trek, as well as real life incidents and case studies, the dynamics of the action-impact matrix are identified in order to explore the reasons why a person should not intervene in some instances.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116105816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a result of their training, college professors are subject matter experts who have the task of conveying ideas to students and to the public at large. They accomplish this, in large measure, through their research and their teaching. In this article, we consider an important alternative way in which professors can broaden their reach by creating lesson plans for students beyond their own classrooms—at very little time investment. We use as a case study our own lesson plan on heroism, which draws on expertise in political theory and psychology, in order to demonstrate the way in which such a project can be conceived, implemented and distributed to a wide audience. In designing and making such lesson plans available for K-12 students, as well as community groups and lifelong learners, we argue that subject matter experts can educate far beyond the walls of their own classrooms; they can also promote critical thinking, problem-based learning, community engagement, and even service-learning by building curricular pieces designed to speak directly to these important educational practices and outcomes.
{"title":"Beyond the Campus: Heroism as a Case Study for Extending Researchers' Influence\u0000 Through K-12 Lesson Plans","authors":"Ari Kohen, A. solo","doi":"10.26736/hs.2019.01.02","DOIUrl":"https://doi.org/10.26736/hs.2019.01.02","url":null,"abstract":"As a result of their training, college professors are subject matter experts who have the task of conveying ideas to students and to the public at large. They accomplish this, in large measure, through their research and their teaching. In this article, we consider an important alternative way in which professors can broaden their reach by creating lesson plans for students beyond their own classrooms—at very little time investment. We use as a case study our own lesson plan on heroism, which draws on expertise in political theory and psychology, in order to demonstrate the way in which such a project can be conceived, implemented and distributed to a wide audience. In designing and making such lesson plans available for K-12 students, as well as community groups and lifelong learners, we argue that subject matter experts can educate far beyond the walls of their own classrooms; they can also promote critical thinking, problem-based learning, community engagement, and even service-learning by building curricular pieces designed to speak directly to these important educational practices and outcomes.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127141201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Heroism training programs originated in the mid-2000s with the goal to “Train everyday heroes” (Heroic Imagination Project, 2017). Most participants of these programs are students between the ages of 10 and 20. Anecdotal and empirical evidence suggests that these programs may create more courageous and prosocial people (Heiner, 2018; Kohen & Sólo, 2019), however there is very little discussion in the emerging academic field of heroism science about the potential ethical concerns of training minors to be heroes (Beggan, 2019; Franco & Zimbardo, 2016; Franco et al., 2017). With the growth of heroism science scholarship, it would be wise to examine and offer best practices for the ethical training of heroism with minors. Heroic action is inherently risky, and while training programs currently discuss mortality and risk assessment, minors have not developed the neural or cognitive capacity to assess risks as adults can. Furthermore, the content and goals of heroism training may go against schools’ and parents’ wishes. Heroism training programs also have the potential to make heroism seem glamorous, which could lead some participants to seek out, or create, situations requiring heroic action. The paper discusses these, and other, ethical concerns in training minors to be heroes. The paper concludes with a variety of best practice recommendations for heroism training programs working with minors including; obtaining parent consent for training, working to improve minors’ risk assessment abilities, domain specific training, and involving parents and other relevant stakeholders in the heroism training process.
{"title":"Ethical Concerns of Heroism Training","authors":"B. Riches, M. Langdon, Ari Kohen","doi":"10.26736/HS.2020.02.01","DOIUrl":"https://doi.org/10.26736/HS.2020.02.01","url":null,"abstract":": Heroism training programs originated in the mid-2000s with the goal to “Train everyday heroes” (Heroic Imagination Project, 2017). Most participants of these programs are students between the ages of 10 and 20. Anecdotal and empirical evidence suggests that these programs may create more courageous and prosocial people (Heiner, 2018; Kohen & Sólo, 2019), however there is very little discussion in the emerging academic field of heroism science about the potential ethical concerns of training minors to be heroes (Beggan, 2019; Franco & Zimbardo, 2016; Franco et al., 2017). With the growth of heroism science scholarship, it would be wise to examine and offer best practices for the ethical training of heroism with minors. Heroic action is inherently risky, and while training programs currently discuss mortality and risk assessment, minors have not developed the neural or cognitive capacity to assess risks as adults can. Furthermore, the content and goals of heroism training may go against schools’ and parents’ wishes. Heroism training programs also have the potential to make heroism seem glamorous, which could lead some participants to seek out, or create, situations requiring heroic action. The paper discusses these, and other, ethical concerns in training minors to be heroes. The paper concludes with a variety of best practice recommendations for heroism training programs working with minors including; obtaining parent consent for training, working to improve minors’ risk assessment abilities, domain specific training, and involving parents and other relevant stakeholders in the heroism training process.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125986395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher Atkinson, E. Wesselmann, Daniel G. Lannin
Whistleblowers are individuals who witness a moral infraction committed within their organization and report this infraction publicly to hold the group accountable. Whistleblowers often face ridicule, vilification, and exclusion both within their group and sometimes within broader society. Thus, whistleblowers put themselves at personal risk to adhere to their moral code and protect others; these criteria commonly classify someone as a hero. We argue diverse reactions to whistleblowers are influenced by numerous situational factors that influence perceptions of a whistleblower’s intentions as well as the expected consequences of their whistleblowing. Whether a whistleblower is viewed as a virtuous reformer (i.e., hero) or a harmful dissident may depend partly on the degree to which individuals believe that there is a discrepancy between an organization’s lived values and their stated values. While whistleblowers ostensibly provide evidence that this discrepancy exists, cognitive dissonance processes may forestall acceptance of this evidence in many cases. Believing that one is affiliated with a corrupt organization—while one also believes that they are a good, moral and adequate person—may lead to uncomfortable experiences of dissonance. It may be easier for many to reduce this dissonance by disparaging or discounting whistleblowers, rather than altering their own actions (which may involve becoming a whistleblower themselves) to reflect their personal values.
{"title":"Understanding Why Some Whistleblowers are Venerated and Others Vilified","authors":"Christopher Atkinson, E. Wesselmann, Daniel G. Lannin","doi":"10.26736/hs.2022.01.06","DOIUrl":"https://doi.org/10.26736/hs.2022.01.06","url":null,"abstract":"Whistleblowers are individuals who witness a moral infraction committed within their organization and report this infraction publicly to hold the group accountable. Whistleblowers often face ridicule, vilification, and exclusion both within their group and sometimes within broader society. Thus, whistleblowers put themselves at personal risk to adhere to their moral code and protect others; these criteria commonly classify someone as a hero. We argue diverse reactions to whistleblowers are influenced by numerous situational factors that influence perceptions of a whistleblower’s intentions as well as the expected consequences of their whistleblowing. Whether a whistleblower is viewed as a virtuous reformer (i.e., hero) or a harmful dissident may depend partly on the degree to which individuals believe that there is a discrepancy between an organization’s lived values and their stated values. While whistleblowers ostensibly provide evidence that this discrepancy exists, cognitive dissonance processes may forestall acceptance of this evidence in many cases. Believing that one is affiliated with a corrupt organization—while one also believes that they are a good, moral and adequate person—may lead to uncomfortable experiences of dissonance. It may be easier for many to reduce this dissonance by disparaging or discounting whistleblowers, rather than altering their own actions (which may involve becoming a whistleblower themselves) to reflect their personal values.","PeriodicalId":446177,"journal":{"name":"Heroism Science: An Interdisciplinary Journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122246284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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