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Miscellaneous MY THERAPY JOURNEY PURE BLOG

On shame, shaming and the judgement of others

A recent exchange on WhatsApp has made me think about the nature of shame. I had politely asked someone to move an extended discussion from a general community group into a group created for that topic. A third person accused me of “naming and shaming” them.

My first response was one of some puzzlement. Can I, in fact, shame another person? I had tended to think of shame as something that happens within us. In broadly psychodynamic terms, I might experience shame when something I have done, thought or revealed comes into conflict with my internal sense of how I ought to be. In older psychoanalytic language, I might think of this as the ego finding itself judged by the superego.

That view is not wrong, but these days it seems incomplete.

Freud gives the superego a key role in self-judgement, although his account deals more with guilt than with shame (Freud, 1930/1961). The distinction matters. Guilt tends to concern what I have done: I have behaved badly and may need to put something right. Shame reaches further into my sense of self: I am foolish, inadequate, unacceptable, or somehow less worthy in the eyes of others. Research on self-conscious emotions has supported this distinction (Tangney et al., 2007).

I cannot feel shame without some standard against which I judge myself. Many of those standards began outside me. Parents, teachers, peers, partners, institutions and cultures all help shape what I come to regard as acceptable. What later feels like an internal voice has a social history. The superego, if I retain that language, is not a private moral machine that appeared from nowhere. It carries traces of relationships and social rules.

There is also something distinctive about being seen. Shame seems to contain an imagined pair of eyes. I become conscious not only of what I have done but of how I appear to someone else. Sometimes that other person need not even be present. I can recall an event years later and feel shame because I can still imagine how I must have looked. Tracy and Robins (2004) place this form of self-evaluation at the heart of self-conscious emotions, while Scheff (2000) links shame closely to threats to social bonds and social standing.

This leads me to distinguish between shame and shaming.

Another person can certainly perform an act that might reasonably be called shaming. They can expose me, mock me, draw public attention to my failure, invite others to condemn me, or portray a minor breach as evidence of some defect in my character. Yet they cannot determine whether I experience shame. I might instead feel angry, amused, confused or indifferent. I might reject the standard by which they are judging me.

The reverse is also true. I can feel deeply ashamed when nobody intended to shame me. Someone may make a mild comment which touches an existing vulnerability. They may not even know that they have done so. In that case, the intensity of my shame tells us at least as much about my inner world as it does about their behaviour.

This makes the phrase “you shamed me” more complex than it first appears. It may mean “your behaviour was designed to humiliate me”. But it can also mean “I experienced shame in response to what you did”. Those are not the same claim.

The WhatsApp exchange illustrates the problem well. Asking someone in a public group to move a discussion elsewhere does expose the correction to an audience. That makes embarrassment possible. It may even evoke shame. But the mere fact that an intervention takes place in public does not seem enough to define it as shaming. Much depends on what is being communicated.

There seems to me to be a major difference between saying, “Could you move this discussion to the group set up for it?” and saying, “You are once again showing no regard for everybody else.” The first identifies an action and asks for it to change. The second moves towards a judgement of the person. One concerns conduct; the other risks turning conduct into character.

This distinction also fits the research on guilt and shame. Guilt leaves room for repair: I did something that I might do differently next time. Shame can make the whole self the object of judgement: this behaviour reveals what sort of person I am (Tangney et al., 2007). It is easy to see why the latter can provoke withdrawal, anger or counterattack rather than reflection.

I am therefore modifying, rather than abandoning, my original view. I still do not think one person can simply inflict shame upon another in the way that one might inflict an injury. The final psychological event occurs within the person who feels ashamed. It depends upon their own standards, history, sense of self and interpretation of what has happened.

Yet I had underestimated the interpersonal part of the process. Other people can provide the audience, the judgement and the threat to social standing that make shame possible. They can also act with the intention of producing shame. A group can do this collectively. Cultures can build whole systems around it.

Perhaps the most useful distinction for me is therefore between three things: an act that may be shaming, another person’s interpretation of that act, and the feeling of shame that may follow. These overlap, but they are not identical.

That distinction also guards against an awkward circular argument. If feeling ashamed were enough to prove that somebody else had shamed me, my emotional response would settle the moral question about their conduct. Yet the same public request might leave one person mildly embarrassed, another furious, another grateful for the reminder, and another untouched. My feeling deserves attention, but it cannot by itself tell me what another person intended or whether their conduct was unreasonable.

Perhaps this is where my original psychodynamic intuition still has value. When I feel shamed, one useful question is not only, “What has this person done to me?” but also, “What judgement about myself has their action awakened?” That does not excuse cruelty or public humiliation. It simply recognises that shame takes form at the meeting point between the social world and the internal one.

References

Freud, S. (1961). Civilization and its discontents (J. Strachey, Trans.). W. W. Norton. (Original work published 1930).

Scheff, T. J. (2000). Shame and the social bond: A sociological theory. Sociological Theory, 18(1), 84–99. https://doi.org/10.1111/0735-2751.00089

Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annual Review of Psychology, 58, 345–372. https://doi.org/10.1146/annurev.psych.56.091103.070145

Tracy, J. L., & Robins, R. W. (2004). Putting the self into self-conscious emotions: A theoretical model. Psychological Inquiry, 15(2), 103–125. https://doi.org/10.1207/S15327965PLI1502_01

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MY TEACHING JOURNEY

Ways in which Tutors can use ChatGPT

Our job titles are rather misleading (elsewhere we’d be called a lecturer if on the staff, or even a visiting professor in some places). We don’t have many purely administrative responsibilities being focused almost entirely on teaching.

The University has provided equal access to ChatGPT for all students and staff encouraging them to explore it and use it where appropriate to enhance their studies. However. within the Department, we still have quite a few members of staff who are extremely resistant to the use of AI. They speak in terms of policing – catching students using it for their essays and punishing them accordingly.

Our department recently advertised a role as a tutor in which they included a job description. Using the job description as a basis, I thought it would be interesting to get ChatGPT to suggest ways in which the tutors could use it to support their work.

The Job Description

Departmental tutors design and deliver a variety of classes/courses across the Department’s portfolio of programmes. This teaching is delivered throughout the calendar year. Most classes are held at the Department for Continuing Education, although some may be delivered on University or College premises, or online.

They work in support of teaching which includes contributing to curriculum development and review, assessment and examination, quality assurance and professional development.

The role holder will design content or learning materials within existing frameworks and make appropriate modifications to existing materials on the basis of the knowledge or experience of the learner(s).

Departmental Tutors work collegiately with colleagues, sharing in collaborative decisions affecting the course and proposing and implementing improvements to working methods, to ensure high standards are maintained.

  • Lecture, teach, and supervise undergraduate and postgraduate students and other lifelong learners.
  • Teach in person and online across the full range of provision in the subject area as appropriate: this may include award-bearing courses, accredited short courses, day and weekend events, CPD and summer schools.
  • Produce accessible and inclusive course materials and activities, reading lists, and reference guides
  • Plan classes within the relevant confirmed programme, reviewing and updating course materials
  • Engage in assessment and marking
  • Maintain good communication with students, advising on any queries and providing guidance as necessary.
  • Act as first point of contact for student matters relating to attendance, conduct, coursework, performance, and welfare (referring matters to appropriate others)
  • Participate in student admissions processes
  • Gather and analyse feedback from students and colleagues, and modify course design, content, or delivery as appropriate
  • Engage with relevant professional development activities and scholarship appropriate to the discipline and in line with departmental needs
  • Contribute to collaborative projects with colleagues at the University and share skills and expertise in relevant networks within and outside the University.
  • Maintain an awareness of current research and developments in pedagogy.

ChatGPT’s suggestions for tutor usage

A Departmental Tutor could use ChatGPT as a structured academic support tool across most parts of the role. It should assist professional judgement rather than replace it, especially in assessment, student welfare, admissions, and academic decision-making.

Course and curriculum design.

ChatGPT can help shape course aims, learning outcomes, weekly plans, seminar tasks, case studies, discussion prompts, and experiential exercises. A tutor could ask it to map activities against a course framework, check the balance between knowledge, skills, and attitudes, or suggest changes for learners with varied prior experience. It can also compare an existing course with a new syllabus and flag gaps, overlap, or weak links between sessions.

Teaching and learning materials.

It can draft handouts, lesson summaries, glossaries, reading guides, slides, quizzes, formative tests, role plays, and online learning tasks. It can recast dense material in plain English, offer versions for different levels of study, and suggest ways to make content more inclusive and accessible. Tutors must still check all facts, sources, and claims, since ChatGPT can produce errors or false references.

Assessment and feedback.

ChatGPT can help create essay questions, marking guides, assessment criteria, model structures, and feedback banks. It can review whether an assignment brief is clear and whether marking criteria match the stated learning outcomes. A tutor might also use it to draft feedback from their own notes, but should not submit student work or personal data to an AI system without clear approval and strong data safeguards.

Student support and communication.

It can draft emails about attendance, deadlines, course changes, study guidance, or common student concerns. It can also help produce FAQs and explain course rules in clear terms. It should not assess risk, diagnose distress, or make welfare decisions. Those tasks require direct human judgement and referral through formal routes.

Quality review and course improvement.

ChatGPT can sort student feedback into themes, compare feedback across cohorts, and help identify changes to course content or delivery. It can draft course review notes, action plans, and reports, while the tutor checks whether the analysis reflects the full context.

Scholarship and professional development.

It can help refine research questions, generate search terms, summarise papers supplied by the tutor, compare theories, and identify themes for further study. It can also support bids, conference proposals, collaborative projects, teaching observations, and reflective practice.

Used well, ChatGPT can reduce routine drafting, widen the range of teaching ideas, and help tutors revise material with more care. The tutor must retain control of accuracy, ethics, confidentiality, academic standards, and all decisions that affect students.