S p i r i t ua l i t y S t u d i e s 4 - 1 S p r i n g 2 0 1 8 2 9 Mária Dědová as immoral and they refuse to see themselves in the negative light. Theory of mind reflects and describes this fact at aggressors. It emphasizes the role of social-cognitive competences through two different models (Sutton, Smith and Swettenham 1999). The first one presumes existence of a deficit in the processing of information in social context, which results in insufficient ability to process and interpret information coming from social interaction with peers and thus to create adequate social interaction. The second model describes bullying as successful aggression of clever individuals, which comes from understanding of mental states of others and abusing this ability to one’s own advantage. Here we speak about qualified social manipulators. The results of a study (Gini 2006, 535) confirms the model of a “manipulator” in the role of the aggressor, who lacks emphatic reactivity toward peers and emotions of the victim (Arsenio and Lemerise 2001, 69). Also, the by bullying achieved popularity has an important positive influence on bullying others (Caravita et al. 2010, 161). Another typical trait of aggressors is the inadequate self-assessment. Bullying behavior is linked with either high level of self-esteem (O’Moore and Kirkham 2001; Bendl 2003) or with the feelings of inferiority, insecurity, and low self-esteem (Olweus 1995; Říčan 1993; Gajdošová 2006), which are then compensated by aggression. Aggression can also be a result of disappointment and resentment at the fact these individuals are not who they think they are; and they are somehow subconsciously aware of that. In order to silence this subconscious voice, the person resorts to aggressive behavior (Sedláček 2015, 268). When the family history and relationship towards the father are concerned, we can observe the following: children from early father-absent homes tend to be less obedient, whereas boys whose fathers left home later in their lives tend to be more aggressive. Additionally, the level of aggression was higher among the individuals whose parents divorced in comparison to those whose fathers died (Sedláček 2010, 43). The behavior of aggressors shows that these individuals present underdevelopment of two capacities within their noetic dimension responsible for the contact with other people: self-detachment and self-transcendence. The uniquely human capacity of self-detachment allows the person to detach from himself and review either own or other person’s attitudes, motives and behavior from a certain distance. The ability of self-transcendence allows the person to reach beyond himself, to forget, and ignore himself and devote his life to something or someone other than the self (Frankl and Lapise 2009). Logotheory sees the essence of the human existence in self-transcendence – a capacity to reach beyond oneself toward something that is not the self – toward something or someone – be it a meaning to fulfil or another human being to encounter in love (Lukas 1997, 25; Frankl, 2006). Observing the aggressor’s behavior, we can point out to insufficient development of the self-detachment capacity, which is presented by one’s thinking about his or her own unfulfilled needs, interests, individual subjective wellbeing, and even the pleasure that bullying might bring. In addition, there is no elementary experience with self-transcendence, in a sense of giving oneself to something or someone beyond one’s own self-centered interests. Aggressors also lack the behavior aimed at something greater than their own profit. They are unable to transcend boundaries of the self and be open to others and their needs. Insufficient development of self-transcendence prevents the bullying individuals from working on their own imperfections. At the same time, it will not let them see their classmate’s needs. It prevents them from giving up their selfish motives such as: the desire for power or a certain status, experiencing the suffering of their victims or even killing boredom. The structure of human existence brings up man’s desire for something that transcends him, something that is not the self. Self-transcendence of human existence is realized either in service to something or in love towards another human being. To be human means to go beyond oneself, to be intentionally oriented toward someone and devoted to another human being he or she loves (Frankl and Lapise 2009). Being able to give up something for another human being out of one’s own will shows one’s inner maturity. The perpetrators of bullying do seem to lack this ability too. 3 Denial of Freedom and Responsibility in Bullying Behavior At the very essence of the human existence lies freedom. Although man is not free from his dispositions and conditions, he is free to choose to take a stand on whatever conditions might confront him. Human being chooses whether he wants to give in to the conditions (Frankl 2006, 166) or what choices he might make. There is a possibility for man rising above his conditionality and entering the uniquely human dimension. Human behavior is, under all circumstances, realized through decisions and it is not dictated by the conditions. On one hand, the free will protects us from denial of deterministic and automatic aspects of human ex-
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