Nonviolent Communication: A Language of Life, 3rd Edition: Life-Changing Tools for Healthy Relationships (Nonviolent Communication Guides) by Marshall B. Rosenberg
Location 333:
What I want in my life is compassion, a flow between myself and others based on a mutual giving from the heart. —Marshall B. Rosenberg, PhD
Location 336:
Believing that it is our nature to enjoy giving and receiving in a compassionate manner, I have been preoccupied most of my life with two questions: What happens to disconnect us from our compassionate nature, leading us to behave violently and exploitatively? And conversely, what allows some people to stay connected to their compassionate nature under even the most trying circumstances?
Location 349:
I am not easily frightened. Not because I am brave but because I know that I am dealing with human beings, and that I must try as hard as I can to understand everything that anyone ever does. And that was the real import of this morning: not that a disgruntled young Gestapo officer yelled at me, but that I felt no indignation, rather a real compassion, and would have liked to ask, ‘Did you have a very unhappy childhood, has your girlfriend let you down?’ Yes, he looked harassed and driven, sullen and weak. I should have liked to start treating him there and then, for I know that pitiful young men like that are dangerous as soon as they are let loose on mankind. —Etty Hillesum in Etty: A Diary 1941–1943
Location 355:
I have since identified a specific approach to communicating—both speaking and listening—that leads us to give from the heart, connecting us with ourselves and with each other in a way that allows our natural compassion to flourish. I call this approach Nonviolent Communication, using the term nonviolence as Gandhi used it—to refer to our natural state of compassion when violence has subsided from the heart.
Location 376:
We perceive relationships in a new light when we use NVC to hear our own deeper needs and those of others.
Location 378:
On a deeper level, it is an ongoing reminder to keep our attention focused on a place where we are more likely to get what we are seeking.
Location 383:
I find that my cultural conditioning leads me to focus attention on places where I am unlikely to get what I want. I developed NVC as a way to train my attention—to shine the light of consciousness—on places that have the potential to yield what I am seeking. What I want in my life is compassion, a flow between myself and others based on a mutual giving from the heart.
Location 389:
I never feel more given to than when you take from me— when you understand the joy I feel giving to you. And you know my giving isn’t done to put you in my debt, but because I want to live the love I feel for you. To receive with grace may be the greatest giving. There’s no way I can separate the two. When you give to me, I give you my receiving. When you take from me, I feel so given to. —“Given To” (1978) by Ruth Bebermeyer from the album Given To
Location 398:
When we give from the heart, we do so out of the joy that springs forth whenever we willingly enrich another person’s life. This kind of giving benefits both the giver and the receiver. The receiver enjoys the gift without worrying about the consequences that accompany gifts given out of fear, guilt, shame, or desire for gain. The giver benefits from the enhanced self-esteem that results when we see our efforts contributing to someone’s well-being.
Location 407:
First, we observe what is actually happening in a situation: what are we observing others saying or doing that is either enriching or not enriching our life? The trick is to be able to articulate this observation without introducing any judgment or evaluation—to simply say what people are doing that we either like or don’t like. Next, we state how we feel when we observe this action: are we hurt, scared, joyful, amused, irritated? And thirdly, we say what needs of ours are connected to the feelings we have identified. An awareness of these three components is present when we use NVC to clearly and honestly express how we are.
Updated Oct 30, 2019:
Location 415:
For example, a mother might express these three pieces to her teenage son by saying, “Felix, when I see two balls of soiled socks under the coffee table and another three next to the TV, I feel irritated because I am needing more order in the rooms that we share in common.” She would follow immediately with the fourth component—a very specific request: “Would you be willing to put your socks in your room or in the washing machine?” This fourth component addresses what we are wanting from the other person that would enrich our lives or make life more wonderful for us. Thus, part of NVC is to express these four pieces of information very clearly, whether verbally or by other means. The other part of this communication consists of receiving the same four pieces of information from others. We connect with them by first sensing what they are observing, feeling, and needing; then we discover what would enrich their lives by receiving the fourth piece—their request. As we keep our attention focused on the areas mentioned, and help others do likewise, we establish a flow of communication, back and forth, until compassion manifests naturally:
Location 426:
NVC Process The concrete actions we observe that affect our well-being How we feel in relation to what we observe The needs, values, desires, etc. that create our feelings The concrete actions we request in order to enrich our lives
Updated Nov 14, 2019:
Location 544:
The Sufi poet Rumi once wrote, “Out beyond ideas of wrongdoing and right-doing, there is a field. I’ll meet you there.” Life-alienating communication, however, traps us in a world of ideas about rightness and wrongness—a world of judgments. It is a language rich with words that classify and dichotomize people and their actions. When we speak this language, we judge others and their behavior while preoccupying ourselves with who’s good, bad, normal, abnormal, responsible, irresponsible, smart, ignorant, etc.
Location 551:
When I encountered people or behaviors I either didn’t like or didn’t understand, I would react in terms of their wrongness. If my teachers assigned a task I didn’t want to do, they were “mean” or “unreasonable.” If someone pulled out in front of me in traffic, my reaction would be, “You idiot!” When we speak this language, we think and communicate in terms of what’s wrong with others for behaving in certain ways or, occasionally, what’s wrong with ourselves for not understanding or responding as we would like. Our attention is focused on classifying, analyzing, and determining levels of wrongness rather than on what we and others need and are not getting. Thus if my partner wants more affection than I’m giving her, she is “needy and dependent.” But if I want more affection than she is giving me, then she is “aloof and insensitive.”
Location 560:
It is my belief that all such analyses of other human beings are tragic expressions of our own values and needs. They are tragic because when we express our values and needs in this form, we increase defensiveness and resistance among the very people whose behaviors are of concern to us. Or, if people do agree to act in harmony with our values, they will likely do so out of fear, guilt, or shame because they concur with our analysis of their wrongness.
Location 568:
It is important here not to confuse value judgments and moralistic judgments. All of us make value judgments as to the qualities we value in life; for example, we might value honesty, freedom, or peace. Value judgments reflect our beliefs of how life can best be served. We make moralistic judgments of people and behaviors that fail to support our value judgments; for example, “Violence is bad. People who kill others are evil.” Had we been raised speaking a language that facilitated the expression of compassion, we would have learned to articulate our needs and values directly, rather than to insinuate wrongness when they have not been met. For example, instead of “Violence is bad,” we might say instead, “I am fearful of the use of violence to resolve conflicts; I value the resolution of human conflicts through other means.”
Location 577:
It does not surprise me to hear that there is considerably less violence in cultures where people think in terms of human needs than in cultures where people label one another as “good” or “bad” and believe that the “bad” ones deserve to be punished.
Updated Nov 21, 2019:
Location 614:
We deny responsibility for our actions when we attribute their cause to factors outside ourselves:
Location 633:
We can replace language that implies lack of choice with language that acknowledges choice.
Location 651:
Communicating our desires as demands is yet another form of language that blocks compassion. A demand explicitly or implicitly threatens listeners with blame or punishment if they fail to comply. It is a common form of communication in our culture, especially among those who hold positions of authority.
Location 661:
The concept that certain actions merit reward while others merit punishment is also associated with life-alienating communication. This thinking is expressed by the word deserve as in “He deserves to be punished for what he did.” It assumes “badness” on the part of people who behave in certain ways, and it calls for punishment to make them repent and change their behavior. I believe it is in everyone’s interest that people change, not in order to avoid punishment, but because they see the change as benefiting themselves. Thinking based on “who deserves what” blocks compassionate communication.
Location 675:
The language of wrongness, should, and have to is perfectly suited for this purpose: the more people are trained to think in terms of moralistic judgments that imply wrongness and badness, the more they are being trained to look outside themselves—to outside authorities—for the definition of what constitutes right, wrong, good, and bad. When we are in contact with our feelings and needs, we humans no longer make good slaves and underlings.
Location 679:
It is our nature to enjoy giving and receiving compassionately. We have, however, learned many forms of life-alienating communication that lead us to speak and behave in ways that injure others and ourselves. One form of life-alienating communication is the use of moralistic judgments that imply wrongness or badness on the part of those who don’t act in harmony with our values. Another is the use of comparisons, which can block compassion both for others and for ourselves. Life-alienating communication also obscures our awareness that we are each responsible for our own thoughts, feelings, and actions. Communicating our desires in the form of demands is yet another characteristic of language that blocks compassion.
Updated Nov 26, 2019:
Location 750:
The Indian philosopher J. Krishnamurti once remarked that observing without evaluating is the highest form of human intelligence.
Location 782:
Communication Example of observation with evaluation mixed in Example of observation separate from evaluation 1. Use of verb to be without indication that the evaluator takes responsibility for the evaluation You are too generous. When I see you give all your lunch money to others, I think you are being too generous. 2. Use of verbs with evaluative connotations Doug procrastinates. Doug only studies for exams the night before. 3. Implication that one’s inferences about another person’s thoughts, feelings, intentions, or desires are the only ones possible She won’t get her work in. I don’t think she’ll get her work in. or She said, “I won’t get my work in.” 4. Confusion of prediction with certainty If you don’t eat balanced meals, your health will be impaired. If you don’t eat balanced meals, I fear your health may be impaired. 5. Failure to be specific about referents Immigrants don’t take care of their property. I have not seen the immigrant family living at 1679 Ross shovel the snow on their sidewalk. 6. Use of words denoting ability without indicating that an evaluation is being made Hank Smith is a poor soccer player. Hank Smith has not scored a goal in twenty games. 7. Use of adverbs and adjectives in ways that do not indicate an evaluation has been made Jim is ugly. Jim’s looks don’t appeal to me.
Location 807:
The first component of NVC entails the separation of observation from evaluation. When we combine observation with evaluation, others are apt to hear criticism and resist what we are saying. NVC is a process language that discourages static generalizations. Instead, observations are to be made specific to time and context, for example, “Hank Smith has not scored a goal in twenty games,” rather than “Hank Smith is a poor soccer player.”
Location 811:
NVC in Action “The Most Arrogant Speaker We’ve Ever Had!” This dialogue occurred during a workshop I was conducting. About half an hour into my presentation, I paused to invite reactions from the participants. One of them raised a hand and declared, “You’re the most arrogant speaker we’ve ever had!” I have several options open to me when people address me this way. One option is to take the message personally; I know I’m doing this when I have a strong urge to either grovel, defend myself, or make excuses. Another option (for which I am well-rehearsed) is to attack the other person for what I perceive as their attack upon me. On this occasion, I chose a third option by focusing on what might be going on behind the man’s statement. MBR: (guessing at the observations being made) Are you reacting to my having taken thirty straight minutes to present my views before giving you a chance to talk? Phil: No, you make it sound so simple. MBR: (trying to obtain further clarification) Are you reacting to my not having said anything about how the process can be difficult for some people to apply? Phil: No, not some people—you! MBR: So you’re reacting to my not having said that the process can be difficult for me at times? Phil: That’s right. MBR: Are you feeling annoyed because you would have liked some sign from me that indicated that I have some problems with the process myself? Phil: (after a moment’s pause) That’s right. MBR: (feeling more relaxed now that I am in touch with the person’s feeling and need, I direct my attention to what he might be requesting of me) Would you like me to admit right now that this process can be a struggle for me to apply? Phil: Yes. MBR: (having gotten clear on his observation, feeling, need, and request, I check inside myself to see if I am willing to do as he requests) Yes, this process is often difficult for me. As we continue with the workshop, you’ll probably hear me describe several incidents where I’ve struggled … or completely lost touch … with this process, this consciousness, that I am presenting here to you. But what keeps me in the struggle are the close connections to other people that happen when I do stay with the process.
Location 878:
The first component of NVC is to observe without evaluating; the second component is to express how we are feeling. Psychoanalyst Rollo May suggests that “the mature person becomes able to differentiate feelings into as many nuances, strong and passionate experiences, or delicate and sensitive ones as in the different passages of music in a symphony.” For many of us, however, our feelings are, as May would describe it, “limited like notes in a bugle call.”
Location 884:
I went through twenty-one years of American schools and can’t recall anyone in all that time ever asking me how I felt. Feelings were simply not considered important. What was valued was “the right way to think”—as defined by those who held positions of rank and authority. We are trained to be “other-directed” rather than to be in contact with ourselves. We learn to be “up in our head,” wondering, “What is it that others think is right for me to say and do?”
Location 919:
Assuming the voice of an administrator in a role-playing session, I opened with, “I’m feeling frightened to be bringing up this issue.” I chose to start this way because I sensed how frightened the administrators were as they prepared to confront the physicians on this topic again. Before I could continue, one of the administrators stopped me to protest, “You’re being unrealistic! We could never tell the physicians that we were frightened.” When I asked why an admission of fear seemed so impossible, he replied without hesitation, “If we admitted we’re frightened, then they would just pick us to pieces!” His answer didn’t surprise me; I have often heard people say they cannot imagine ever expressing feelings at their workplace.
Location 934:
“Good morning!” I greeted. Silence. I felt very uncomfortable, but was afraid to express it. Instead, I proceeded in my most professional manner: “For this class, we will be studying a process of communication that I hope you will find helpful in your relationships at home and with your friends.” I continued to present information about NVC, but no one seemed to be listening. One girl, rummaging through her bag, fished out a file and began vigorously filing her nails. Students near the windows glued their faces to the panes as if fascinated by what was going on in the street below. I felt increasingly more uncomfortable, yet continued to say nothing about it. Finally, a student who had certainly more courage than I was demonstrating, piped up, “You just hate being with black people, don’t you?” I was stunned, yet immediately realized how I had contributed to this student’s perception by trying to hide my discomfort. “I am feeling nervous,” I admitted, “but not because you are black. My feelings have to do with my not knowing anyone here and wanting to be accepted when I came in the room.” My expression of vulnerability had a pronounced effect on the students. They started to ask questions about me, to tell me things about themselves, and to express curiosity about NVC.
Location 944:
A common confusion, generated by the English language, is our use of the word feel without actually expressing a feeling. For example, in the sentence, “I feel I didn’t get a fair deal,” the words I feel could be more accurately replaced with I think.
Location 954:
Conversely, in the English language, it is not necessary to use the word feel at all when we are actually expressing a feeling: we can say, “I’m feeling irritated,” or simply, “I’m irritated.”
Location 1196:
Note the difference between the following expressions of disappointment: Example 1 A: “You disappointed me by not coming over last evening.” B: “I was disappointed when you didn’t come over, because I wanted to talk over some things that were bothering me.” Speaker A attributes responsibility for his disappointment solely to another person’s action. Speaker B traces his feeling of disappointment to his own unfulfilled desire.
Location 1208:
As we shall see, the more we are able to connect our feelings to our own needs, the easier it is for others to respond compassionately.
Updated Dec 05, 2019:
Location 1223:
The basic mechanism of motivating by guilt is to attribute the responsibility for one’s own feelings to others. When parents say, “It hurts Mommy and Daddy when you get poor grades at school,” they are implying that the child’s actions are the cause of the parents’ happiness or unhappiness.
Location 1241:
Unfortunately, most of us have never been taught to think in terms of needs. We are accustomed to thinking about what’s wrong with other people when our needs aren’t being fulfilled. Thus, if we want coats to be hung up in the closet, we may characterize our children as lazy for leaving them on the couch. Or we may interpret our co-workers as irresponsible when they don’t go about their tasks the way we would prefer them to.
Location 1258:
It has been my experience over and over again that from the moment people begin talking about what they need rather than what’s wrong with one another, the possibility of finding ways to meet everybody’s needs is greatly increased.
Updated Dec 22, 2019:
Location 1308:
In our development toward a state of emotional liberation, most of us experience three stages in the way we relate to others. Stage 1: In this stage, which I refer to as emotional slavery, we believe ourselves responsible for the feelings of others. We think we must constantly strive to keep everyone happy. If they don’t appear happy, we feel responsible and compelled to do something about it. This can easily lead us to see the very people who are closest to us as burdens. Taking responsibility for the feelings of others can be very detrimental to intimate relationships.
Location 1314:
This response is common among those who experience love as denial of one’s own needs in order to attend to the needs of the beloved.
Location 1329:
Stage 2: In this stage, we become aware of the high costs of assuming responsibility for others’ feelings and trying to accommodate them at our own expense. When we notice how much of our lives we’ve missed and how little we have responded to the call of our own soul, we may get angry. I refer jokingly to this stage as the obnoxious stage because we tend toward obnoxious comments like, “That’s your problem! I’m not responsible for your feelings!” when presented with another person’s pain. We are clear what we are not responsible for, but have yet to learn how to be responsible to others in a way that is not emotionally enslaving.
Location 1337:
For example, during a break in one of my workshops, a young woman expressed appreciation for the insights she’d gained into her own state of emotional enslavement. When the workshop resumed, I suggested an activity to the group. The same young woman then declared assertively, “I’d rather do something else.” I sensed she was exercising her newfound right to express her needs—even if they ran counter to those of others. To encourage her to sort out what she wanted, I asked, “Do you want to do something else even if it conflicts with my needs?” She thought for a moment, and then stammered, “Yes…. er … I mean, no.” Her confusion reflects how, in the obnoxious stage, we have yet to grasp that emotional liberation entails more than simply asserting our own needs.
Location 1354:
Stage 3: At the third stage, emotional liberation, we respond to the needs of others out of compassion, never out of fear, guilt, or shame. Our actions are therefore fulfilling to us, as well as to those who receive our efforts. We accept full responsibility for our own intentions and actions, but not for the feelings of others. At this stage, we are aware that we can never meet our own needs at the expense of others. Emotional liberation involves stating clearly what we need in a way that communicates we are equally concerned that the needs of others be fulfilled.
Location 1499:
Making requests in clear, positive, concrete action language reveals what we really want.
Location 1519:
My theory is that we get depressed because we’re not getting what we want, and we’re not getting what we want because we have never been taught to get what we want. Instead, we’ve been taught to be good little boys and girls and good mothers and fathers. If we’re going to be one of those good things, better get used to being depressed. Depression is the reward we get for being “good.” But, if you want to feel better, I’d like you to clarify what you would like people to do to make life more wonderful for you.
Location 1542:
When we simply express our feelings, it may not be clear to the listener what we want them to do.
Location 1559:
Requests may sound like demands when unaccompanied by the speaker’s feelings and needs.
Location 1567:
My belief is that, whenever we say something to another person, we are requesting something in return. It may simply be an empathic connection—a verbal or nonverbal acknowledgment, as with the man on the train, that our words have been understood. Or we may be requesting honesty: we wish to know the listener’s honest reaction to our words. Or we may be requesting an action that we hope would fulfill our needs. The clearer we are on what we want back from the other person, the more likely it is that our needs will be met.
Location 1580:
To make sure the message we sent is the message that’s received, ask the listener to reflect it back.
Location 1603:
Sometimes we’d like to know the feelings that are stimulated by what we said, and the reasons for those feelings. We might request this by asking, “I would like you to tell me how you feel about what I just said, and your reasons for feeling as you do.”
Location 1606:
Sometimes we’d like to know something about our listener’s thoughts in response to what they just heard us say. At these times, it’s important to specify which thoughts we’d like them to share. For example, we might say, “I’d like you to tell me if you predict that my proposal would be successful, and if not, what you believe would prevent its success,” rather than simply saying, “I’d like you to tell me what you think about what I’ve said.”
Location 1612:
Sometimes we’d like to know whether the person is willing to take certain actions that we’ve recommended. Such a request may sound like this: “I’d like you to tell me if you would be willing to postpone our meeting for one week.”
Location 1616:
The use of NVC requires that we be conscious of the specific form of honesty we would like to receive, and to make that request for honesty in concrete language.
Location 1634:
I then addressed the man who had initiated the discussion: “Can you tell me, when you brought up the newspaper article, what response you were wanting from the group?” “I thought it was interesting,” he replied. I explained that I was asking what response he wanted from the group, rather than what he thought about the article. He pondered awhile and then conceded, “I’m not sure what I wanted.” And that’s why, I believe, twenty minutes of the group’s valuable time had been squandered on fruitless discourse. When we address a group without being clear what we are wanting back, unproductive discussions will often follow. However, if even one member of a group is conscious of the importance of clearly requesting the response that is desired, he or she can extend this consciousness to the group. For example, when this particular speaker didn’t define what response he wanted, a member of the group might have said, “I’m confused about how you’d like us to respond to your story. Would you be willing to say what response you’d like from us?”
Location 1643:
In a group, much time is wasted when speakers aren’t certain what response they’re wanting.
Location 1646:
In India, when people have received the response they want in conversations they have initiated, they say “bas” (pronounced “bus”). This means, “You need not say more. I feel satisfied and am now ready to move on to something else.”
Location 1683:
If we are prepared to show an empathic understanding of what prevents someone from doing as we asked, then by my definition, we have made a request, not a demand. Choosing to request rather than demand does not mean we give up when someone says no to our request. It does mean that we don’t engage in persuasion until we have empathized with what’s preventing the other person from saying yes.
Location 1688:
The process is designed for those of us who would like others to change and respond, but only if they choose to do so willingly and compassionately. The objective of NVC is to establish a relationship based on honesty and empathy. When others trust that our primary commitment is to the quality of the relationship, and that we expect this process to fulfill everyone’s needs, then they can trust that our requests are true requests and not camouflaged demands.
Location 1692:
Our objective is a relationship based on honesty and empathy. A consciousness of this objective is difficult to maintain, especially for parents, teachers, managers, and others whose work centers around influencing people and obtaining behavioral results.
Location 1760:
Requests are received as demands when listeners believe that they will be blamed or punished if they do not comply. We can help others trust that we are requesting, not demanding, by indicating our desire for them to comply only if they can do so willingly. The objective of NVC is not to change people and their behavior in order to get our way; it is to establish relationships based on honesty and empathy that will eventually fulfill everyone’s needs.
Location 1834:
The Chinese philosopher Chuang-Tzu stated that true empathy requires listening with the whole being: “The hearing that is only in the ears is one thing. The hearing of the understanding is another. But the hearing of the spirit is not limited to any one faculty, to the ear, or to the mind. Hence it demands the emptiness of all the faculties. And when the faculties are empty, then the whole being listens. There is then a direct grasp of what is right there before you that can never be heard with the ear or understood with the mind.”
Location 1840:
Empathy with others occurs only when we have successfully shed all preconceived ideas and judgments about them. The Austrian-born Israeli philosopher Martin Buber describes this quality of presence that life demands of us: “In spite of all similarities, every living situation has, like a newborn child, a new face, that has never been before and will never come again. It demands of you a reaction that cannot be prepared beforehand. It demands nothing of what is past. It demands presence, responsibility; it demands you.”
Location 1844:
“The capacity to give one’s attention to a sufferer is a very rare and difficult thing; it is almost a miracle; it is a miracle,” asserts French philosopher Simone Weil. “Nearly all those who think they have the capacity do not possess it.” Instead of offering empathy, we tend instead to give advice or reassurance and to explain our own position or feeling. Empathy, on the other hand, requires us to focus full attention on the other person’s message.
Location 1856:
My friend Holley Humphrey identified some common behaviors that prevent us from being sufficiently present to connect empathically with others. The following are examples: Advising: “I think you should … ” “How come you didn’t … ?” One-upping: “That’s nothing; wait’ll you hear what happened to me.” Educating: “This could turn into a very positive experience for you if you just … ” Consoling: “It wasn’t your fault; you did the best you could.” Story-telling: “That reminds me of the time … ” Shutting down: “Cheer up. Don’t feel so bad.” Sympathizing: “Oh, you poor thing … ” Interrogating: “When did this begin?” Explaining: “I would have called but … ” Correcting: “That’s not how it happened.”
Location 1865:
Believing we have to “fix” situations and make others feel better prevents us from being present.
Location 1874:
The key ingredient of empathy is presence: we are wholly present with the other party and what they are experiencing. This quality of presence distinguishes empathy from either mental understanding or sympathy.
Location 1879:
In NVC, no matter what words people use to express themselves, we listen for their observations, feelings, needs, and requests.