Differences between egoism and altruism

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Compare and contrast egoism and altruism, giving explanation for
each, similarities, and differences

 

 

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Differences between egoism and altruism

Egoism is the theory, in ethics, that human beings act in their own interests and desires. For example, a cigarette smoker acts on his desires to smoke; smoking causes health problems that are not in one’s best interest. Altruism refers to behavior that benefits another individual at a cost to oneself. For example, giving your lunch away is altruistic because it helps someone who is hungry, but at a cost of being hungry yourself. The difference between egoism and altruism is that egoism involves helping others with the expectation of help in return, while altruism involves helping others with no expectation of help in return. Egoism is called the action of individuals for their own good. Individuals act for their self-interest. Altruism is the complete opposite of egoism. Altruism is defined as a concern for the welfare of others and is considered as a virtue in many cultures, and as such is encouraged.

intervention based on their own interest, and receives the reinforce when the child attempts to follow the instructor’s prompt. Incidental teaching is also an intervention that promotes lasting and impactful results because it is an intervention that is early, it also can be done in a variety of settings with different people, it can have family involvement, the procedure can include peers, and it is fun for the child since it initiated by the child (McGee et al., 1999). Since it is child selected, it drives the child’s motivation, which ultimately assists the child to learn.

Limitations

Incidental teaching is a procedure that has shown a lot of progress in children, especially in vocalization. However, the teaching procedure is mainly an intervention that focuses on verbal communication and can be limiting to certain children with ASD, especially those who are severe. McGee et al. (1983) modified the standard incidental teaching for autistic children with severe language deficits shown evident progress in the subjects. However, the setting was more contrived and it was not based on the interests of the child. In addition, many studies mentioned that it is beneficial for the child to initiate, but it becomes challenging to use incidental teaching past a certain age because then the interests start to become narrower and more depleted.

It is also difficult to find a “perfect” intervention for ASD because it is a spectrum disorder, so the signs and symptoms vary among children. Therefore, each child is at a different level of severity, and each level of severity needs more or less assistance. It is going to be easier for high functioning children with ASD to learn how to have verbal communication that is socially functional than it would be for lower functioning children with ASD. It is also dependent upon the parents and the services of the child that determines the success of an intervention. Some parents do not have as much time to practice instr

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