Do You Believe in Altruism?
Aimed at integrating cutting-edge psychological science into the classroom, columns about teaching Current Directions in Psychological Science offer advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been the focus of an article in the APS journal Current Directions in Psychological Science.
The existence of altruism, or purely prosocial behavior, has long been debated by social psychologists and philosophers. On the one hand, people behave in prosocial ways to help family members, friends, and even strangers. On the other, these selfless acts can be considered selfish if one is motivated by self-interest (e.g., ensuring the continuity of one’s genetic lineage by protecting offspring, or relieving personal guilt by helping a stranger, for example). In their Current Directions article, Brown and colleagues (2025) argue that this debate has taken on new importance in the age of climate change, where self-interested acts such as destroying part of a forest may be appealing in the short term but can actually go against one’s self-interest in the long term as the planet faces extensive destruction.
The concept of prosocial behavior has been explored extensively from an evolutionary perspective. From one perspective, altruistic behaviors that seek to ensure the welfare of relatives—and others who help us pass down our genes—may serve a self-interested biological drive. However, Brown and colleagues have proposed selective investment theory to show how altruism can be supported by natural selection. Take, for example, when one’s reproductive success shares a common fate with others’ reproductive success (as with the survival of the planet). In this case we are said to have fitness interdependence and have mutual reasons to depend on each other, resulting in altruistic (not selfish) motivations.
Brown and colleagues also argue that there is also a neurobiological component to altruism. Attachment styles play a role in one’s motivation for altruistic behaviors, and these social bonds are entrenched in our brain chemistry (specifically dopamine and oxytocin). As a result, the authors speculate that brain chemistry might be the driver behind altruism. Indeed, nonhuman animal research supports the idea that parental investment has neurobiological underpinnings (e.g., in the medial preoptic area of the hypothalamus) that motivate helping behaviors. This neurobiology plays a role in both social bonding and recognizing needs in others, which researchers argue is evidence that other-focused altruism (that is motivated by concern for another rather than for one’s own benefit) exists (e.g., Marsh, 2019).
Related Reading: Seeking Evidence of Altruism in Turbulent Times
Finally, Brown and colleagues note that the real-world implications for understanding other-focused altruism are highly relevant; these include issues such as wealth inequality, peace negotiations, and environmental protections. A belief in and a better understanding of fitness interdependence and our “innate tendency toward altruistic motivation” (Brown et al., 2026) can lead to better outcomes for all. For this understanding to be translated into action, however, we will need perspective-taking, long-term thinking, a deemphasis on profit, and a concern for collective well-being.
This article provides an opportunity for students to think critically about an issue with important societal consequences. To bring this Current Directions article to life, try one of the following activities.
Student Activity
Part 1. Background knowledge probe. Background knowledge probes enable students to bridge gaps between what they already know and what they are about to learn. They also engage students in the topic about to be presented. Before discussing the debate about altruism, ask students to rate the following statement on a scale of 1 to 5, with 1 being strongly disagree, 3 being neutral, and 5 being strongly agree:
- I believe that humans are capable of truly selfless behavior.
After students have responded, place them into groups according to their score to discuss. End with a full class discussion about what each of the smaller groups discussed.
Part 2. Discussion prompt. After discussing the theoretical work of Brown and colleagues, have students get back into their small groups and discuss the following questions:
- After learning more about this topic, would you change your initial score? Why or why not?
- Do you think there is value to understanding altruism as motivated “innately,” as opposed to always stemming from self-interest? Explain.
Part 3. One-minute paper. This activity allows an instructor to uncover any misunderstandings about complex topics such as the existence of altruism. At the very end of class, leave one minute for students to address the following questions in writing (either to hand in or post as they leave class):
- What question do you have that remains unanswered?
- What was the most important thing you learned in class today?
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Additional Reference
Marsh, A. A. (2019). The caring continuum: Evolved hormonal and proximal mechanisms explain prosocial and antisocial extremes. Annual Review of Psychology, 70, 347–371.
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