'Computer evidence made public yesterday in Germany showed Lubitz researched both suicide and the mechanics of cockpit doors in the days before the flight.'
Germanwings Co-Pilot Set Plane to Go Faster Before Crash - Bloomberg Business
"He was regularly teased by other pilots because he started off his career as a flight attendant, a job that usually goes to women. According to the Mirror, “he was nicknamed ‘Tomato Andy’ because they believed he didn’t know if he was a ‘fruit or veg’ – a reference to his sexuality.” (The British tabloid The Star has decided, based on this, that he was actually gay.) It’s likely that this sort of treatment at the hands of his co-workers contributed to the insecurities his ex-girlfriend spoke of. [EDIT: A native German speaker tells me that the “fruit/veg” explanation does’t make sense in German. But I have seen other references to the nickname and the teasing.]
5) He evidently had a highly developed sense of “aggrieved entitlement.” After one of his girlfriends left him, he seems to have thought he could buy her back with a car. He felt he deserved his dream job as a pilot even though he was deemed medically unfit to fly, and even before his final flight was putting passengers at risk by hiding evidence of his unfitness from his employers. And he evidently felt so wronged, both by romantic rejection and by the probable loss of his job, that he decided he needed to take revenge on his enemies with a grand nihilistic gesture that would, as he told his ex, make the world remember his name.
This toxic mixture of anger, entitlement, and grandiosity is, not to put to fine a point on it, quintessentially male. "
Male rage, aggrieved entitlement, and Andreas Lubitz | we hunted the mammoth
I think Andreas was angry.
One problem with anger, is that if you let it build up, it can get away from you.
Andreas had a number of reasons to be angry. Andreas had bad dreams and yelled at his girl friends. But Andreas did not take time to analyze who he was upset with, and how he was going to constructively express his frustrations.
Most everyone has been teased, but we figure out a way to express our complaints, and come to terms with those who have teased us.
Andy may not have figured out a way to retaliate against the pilots who had teased him, or others at Germanwings.
The lesson that is not being discussed, is handling bullying. Getting teased, then brining a gun to school happens too often.
The lesson is lost, because most of the public decides that the individual with the gun, or murderous weapon, is a nut, and therefore there is no lesson to learn.
There are people in Andreas Lubitz life, who were derisively critical to Lubitz. Those unkind people are not going to come forward and appologize.
But the lesson for ordinary people should not be lost. The lesson should be to understand that too much anger built up for Andreas, and he did not have a constructive avenue to handle his built up anger. Maybe the counselors tried to help Lubitz.
I try to write up notes on people who upset me, and try to come up with phrases to ask for their cooperation, and find ways to constructively discuss the faults and foibles for with the bullies are teasing me.
Even probably reading over notes by Lubitz, will not reveal the reasons for his anger. Because Lubitz did not understand the importance of taking time to analyze and handle his anger. Lubitz probably became overwhelmed with a series of small instances of anger, that built up unresolved.
There are lessons to be learned here.
But media feeds into the idea of justice through prison as a means to handle human anger, that results in violence. Certainly most instances of human violence are less than Lubitz 149 number. But each crime of violence is a lesson for us all to handle anger, lust, and envy, more productively.
Math is taught in school, but it is assumed that Anger will be handled by magic. Emotional intelligence can also be taught.
"Center has worked closely with educators and students to develop high school RULER materials with the goal of creating a curriculum focused on preparing students emotionally for the challenges of navigating adolescence. The curriculum aims to develop students’ emotional intelligence, self- and social awareness, critical thinking, effective decision-making, creative problem-solving ability, and goal-setting skills."
Teaching Emotional Intelligence - Yale Center for Emotional Intelligence | Yale Center for Emotional Intelligence
https://www.google.com/?gws_rd=ssl#q=emotional+intelligence+in+students
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