CESARE LOMBROSO: DEGENERATE BRAIN THEORY By Chrystal Ball

BACKGROUND  Cesare Lombroso was born in Italy; lived from November 6, 1835 – October 19, 1909  Studied literature, linguistics, and archaeology at the Universities of Padua, Vienna, and Paris  Earned a degree in medicine from the University of Turin  Worked as a neuro-psychiatrist, army physician in the Austro-Italian war of 1859, professor of medical law and psychiatry at the University of Turin, author, and administrator of a center for individuals with severe mental disabilities (then called an “insane asylum”)

BACKGROUND  Famously rejected the established Classical School of Criminology, which held that crime was a characteristic trait of human nature and that rational choices were the foundation of behavior  Conducted detailed anthropomometric studies using cadavers to focus on the shape of the skull as an indicator of abnormality; he published his findings and used these indicators to formulate and support his theories of the genetic link to insanity and creativity

ACCOMPLISHMENTS  Founder of the Italian School of Positivist Criminology and often referred to as “the father of scientific criminology”  Popularized the idea that genetics play an important role in individuals’ development and can predispose individuals to genius or criminality  Published several works on biological determinism and artistic genius; argued that artistic genius was actually a form of insanity in The Man of Genius (1889)  Collected psychiatric art and published an article in 1880 on the “art of the insane” in which he isolated 13 typical features of creative, but insane, individuals’ art  Further developed “degenerate brain theory” in 1895 in which he listed typical signs of degeneration in his so-called “men of genius”

DETAIL OF DEGENERATE BRAIN THEORY  “Degenerate brain theory” was first introduced by Morel in 1857 and was later developed by Lombroso and others. Lombroso’s take on the theory asserted that “men of genius” were prone to a weakening of higher, inhibitory brain centers; this weakening allowed lower, more primitive functions to emerge in individuals, resulting in a number of negative characteristics he associated with primitive functionality. These characteristics include: apathy, impulsivity, physical defects, left-handedness, morbid vanity, and excessive originality, as well as stuttering, short stature, general emaciation, sickly color, rickets, baldness, absentmindedness, and sterility.  Lombroso believed degeneration of the brain stemmed from environmental factors and were then passed down genetically. He listed many famously creative families to prove this theory in The Man of Genius, including the Bach family and Rembrandt family. The Johann Sebastian Bach family

DETAIL OF DEGENERATE BRAIN THEORY, CONT’D  In The Man of Genius, Lombroso stated that “…women of genius are rare exceptions in this world.” He believed that men are much more capable of creativity than women.  He made generalizations across race, gender, physical appearance, and general health to support his theory that insanity and genius are linked.  Degenerate brain theory was largely dismissed in the 1900s; however, researchers later found that a certain proportion of creative persons do exhibit psychopathological tendencies and that while Lombroso’s theory may not hold completely true, it shouldn’t be completely dismissed (Martindale, 1999: 143).

DEGENERATE BRAIN THEORY AT A GLANCE  Link between insanity and creativity  Genetics predisposes individuals to both insanity and creativity  Physical characteristics and other features distinguish the insane and the genius  Held credibility until the 20 th century when it was largely dismissed; later research confirmed a proportion of creative people with psychopathological issues

DEGENERATE BRAIN THEORY IN THE EDUCATIONAL SETTING  Degenerate brain theory is outdated, but some implications for the educational setting may be gleaned:  1) Educators should provide a rich, well-rounded curriculum for helping students become well-rounded, creative individuals. By providing well- rounded programming, educators can help students increase progress in all areas, not only in developing strengths. This can be done by using a variety of materials to provide opportunities for creative development in both students’ strong areas and weaker areas.

DEGENERATE BRAIN THEORY IN THE EDUCATIONAL SETTING  Degenerate brain theory is outdated, but some implications for the educational setting may be gleaned:  2) Educators should learn about students’ backgrounds to glean information about their history and potential predispositions. This information can be very useful in individualizing instruction and in crafting relevant lessons. A few ways educators can learn more about students is by reviewing permanent files, forming relationships with families, and becoming active in students’ communities as appropriate.

CESARE LOMBROSO AND DEGENERATE BRAIN THEORY  Though components of Lombroso’s degenerate brain theory are significantly outdated, some pertinent information relevant to current educational practice can be gleaned. As Martindale (1999: 143) notes, the fact that proponents of degenerate brain theory were wrong about specific genetic implications "does not mean that they were wrong about the unitary nature of construct of what they called degeneration.“ Oftentimes, we can learn much from those who came before us, even when we find points of disagreement.

CREDITS  Dictionary of Creativity: ry ry  New World Encyclopedia:  The Man of Genius by Cesare Lombroso: ected_pages&cad=3#v=onepage&q&f=false ected_pages&cad=3#v=onepage&q&f=false