Laziness Does Not Exist

Sloth (public domain from Flickr Commons)This is a refreshing article from E Price, a social psychologist, who makes an obvious and self-evident point that is far too often forgotten: that there are always underlying reasons for what we perceive as laziness. This quote sums it up:

“People do not choose to fail or disappoint. No one wants to feel incapable, apathetic, or ineffective. If you look at a person’s action (or inaction) and see only laziness, you are missing key details. There is always an explanation. There are always barriers. Just because you can’t see them, or don’t view them as legitimate, doesn’t mean they’re not there. Look harder.”

I suspect that we don’t address the issue as much as we should because people with problems (i.e. all of us, in one way or another) usually make our lives more difficult. In fact, that’s pretty much what we mean by ‘lazy’ – if inaction has no harmful effects, then it is just relaxation. It seems to me, therefore, that ‘laziness’ characterizes a harmful effect, whether on self or others, rather than being a psychological characteristic of a person. Laziness is not a state of mind: it is a harmful effect of any number of different states of mind.

If someone is not doing what is expected of them, whether in work, study, or play, it normally makes our own lives more difficult. In the workplace this is usually pretty obvious: if someone is not working as much as they should, everyone else has to work more in order to compensate. It might not always be so clear cut, though. For instance, a lazy student might sometimes reduce our workload as teachers because we don’t have to mark work that is not submitted, and we don’t have to engage with a student that fails to show up. To be fair, it is almost as common that laziness means we have to engage in lengthy and traumatic plagiarism proceedings, because we make the stakes so high and the motivation so extrinsic that a fair number of students take shortcuts to the mark, rather than face the traumas of learning in the ways we insist they should learn. But, whether or not it reduces our workload, it still affects us deeply because, if a student is failing, we have failed. The fact that they are the ones that receive the ‘F’ is a consequence of a stupid power relationship that institutionally absolves us of virtually all responsibility for our own failure, but the fact remains that a failing student is also a failed student, and no one likes to fail. If we were truly great teachers, none of our students would ever fail, so a student that fails is a clear sign that we are not truly great. Maybe it’s because we are too lazy.


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I am a professional learner, employed as a Full Professor and Associate Dean, Learning & Assessment, at Athabasca University, where I research lots of things broadly in the area of learning and technology, and I teach mainly in the School of Computing & Information Systems. I am a proud Canadian, though I was born in the UK. I am married, with two grown-up children, and three growing-up grandchildren. We all live in beautiful Vancouver.

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