Melissa Purgert

Dr. Gatti
Rome 357
8 December 2016
What is Evil? Lesson Plan
Today, we will be uncovering the complexity of the enduring question, What is Evil?. In order
to do this, we will be using three case studies in addition to quotes from authors across various
disciplines regarding their thoughts on the definition of evil.
Background: Evil is a concept that most people think they understand. However, when one is
asked the question, What is Evil? it becomes evident that there is no one definition for the
question. Rather, all definitions traditionally given are isolated to one discipline. Through
studying What is Evil? as our enduring question, hopefully the class realizes how complicated
and subjective this question is. Through understanding the difficulties with question, the students
will learn to think from a variety of perspective and hopefully understand how these differences
do not necessarily lend one viewpoint to be more or less valid than another.
Thesis: To best understand evil, we will study What is Evil? through case studies about the
Evil Eye, Nero, and the Excommunication of the Mafia. With these different case studies, we
will study What is Evil? while considering philosophy, religion, human studies, and political
psychology in terms of their influence on what is believed by people throughout various periods
of time as they determine what is deemed evil.
Goals:
1. Understand what an enduring question is
2. Use the three case studies to define and contradict those definitions of evil.
3. Implement the scholarly definitions of evil into our definitions and rebuttals of What
is Evil?
4. Acknowledge the importance of a variety of texts
Objectives:
1. Describe what an enduring question is
2. Articulate how various case studies can be used to form and contradict definitions of
What is Evil?
3. Be able to use scholarly definitions of Evil in terms of defining and refuting definitions
of What is Evil?
4. Describe the importance of implementing a variety of texts
Materials:
Projector
Students
Various Texts
Word Document with scholarly quotes
Google Doc Slide show link on Moodle
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Preparation:
In effort to cover as much of the question What is Evil? as possible in one class period, I have
divided the class into three groups. Each of these three groups will be assigned one topic to focus
on. For the different groups, I have chosen one respective area for the students to focus on:
folklore, politics, and religion. The case studies for each of these different topics aims to cover a
variety of time periods, in effort to best demonstrate the evil exists across time and cultures.
For this particular class the groups are:
Group 1: Fil, Nick B., Jamie, Cam, Caitlin, Nick A, Ted, Tim
Group 2: James, Sarah, Connor, Megan, Emily, Will
Group 3: Caitlin, Trey, Sofia, Matt, Carter, Parker, Brett, Trevor
Each group ideally has the same amount of preparation prior to class. In order to keep the group
work as evenly distributed as possible, Group Two who is watching a video is required to take
notes, especially because otherwise they have nothing tangible to bring to class. In addition,
Group Three must google two questions they have about excommunication and the Church,
while group one must read the texts provided, which are longer and more scholarly. When
students come in with their assignments having been completed, these will be the basis of the
discussion for the class period
For the Students (Prior to Class):

Group One: The Evil Eye (Folklore)

o Schoeck, Helmut. Evil Eye Form Dynamics. In The Evil Eye: A Casebook,
edited by Alan Dundes, 192-200. Madison, Wis: University of Wisconsin Press,
1992.
This section of The Evil Eye: A Casebook states the belief that the evil eye
is brought upon due to the fear that coincides with the thought that one
persons fortune will bring another misfortune; the concept that envy casts
ill on another. This discussion then focuses on more modern cases of the
evil eye and understanding how the evil eye is currently viewed in various
parts of the world. Schoeck explains that the effects of this eye range from
very mild to death.
o Roheim, Geza. The Evil Eye. In The Evil Eye: A Casebook, edited by Alan
Dundes, 211-221. Madison, Wis: University of Wisconsin Press, 1992.
Roheim discusses the origin of the evil eye being from the story of
Medusa and methods people can use to prevent the side effects of the evil
eye. The methods to prevent this eye and its side effects are especially
important because those most likely to be victimized by the eye are often
innocent beautiful children whom people stare at. Meanwhile, the ones
most likely to cast the eye are those who have not had children because as
Roheim explains the evil eye is filled with jealousy and aggression.

Group Two: The Life of Nero (Politics)

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o Rude Boy. Nero Most Evil Men in History Full Documentary. YouTube video,
22: 37. Posted November 2013.
This source gives a biased opinion on Nero as one of the most evil
emperors in all of history. Throughout the course of the video, we learn
about Neros childhood and how his mother deeply desired for him to be
emperor and was determined for him to be bestowed the position.
Eventually when Nero became emperor, he followed in his mothers
tendencies of being cruel to others, and was willing to kill to achieve his
desires. Overall, this video does a sufficient job at observing the life of
Nero in relation to the malicious acts he committed.

Group Three: Excommunication of the Mafia (Religion)

o Lyman, Eric J. In Mafia Region, pope declares mobsters excommunicated.
USA Today, June 21, 2014.
This article discusses a little boy getting shot by the Ndrangheta which
led to Pope Francis excommunicating the Mafiosi from the Church. Pope
Francis explains this excommunication occurring because the morals of
the Mafiosi are evil and not in accordance to Gods will. In addition, this
story explains a little about the operations of the Ndragenta and how this
sect of the Mafia is one of the most dedicated to familial ties. Thus, in the
past making them in close affiliation with the Church.
o Wikipedia contributors, "'Ndrangheta," Wikipedia, The Free
Encyclopedia, Wikipedia contributors, "'Ndrangheta," Wikipedia, The Free
Encyclopedia, (accessed October 12, 2016).
(Read intro, history, and structure)
This Wikipedia page discusses the history of the Ndrangheta. Originally,
this organization started on a small scale, organized by familial ties and
the use of blackmail. The Ndragheta was able to expand when cigarettes
were band, and with time they grew to become more violent. With this
violence, the Ndragheta became associated with murder, drugs, and
illegal business.
With the illegal business and selling of drugs, the Ndragheta has a strong
hold on the economy in Calabria. This economic tie and system of politics
present in Italy has prevented people from speaking out against the
Ndragheta, thus allowing the organization to continue.
o Google Three Questions Concerning Evil/Excommunication in the Church

For the Teacher:

Having additional knowledge on the subject that one is leading is particularly helpful; consider
reading these texts in addition to the texts chosen for the students.

The Evil Eye

o Dundes, Alan. 1992. The Evil Eye: A Casebook. Madison, Wis.: University of
Wisconsin Press.
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Dundes has compiled a series of cases and viewpoints on the evil eye. This
source is useful in gaining more knowledge about the evil eye, whether
that knowledge is in a specified region or an all-encompassing
understanding. This book works to use cases and examples to truly explain
to others this concept of the evil eye and how it has prevailed throughout
time and cultures and how it has been significant.

The Life of Nero

o Suetonius, Robert Graves, and Michael Grant. 1978. The Twelve
Caesars. Penguin classics; Penguin classics. Harmondsworth: Penguin.
This source is used to introduce Nero to the audience. Through reading
this source, one can very clearly understand why throughout history Nero
has been deemed an evil emperor. However, this text does a good job in
providing information about various aspects of Neros life including his
childhood, his mothers manipulation for power, and the empire under
Nero. While this text is informative, when reading Suetonius, it is
important to consider his bias, and how his writing was influenced by the
time period he was writing in.

Group Three: Mafia Excommunicated

o Stille, Alexander. The Pope Excommunicates the Mafia, Finally. The New
Yorker (New York, NY), June 24, 2014.
Through reading an additional news source, one is able to collect any
missing information about the story that may have been overlooked in
another news source. In addition, this will help aid one to detect whether
there was any bias in the first article, or if the sharing of information was
completely factual.
o Boudinhon, Auguste. Excommunication. The Catholic Encyclopedia. New
York: Robert Appleton Company, 1909.
This source does a good job in explaining excommunication in depth
across various circumstances in the Catholic Church. In addition to
presenting what one may be excommunicated for, this website additionally
provides information on the history of excommunication, and what being
excommunicated actually consists of, and how one can potentially remove
that burden from themselves.

Additional Materials for Class:

Quotes: Evil is present in all disciplines of study. Therefore, to best understand evil, it is
important to understand evil in each of these contexts. The material below is quotes picked
out from sources that discuss Evil. These different quotes will be presented to the class as
they work to connect their various cases to the question of What is Evil?

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o I have preemptively chosen quotes from authors in four different disciplines for
students to work with during the duration of the class. Below are the quotes and the
works they came from, in addition, to give greater context for a future teacher, I have
given brief synopses of each article:
Evil in Various Disciplines
Philosophy: Singer, Marcus G. "The Concept of Evil." Philosophy 79, no. 308 (2004): 185-214.
Singer describes evil as an overgeneralized term in society, for he claims that people
deem what is bad as evil, when evil should be defined as something much more severe.
In addition, Singer explains that evil cannot be done on accident, rather an act of evil is
something that no reasonable person can conceive themselves as doing, an act such as the
enjoyment of inflicting pain on another.

The term evil is the worst term of opprobrium that can be applied to a human being.
And the concept, in my conception of it, applies primarily to persons and organizations,
secondarily to conduct and practices. Evil deeds must flow from evil motives, the volition
to do something horrendously bad (Singer 190).
And, as should be immediately apparent, evil is not the province only of large scale
actions, such as holocausts and genocides and pogroms, but occurs all around us in what
we regard as civilized society (Singer 191)
evil acts are acts that are horrendously wrong, that cause immense suffering, and are
done from an evil motivethe motive to do something horrendously wrong, causing
immense suffering (Singer 193)
Wanton cruelty, cruelty for its own sake or because one enjoys inflicting it, is always
wrong, and it is more than wrongit is evil. And one who engages in a pattern of such
conduct is evil (Singer 197).
Evil is also generated by fear, and envy, and ignorance, and malignant hatred, and, as the
Bible tells us, it is also generated by greed (Singer 213).

Human Studies: Formosa, Paul. "Understanding Evil Acts." Human Studies 30, no. 2 (2007): 5777.
Formosa takes the question of evil beyond defining it, stating that to understand what evil
is, we must understand why people are inclined to do evil. Within this article, Formosa
states that one who does evil often has different morals or values and does not see their
actions as evil, even if others around them can see it. In addition, Formosa discusses that
perhaps by understanding why people have committed evil acts, we will be able to
minimize future evils.

Evil acts strike us, by their very nature, as not only horrifying and reprehensible, but
also as deeply puzzling. No doubt for reasons like this, evil has often been seen as
mysterious, demonic and beyond our human powers of understanding (Formosa 57)

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A person may start out with just one small step down the road toward evil, but once
they start, each further step becomes easier and easier, until they are able to do something
that they would not have been capable of initially (Formosa 66-67).
The way we see ourselves is often very different from the way others see us. This is
important to note, for we go astray if we assume that perpetrators of evil necessarily see
themselves or their acts as evil (or, similarly, never do) (Formosa 70).
The decision to do evil is rarely deep and profound, although its consequences are
deeply and profoundly felt (Formosa 70).
Contemporary psychology calls out the common mistake of underestimating how much
each persons behavior varies from one situation to another, the fundamental attribution
error (Formosa 66).

Religious Studies: Bernstein, Mark. "Explaining Evil." Religious Studies 34, no. 2 (1998): 15163.
Bernstein discusses that there is reason to believe in a God, despite the evils in the world.
Based on the information Bernstein presents, we as humans cannot appreciate everything
we have been given because so much is unknown and the greater being chooses not to
interfere in our lives. Overall, Bernstein discusses that despite the evil in the world, it is
important to note that the presence of this evil could potentially be even worse if a greater
being were to interfere. Thus, it is in our best interest to appreciate what we have and
know. In essence, evil is being our comprehension according to Bernstein.

The traditional problem of evil is the problem of reconciling the existence of evil with
the existence of an omniscient, omnipotent and omnibenevolent being (Bernstein 151).
Being the cognitively finite being that we are, we can neither gather all the data,
comprehend the enormous complexity, know of all the possibilities, or make wellconsidered value judgements, revolving around any particular instance of evil (Bernstein
157).
If evil does not, according to Alston, provide any evidence against the existence of God,
so too, goodness should not be any counter-evidence for the existence of an evil demon
(Bernstein 160).
If we are to intelligibly attribute the properties of omniscience, omnipotence, and
omnibenevolence to a being, they can differ only in degree, and not in kind, from the
properties we mere mortals possess. Surely, we have some idea and I think a fairly food
idea of how an omniscient, omnipotent, and omnibenevolent individual behaves and
what factors he considers important in motivating his actions (Bernstein 161).

Political Psychology: Alford, C. Fred. "The Political Psychology of Evil." Political

Psychology 18, no. 1 (1997): 1-17.
Alford discusses understanding evil from the perspective of inmates, and how even these
people who are deemed in society as criminals have differing definitions of evil. While
many of them do have different definitions for evil, there was a general agreement among
the inmates that evil could be defined as doing something malicious or harmful and
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viewing it as fun. With this information, Alford explains to his audience how this
connotation of fun with a malicious act is sensible, for without motivation people would
not commit evil acts.

But what is evil? Not all destruction of human beings is evil. There are just warss, and
justifiable homicides (Alford 1).
Whatever evil is, it is not just going along with malevolent authority. It is identifying
with malevolent authority, finding pleasure and satisfaction in joining with its
destructiveness (Alford 2).
Definitions are rules for language use, are they not? Let us agree and get on with it.
Nothing important hands from the definition of evil, does it? (Alford 2).
The key problem with evil is how to connect this private and inward experience with the
shared moral of the world, so as to respect both the integrity of private experience and the
reality of shared moral experience (Alford 2).
The experience is not simply that evil is and should be contained. Rather, what is
uncontained is itself experienced as evil because it is uncontained, overwhelming,
beyond limits. Not every uncontained experience is evil, of course, only those in which
the experience seems boundless, likely to overwhelm the self in tidal wave of emotion.
Evil is that which threatens to obliterate the self, overcoming its boundaries (Alford 6).
Evil is, or can be, fun; if it were not, people would not do it (Alford 15).

In Class Breakdown:

2:20-2:30: What an Enduring Question is; Use the EQ website

o Explain that this is now the third enduring question, based on what you have
learned from the prior enduring questions, and the information on the Enduring
Question website, how would you define an enduring question?
Before showing the EQ website, ask the class to define an EQ in their own
terms
http://www.neh.gov/files/grants/enduring-questions-sept-10-2015-edit.pdf
This is a class discussion
Answers should be along the lines of an enduring question being
something that withstands time; something that cannot ever be fully
defined; something that people want to know the answer to.

2:30-2:35: Explain What is Evil?; the different definitions of evil across disciplines
(word doc with direct quotes).
o What is Evil? is an Enduring Question; a question people want to know the
answer to, but one specific definition does not apply to every scenario.
o On this word document are several definitions of evil in the disciplines of
philosophy, human studies, religion, and political psychology.
These are not all of the different disciplines that evil can be defined under,
but does cover a broad range, providing several viewpoints.
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2:35-2:50: Group-work: groups will be in the three assigned reading groups from the
night prior; each of these groups will answer these questions on a google doc slide
1. What was the main point of this text? (What is the overarching idea of your
topic?)
i. When thinking about the main point of the text, consider the relevance of
the text to the subject of the class.
ii. Consider what the author would have wanted you to take away.
iii. What are important things you learned from the text that you would like to
share with the class for the benefit of knowledge and conversation?
2. How did the medium of the text contribute to your perception of it?
i. Why was this text portrayed in the medium it was?
ii. How did this help the audience better understand what the author wanted
to convey?
iii. Is there a better medium to convey this type of information?
3. Did the text make you believe the content was evil?
i. Was there bias in the text itself?
ii. If there was reason to believe the content was evil, what is a quotation
supporting this claim?
4. What about the content could be viewed as evil?
i. Why does this source qualify under What is Evil?
ii. Encourage groups to use the definitions from various disciplines in
conjunction with their case study
5. Using the quotes from various sources and the internet, define evil in terms of this
text.

2:50- 3:10: Have each group present their case study. First giving a brief overview of the
case, then sharing their insight on the various questions
o Have a note taker in each group for the group that presents prior to them. Have
them note what is evil, and perhaps why what is qualified as evil, shouldnt be.
Group 1 take notes for Group 2
Group 2 take notes for Group 3
Group 3 take notes for Group 1
o Each group should have approximately 5 minutes to share their case, and then
there should be some extra time if there are any questions, and to switch groups,
ect.

3:10-3:20: Class rebuttal: having taken notes of the various points (maybe have them put
them on the board) have the class as a group consider why each case might not be
considered evil.
o Why these cases could potentially be acts that are misconstrued as evil? Why
might the actions not be evil? Or are they undeniably evil?

3:20-3:30: Try to define evil broadly (consider the definitions of evil that are specific to
each group). How do these definitions transcend time? Have everyone in the class put
one word on the board that they think defines evil.
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o Have students volunteer to share their word

Ask them to provide an example.
Can it be related to a quote from the provided sheet?
What system this would fall under psychology, human studies, ect?
What does this term tell us about evil?

3:30-3:40: Class discussion on how the different disciplines change your view on what is
defined as evil.
o This should be intertwining the use of the various quotations, in addition to the
case studies.
o This is more so to demonstrate that evil cannot be fully defined, but it can be
defined in specific disciplines, locations, circumstances, and times.
Teaches us how to think about complicated things and understand why
things are what they are

3:40-3:50: Individual Writing: Personal reflections on What is Evil? and Why is

What is Evil? an enduring question?
o Have the class reflect on how do we understand evil? and using this enduring
question, think about how we have looked at Rome from a variety of perspectives.
Include conceptions about how What is Evil?, materials, our understandings,
and methods relate to the work we have done in class, and how we approach a
complicated thing such as What is Evil?.

3:55- 4:00: Come together as a class to discuss these reflections.

o If needed, prompt to think about what is the benefit of being able to define evil? Is
it fair to use an all-encompassing definition?
o The goal of this last part is to hopefully bring the class to a point at which they
realize that What is Evil? cannot be given one single definition. For throughout
time, this definition will change dependent on cultural norms, the discipline lens
you are observing the question through, and the individuals that are defining the
term. The inability to give this question one absolute answer is the epitome of
what an enduring question is supposed to be.

If time allows: Explain how this all relates to my overall Core Capstone Project.
o Explain that my core capstone project is a wide sweeping guidance for people of
all core capstone classes to follow. In order to do this I have created a website,
which showcases the process of my question What is Evil?.

Notes After Class 1:

After teaching this class, I have discovered that one of the most important parts of a class is
being able to articulate not necessarily what you have learned, but in a way that enables students
think in the manner that you desire them too. For this particular class, I struggled using my
materials, and the knowledge/insights of my peers to foster the conversation about What is
Evil?. In addition, I struggled in articulating that what I wanted my peers to take away is that
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evil cannot be defined with one term or definition, but rather the definition must continually
change.
Therefore, if the topic of What is Evil? were to be done again, I think that I would undeniably
do background reading on pedagogy and how to get others to think in the direction one intends.
However, by having this struggle in class to truly arrive at the idea of how evil cannot be defined
with one term is rather appropriate. For the concept of What is Evil? is so large and so
incomprehensible that to attempt to define it, even in terms of disciplines across times and across
circumstances is a very challenging task that requires a lot of background knowledge and
understanding, which after all represents what an enduring question is.

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Bibliography
Alford, C. Fred. "The Political Psychology of Evil." Political Psychology 18, no. 1 (1997): 1-17.
Bernstein, Mark. "Explaining Evil." Religious Studies 34, no. 2 (1998): 151-63.
Dundes, Alan. 1992. The Evil Eye: A Casebook. Madison, Wis.: University of Wisconsin Press.
Formosa, Paul. "Understanding Evil Acts." Human Studies 30, no. 2 (2007): 57-77.
Lyman, Eric J.. In Mafia Region, pope declares mobsters excommunicated. USA Today, June
21, 2014.
Roheim, Geza. The Evil Eye. In The Evil Eye: A Casebook, edited by Alan Dundes, 211-221.
Madison, Wis: University of Wisconsin Press, 1992.
Schoeck, Helmut. Evil Eye Form Dynamics. In The Evil Eye: A Casebook, edited by Alan
Dundes, 192-200. Madison, Wis: University of Wisconsin Press, 1992.
Singer, Marcus G. "The Concept of Evil." Philosophy 79, no. 308 (2004): 185-214.
Stille, Alexander. The Pope Excommunicates the Mafia, Finally. The New Yorker (New York,
NY), June 24, 2014.
Suetonius, Robert Graves, and Michael Grant. 1978. The Twelve Caesars. Penguin classics;
Penguin classics. Harmondsworth: Penguin.

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