Learning to Blame

‘Praise’ is generally well liked.  But ‘blame’ gets a bad press.

Nobody takes kindly to ‘blame culture’, or ‘blame game’.  Everyone is warned about ‘not throwing stones in glass houses’, or ‘casting the first stone when one is not without sin’.

 

Of course, blaming others unjustly, incorrectly, or hypocritically deserves censure. Yet it is vital to understand where blame should go for the harm and danger we encounter.  If we routinely fail to identify the real causes of different problems that come our way, we won’t be able to deal with them or avoid further losses and sufferings.

 

Think of problems such as diseases, earthquakes, floods, that had been erroneously blamed on supernatural or magical forces.  Not only did laying blame in the wrong direction divert attention from the actual source of harm, it led to further mistakes like callous and futile sacrifices to imaginary beings.  Through scientific advancement we are able to determine what should really be blamed and how they could be averted. Unfortunately, many are still too easily misled about threats from climate change to vaccine rejection.

 

In human relations, inherited prejudices and lack of wide-ranging interpersonal experiences can make people susceptible to overlook blame that should be ascribed to culprits such as exploitative employment practices and plutocratic policies (which cause deprivation and marginalisation), and channel it instead towards misconceived targets such as immigration or multiculturalism.  There should be outrage against injustice, but anger bred from blind hatred against scapegoats must not be tolerated.

 

Without forensic examination, criminal trials can become farcical with innocent people being blamed for offences they have nothing to do with, while the guilty ones walk free because there is no process to connect the evidence of their wrongdoing to any police or court action.  It is a mark of arbitrary rule everywhere that the objective analysis of evidence is jettisoned in favour of autocratic judgements.

 

Last but not least, institutional arrangements to secure accountability are essential for establishing who are assigned the power and responsibility to act on behalf of all members of the institution in question (e.g., a company, a trade union, a country), and what credit or blame is to be apportioned to their actions. Blaming leaders when they deserve praise is as bad as backing those who ought to be chastised or removed for inexcusable transgression.  

 

Blame is not something we should shy away from attributing – so long as we do so on the basis of careful, systematic, and objective examination.  And that requires learning.  Education at all levels should enhance our understanding of how scientific research, behavioural psychology, forensic techniques, institutional accountability, help to pinpoint blame for the things we want to avoid.  

 

Blaming the innocent is unjust.  Never blaming the real culprit is folly.