Skip to main content

Home/ TOK Friends/ Group items tagged Freud

Rss Feed Group items tagged

Javier E

Technopoly-Chs. 9,10--Scientism, the great symbol drain - 0 views

  • By Scientism, I mean three interrelated ideas that, taken together, stand as one of the pillars of Technopoly.
  • The first and indispensable idea is, as noted, that the methods of the natural sciences can be applied to the study of human behavior. This idea is the backbone of much of psychology and sociology as practiced at least in America, and largely accounts for the fact that social science, to quote F. A. Hayek, "has cont~ibuted scarcely anything to our understanding of social phenomena." 2
  • The second idea is, as also noted, that social science generates specific principles which can be used to organize society on a rational and humane basis. This implies that technical meansmostly "invisible technologies" supervised by experts-can be designed to control human behavior and set it on the proper course.
  • ...63 more annotations...
  • The third idea is that faith in science can serve as a comprehensive belief system that gives meaning to life, as well. as a sense of well-being, morality, and even immortality.
  • the spirit behind this scientific ideal inspired several men to believe that the reliable and predictable knowledge that could be obtained about stars and atoms could also be obtained about human behavior.
  • Among the best known of these early "social scientists" were Claude-Henri de Saint-Simon, Prosper Enfantin, and, of course, Auguste Comte.
  • They held in common two beliefs to which T echnopoly is deeply indebted: that the natural sciences provide a method to unlock the secrets of both the human heart and the direction of social life; that society can be rationally and humanely reorganized according to principles that social science will uncover. It is with these men that the idea of "social engineering" begins and the seeds of Scientism are planted.
  • Information produced by counting may sometimes be valuable in helping a person get an idea, or, even more so, in providing support for an idea. But the mere activity of counting does not make science.
  • Nor does observing th_ings, though it is sometimes said that if one is empirical, one is scientific. To be empirical means to look at things before drawing conclusions. Everyone, therefore, is an empiricist, with the possible exception of paranoid schizophrenics.
  • What we may call science, then, is the quest to find the immutable and universal laws that govern processes, presuming that there are cause-and-effect relations among these processes. It follows that the quest to understand human behavior and feeling can in no sense except the most trivial be called science.
  • Scientists do strive to be empirical and where possible precise, but it is also basic to their enterprise that they maintain a high degree of objectivity, which means that they study things independently of what people think or do about them.
  • I do not say, incidentally, that the Oedipus complex and God do not exist. Nor do I say that to believe in them is harmful-far from it. I say only that, there being no tests that could, in principle, show them to be false, they fall outside the purview Scientism 151 of science, as do almost all theories that make up the content of "social science."
  • in the nineteenth centu~, novelists provided us with most of the powerful metaphors and images of our culture.
  • This fact relieves the scientist of inquiring into their values and motivations and for this reason alone separates science from what is called social science, consigning the methodology of the latter (to quote Gunnar Myrdal) to the status of the "metaphysical and pseudo-objective." 3
  • The status of social-science methods is further reduced by the fact that there are almost no experiments that will reveal a social-science theory to be false.
  • et us further suppose that Milgram had found that 100 percent of his 1 subjecl:s did what they were told, with or without Hannah Arendt. And now let us suppose that I tell you a story of a Scientism 153 group of people who in some real situation refused to comply with the orders of a legitimate authority-let us say, the Danes who in the face of Nazi occupation helped nine thousand Jews escape to Sweden. Would you say to me that this cannot be so because Milgram' s study proves otherwise? Or would you say that this overturns Milgram's work? Perhaps you would say that the Danish response is not relevant, since the Danes did not regard the Nazi occupation as constituting legitimate autho!ity. But then, how would we explain the cooperative response to Nazi authority of the French, the Poles, and the Lithuanians? I think you would say none of these things, because Milgram' s experiment qoes not confirm or falsify any theory that might be said to postulate a law of human nature. His study-which, incidentally, I find both fascinating and terrifying-is not science. It is something else entirely.
  • Freud, could not imagine how the book could be judged exemplary: it was science or it was nothing. Well, of course, Freud was wrong. His work is exemplary-indeed, monumental-but scarcely anyone believes today that Freud was doing science, any more than educated people believe that Marx was doing science, or Max Weber or Lewis Mumford or Bruno Bettelheim or Carl Jung or Margaret Mead or Arnold Toynbee. What these people were doing-and Stanley Milgram was doing-is documenting the behavior and feelings of people as they confront problems posed by their culture.
  • the stories of social r~searchers are much closer in structure and purpose to what is called imaginative literature; that is to say, both a social researcher and a novelist give unique interpretations to a set of human events and support their interpretations with examples in various forms. Their interpretations cannot be proved or disproved but will draw their appeal from the power of their language, the depth of their explanations, the relevance of their examples, and the credibility of their themes.
  • And all of this has, in both cases, an identifiable moral purpose.
  • The words "true" and "false" do not apply here in the sense that they are used in mathematics or science. For there is nothing universally and irrevocably true or false about these interpretations. There are no critical tests to confirm or falsify them. There are no natural laws from which they are derived. They are bound by time, by situation, and above all by the cultural prejudices of the researcher or writer.
  • Both the novelist and the social researcher construct their stories by the use of archetypes and metaphors.
  • Cervantes, for example, gave us the enduring archetype of the incurable dreamer and idealist in Don Quixote. The social historian Marx gave us the archetype of the ruthless and conspiring, though nameless, capitalist. Flaubert gave us the repressed b~urgeois romantic in Emma Bovary. And Margaret Mead gave us the carefree, guiltless Samoan adolescent. Kafka gave us the alienated urbanite driven to self-loathing. And Max Weber gave us hardworking men driven by a mythology he called the Protestant Ethic. Dostoevsky gave us the egomaniac redeemed by love and religious fervor. And B. F. Skinner gave us the automaton redeemed by a benign technology.
  • Why do such social researchers tell their stories? Essentially for didactic and moralistic purposes. These men and women tell their stories for the same reason the Buddha, Confucius, Hillel, and Jesus told their stories (and for the same reason D. H. Lawrence told his).
  • Moreover, in their quest for objectivity, scientists proceed on the assumption that the objects they study are indifferent to the fact that they are being studied.
  • If, indeed, the price of civilization is repressed sexuality, it was not Sigmund Freud who discovered it. If the consciousness of people is formed by their material circumstances, it was not Marx who discovered it. If the medium is the message, it was not McLuhan who discovered it. They have merely retold ancient stories in a modem style.
  • Unlike science, social research never discovers anything. It only rediscovers what people once were told and need to be told again.
  • Only in knowing ~omething of the reasons why they advocated education can we make sense of the means they suggest. But to understand their reas.ons we must also understand the narratives that governed their view of the world. By narrative, I mean a story of human history that gives meaning to the past, explains the present, and provides guidance for the future.
  • In Technopoly, it is not Scientism 159 enough to say, it is immoral and degrading to allow people to be homeless. You cannot get anywhere by asking a judge, a politician, or a bureaucrat to r~ad Les Miserables or Nana or, indeed, the New Testament. Y 01.i must show that statistics have produced data revealing the homeless to be unhappy and to be a drain on the economy. Neither Dostoevsky nor Freud, Dickens nor Weber, Twain nor Marx, is now a dispenser of legitimate knowledge. They are interesting; they are ''.worth reading"; they are artifacts of our past. But as for "truth," we must tum to "science."
  • In Technopoly, it is not enough for social research to rediscover ancient truths or to comment on and criticize the moral behavior of people. In T echnopoly, it is an insult to call someone a "moralizer." Nor is it sufficient for social research to put forward metaphors, images, and ideas that can help people live with some measure of understanding and dignity.
  • Such a program lacks the aura of certain knowledge that only science can provide. It becomes necessary, then, to transform psychology, sociology, and anthropology into "sciences," in which humanity itself becomes an object, much like plants, planets, or ice cubes.
  • That is why the commonplaces that people fear death and that children who come from stable families valuing scholarship will do well in school must be announced as "discoveries" of scientific enterprise. In this way, social resear~hers can see themselves, and can be seen, as scientists, researchers without bias or values, unburdened by mere opinion. In this way, social policies can be claimed to rest on objectively determined facts.
  • given the psychological, social, and material benefits that attach to the label "scientist," it is not hard to see why social researchers should find it hard to give it up.
  • Our social "s'cientists" have from the beginning been less tender of conscience, or less rigorous in their views of science, or perhaps just more confused about the questions their procedures can answer and those they cannot. In any case, they have not been squeamish about imputing to their "discoveries" and the rigor of their procedures the power to direct us in how we ought rightly to behave.
  • It is less easy to see why the rest of us have so willingly, even eagerly, cooperated in perpetuating the same illusion.
  • When the new technologies and techniques and spirit of men like Galileo, Newton, and Bacon laid the foundations of natural science, they also discredited the authority of earlier accounts of the physical world, as found, for example, in the great tale of Genesis. By calling into question the truth of such accounts in one realm, science undermined the whole edifice of belief in sacred stories and ultimately swept away with it the source to which most humans had looked for moral authority. It is not too much to say, I think, that the desacralized world has been searching for an alternative source of moral authority ever since.
  • We welcome them gladly, and the claim explicitly made or implied, because we need so desperately to find some source outside the frail and shaky judgments of mortals like ourselves to authorize our moral decisions and behavior. And outside of the authority of brute force, which can scarcely be called moral, we seem to have little left but the authority of procedures.
  • It is not merely the misapplication of techniques such as quantification to questions where numbers have nothing to say; not merely the confusion of the material and social realms of human experience; not merely the claim of social researchers to be applying the aims and procedures of natural scien\:e to the human world.
  • This, then, is what I mean by Scientism.
  • It is the desperate hope, and wish, and ultimately the illusory belief that some standardized set of procedures called "science" can provide us with an unimpeachable source of moral authority, a suprahuman basis for answers to questions like "What is life, and when, and why?" "Why is death, and suffering?" 'What is right and wrong to do?" "What are good and evil ends?" "How ought we to think and feel and behave?
  • Science can tell us when a heart begins to beat, or movement begins, or what are the statistics on the survival of neonates of different gestational ages outside the womb. But science has no more authority than you do or I do to establish such criteria as the "true" definition of "life" or of human state or of personhood.
  • Social research can tell us how some people behave in the presence of what they believe to be legitimate authority. But it cannot tell us when authority is "legitimate" and when not, or how we must decide, or when it may be right or wrong to obey.
  • To ask of science, or expect of science, or accept unchallenged from science the answers to such questions is Scientism. And it is Technopoly's grand illusion.
  • In the institutional form it has taken in the United States, advertising is a symptom of a world-view 'that sees tradition as an obstacle to its claims. There can, of course, be no functioning sense of tradition without a measure of respect for symbols. Tradition is, in fact, nothing but the acknowledgment of the authority of symbols and the relevance of the narratives that gave birth to them. With the erosion of symbols there follows a loss of narrative, which is one of the most debilitating consequences of Technopoly' s power.
  • What the advertiser needs to know is not what is right about the product but what is wrong about the buyer. And so the balance of business expenditures shifts from product research to market research, which meahs orienting business away from making products of value and toward making consumers feel valuable. The business of business becomes pseudo-therapy; the consumer, a patient reassl.,lred by psychodramas.
  • At the moment, 1t 1s considered necessary to introduce computers to the classroom, as it once was thought necessary to bring closed-circuit television and film to the classroom. To the question "Why should we do this?" the answer is: "To make learning more efficient and more interesting." Such an answer is considered entirely adequate, since in T ~chnopoly efficiency and interest need no justification. It is, therefore, usually not noticed that this answer does not address the question "What is learning for?"
  • What this means is that somewhere near the core of Technopoly is a vast industry with license to use all available symbols to further the interests of commerce, by devouring the psyches of consumers.
  • In the twentieth century, such metaphors and images have come largely from the pens of social historians and researchers. ·Think of John Dewey, William James, Erik Erikson, Alfred Kinsey, Thorstein Veblen, Margaret Mead, Lewis Mumford, B. F. Skinner, Carl Rogers, Marshall McLuhan, Barbara Tuchman, Noam Chomsky, Robert Coles, even Stanley Milgram, and you must acknowledge that our ideas of what we are like and what kind of country we live in come from their stories to a far greater extent than from the stories of our most renowned novelists.
  • social idea that must be advanced through education.
  • Confucius advocated teaching "the Way" because in tradition he saw the best hope for social order. As our first systematic fascist, Plato wished education to produce philosopher kings. Cicero argued that education must free the student from the tyranny of the present. Jefferson thought the purpose of education is to teach the young how to protect their liberties. Rousseau wished education to free the young from the unnatural constraints of a wicked and arbitrary social order. And among John Dewey's aims was to help the student function without certainty in a world of constant change and puzzling· ambiguities.
  • The point is that cultures must have narratives and will find them where they will, even if they lead to catastrophe. The alternative is to live without meaning, the ultimate negation of life itself.
  • It is also to the point to say that each narrative is given its form and its emotional texture through a cluster of symbols that call for respect and allegiance, even devotion.
  • by definition, there can be no education philosophy that does not address what learning is for. Confucius, Plato, Quintilian, Cicero, Comenius, Erasmus, Locke, Rousseau, Jefferson, Russell, Montessori, Whitehead, and Dewey--each believed that there was some transcendent political, spiritual, or
  • The importance of the American Constitution is largely in its function as a symbol of the story of our origins. It is our political equivalent of Genesis. To mock it, to• ignore it, to circwnvent it is to declare the irrelevance of the story of the United States as a moral light unto the world. In like fashion, the Statue of Liberty is the key symbol of the story of America as the natural home of the teeming masses, from anywhere, yearning to be free.
  • There are those who believe--as did the great historian Arnold Toynbee-that without a comprehensive religious narrative at its center a culture must decline. Perhaps. There are, after all, other sources-mythology, politics, philosophy, and science; for example--but it is certain that no culture can flourish without narratives of transcendent orjgin and power.
  • This does not mean that the mere existence of such a narrative ensures a culture's stability and strength. There are destructive narratives. A narrative provides meaning, not necessarily survival-as, for example, the story provided by Adolf Hitler to the German nation in t:he 1930s.
  • What story does American education wish to tell now? In a growing Technopoly, what do we believe education is for?
  • The answers are discouraging, and one of. them can be inferred from any television commercial urging the young to stay in school. The commercial will either imply or state explicitly that education will help the persevering student to get a ·good job. And that's it. Well, not quite. There is also the idea that we educate ourselves to compete with the Japanese or the Germans in an economic struggle to be number one.
  • Young men, for example, will learn how to make lay-up shots when they play basketball. To be able to make them is part of the The Great Symbol Drain 177 definition of what good players are. But they do not play basketball for that purpose. There is usually a broader, deeper, and more meaningful reason for wanting to play-to assert their manhood, to please their fathers, to be acceptable to their peers, even for the sheer aesthetic pleasure of the game itself. What you have to do to be a success must be addressed only after you have found a reason to be successful.
  • Bloom's solution is that we go back to the basics of Western thought.
  • He wants us to teach our students what Plato, Aristotle, Cicero, Saint Augustine, and other luminaries have had to say on the great ethical and epistemological questions. He believes that by acquainting themselves with great books our students will acquire a moral and intellectual foundation that will give meaning and texture to their lives.
  • Hirsch's encyclopedic list is not a solution but a description of the problem of information glut. It is therefore essentially incoherent. But it also confuses a consequence of education with a purpose. Hirsch attempted to answer the question "What is an educated person?" He left unanswered the question "What is an education for?"
  • Those who reject Bloom's idea have offered several arguments against it. The first is that such a purpose for education is elitist: the mass of students would not find the great story of
  • Western civilization inspiring, are too deeply alienated from the past to find it so, and would therefore have difficulty connecting the "best that has been thought and said" to their own struggles to find q1eaning in their lives.
  • A second argument, coming from what is called a "leftist" perspective, is even more discouraging. In a sense, it offers a definition of what is meant by elitism. It asserts that the "story of Western civilization" is a partial, biased, and even oppressive one. It is not the story of blacks, American Indians, Hispanics, women, homosexuals-of any people who are not white heterosexual males of Judea-Christian heritage. This claim denies that there is or can be a national culture, a narrative of organizing power and inspiring symbols which all citizens can identify with and draw sustenance from. If this is true, it means nothing less than that our national symbols have been drained of their power to unite, and that education must become a tribal affair; that is, each subculture must find its own story and symbols, and use them as the moral basis of education.
  • nto this void comes the Technopoly story, with its emphasis on progress without limits, rights without responsibilities, and technology without cost. The T echnopoly story is without a moral center. It puts in its place efficiency, interest, and economic advance. It promises heaven on earth through the conveniences of technological progress. It casts aside all traditional narratives and symbols that· suggest stability and orderliness, and tells, instead, of a life of skills, technical expertise, and the ecstasy of consumption. Its purpose is to produce functionaries for an ongoing Technopoly.
  • It answers Bloom by saying that the story of Western civilization is irrelevant; it answers the political left by saying there is indeed a common culture whose name is T echnopoly and whose key symbol is now the computer, toward which there must be neither irreverence nor blasphemy. It even answers Hirsch by saying that there are items on his list that, if thought about too deeply and taken too seriously, will interfere with the progress of technology.
Javier E

The Joy of Psyching Myself Out­ - The New York Times - 0 views

  • that neat separation is not just unwarranted; it’s destructive
  • Although it’s often presented as a dichotomy (the apparent subjectivity of the writer versus the seeming objectivity of the psychologist), it need not be.
  • IS it possible to think scientifically and creatively at once? Can you be both a psychologist and a writer?
  • ...10 more annotations...
  • “A writer must be as objective as a chemist,” Anton Chekhov wrote in 1887. “He must abandon the subjective line; he must know that dung heaps play a very reasonable part in a landscape.”
  • At the turn of the century, psychology was a field quite unlike what it is now. The theoretical musings of William James were the norm (a wry commenter once noted that William James was the writer, and his brother Henry, the psychologist)
  • Freud was a breed of psychologist that hardly exists anymore: someone who saw the world as both writer and psychologist, and for whom there was no conflict between the two. That boundary melding allowed him to posit the existence of cognitive mechanisms that wouldn’t be empirically proved for decades,
  • Freud got it brilliantly right and brilliantly wrong. The rightness is as good a justification as any of the benefits, the necessity even, of knowing how to look through the eyes of a writer. The wrongness is part of the reason that the distinction between writing and experimental psychology has grown far more rigid than it was a century ago.
  • the signs people associate with liars often have little empirical evidence to support them. Therein lies the psychologist’s distinct role and her necessity. As a writer, you look in order to describe, but you remain free to use that description however you see fit. As a psychologist, you look to describe, yes, but also to verify.
  • Without verification, we can’t always trust what we see — or rather, what we think we see.
  • The desire for the world to be what it ought to be and not what it is permeates experimental psychology as much as writing, though. There’s experimental bias and the problem known in the field as “demand characteristics” — when researchers end up finding what they want to find by cuing participants to act a certain way.
  • IN 1932, when he was in his 70s, Freud gave a series of lectures on psychoanalysis. In his final talk, “A Philosophy of Life,” he focused on clarifying an important caveat to his research: His followers should not be confused by the seemingly internal, and thus possibly subjective, nature of his work. “There is no other source of knowledge of the universe but the intellectual manipulation of carefully verified observations,” he said.
  • That is what both the psychologist and the writer should strive for: a self-knowledge that allows you to look in order to discover, without agenda, without preconception, without knowing or caring if what you’re seeing is wrong or right in your scheme of the world. It’s harder than it sounds. For one thing, you have to possess the self-knowledge that will allow you to admit when you’re wrong.
  • Even with the best intentions, objectivity can prove a difficult companion. I left psychology behind because I found its structural demands overly hampering. I couldn’t just pursue interesting lines of inquiry; I had to devise a set of experiments, see how feasible they were, both technically and financially, consider how they would reflect on my career. That meant that most new inquiries never happened — in a sense, it meant that objectivity was more an ideal than a reality. Each study was selected for a reason other than intrinsic interest.
Javier E

Deluded Individualism - NYTimes.com - 2 views

  • We tend to see ourselves as self-determining, self-conscious agents in all that we decide and do, and we cling to that image. But why? Why do we resist the truth? Why do we wish — strain, strive, against the grain of reality — to be autonomous individuals, and see ourselves as such?
  • why do we presume individual agency in the first place? Why do we insist on it stubbornly, irrationally, often recklessly?
  • though Republicans call for deep cuts to the safety net, their districts rely more on government support than their Democratic counterparts.
  • ...6 more annotations...
  • The Times’s reporters spoke with residents who supported the Tea Party and its proposed cuts to federal spending, even while they admitted they could not get by without government support.
  • the fate of the middle class counties and urban ghettos is entwined. When the poor are left to rot in their misery, the misery does not stay contained. It harms us all. The crime radiates, the misery offends, it debases the whole. Individuals, much less communities, cannot be insulated from it.
  • Thanks to a decades-long safety net, we have forgotten the trials of living without it. This is why, the historian Tony Judt argued, it’s easy for some to speak fondly of a world without government: we can’t fully imagine or recall what it’s like. We can’t really appreciate the horrors Upton Sinclair witnessed in the Chicago slaughterhouses before regulation, or the burden of living without Social Security and Medicare to look forward to. Thus, we can entertain nostalgia for a time when everyone pulled his own weight, bore his own risk, and was the master of his destiny. That time was a myth
  • To be human, according to Spinoza, is to be party to a confounding existential illusion — that human individuals are independent agents — which exacts a heavy emotional and political toll on us. It is the source of anxiety, envy, anger — all the passions that torment our psyche — and the violence that ensues.
  • There is no such thing as a discrete individual, Spinoza points out. This is a fiction. The boundaries of ‘me’ are fluid and blurred. We are all profoundly linked in countless ways we can hardly perceive. My decisions, choices, actions are inspired and motivated by others to no small extent.
  • we’re all in this together. We are not the sole authors of our destiny, each of us; our destinies are entangled — messily, unpredictably. Our cultural demands of individualism are too extreme. They are constitutionally irrational, Spinoza and Freud tell us, and their potential consequences are disastrous. Thanks to our safety net, we live in a society that affirms the dependence and interdependence of all. To that extent, it affirms a basic truth of our nature. We forsake it at our own peril.
Javier E

The Science Behind Dreaming: Scientific American - 1 views

  • Sigmund Freud and Carl Jung put forth some of the most widely-known modern theories of dreaming. Freud’s theory centred around the notion of repressed longing -- the idea that dreaming allows us to sort through unresolved, repressed wishes. Carl Jung (who studied under Freud) also believed that dreams had psychological importance, but proposed different theories about their meaning.
  • One prominent neurobiological theory of dreaming is the “activation-synthesis hypothesis,” which states that dreams don’t actually mean anything: they are merely electrical brain impulses that pull random thoughts and imagery from our memories. Humans, the theory goes, construct dream stories after they wake up, in a natural attempt to make sense of it all.
  • the “threat simulation theory” suggests that dreaming should be seen as an ancient biological defence mechanism that provided an evolutionary advantage because of  its capacity to repeatedly simulate potential threatening events – enhancing the neuro-cognitive mechanisms required for efficient threat perception and avoidance.
Javier E

Jonathan Haidt and the Moral Matrix: Breaking Out of Our Righteous Minds | Guest Blog, ... - 2 views

  • What did satisfy Haidt’s natural thirst for understanding human beings was social psychology.
  • Haidt initially found moral psychology “really dull.” He described it to me as “really missing the heart of the matter and too cerebral.” This changed in his second year after he took a course from the anthropologist Allen Fiske and got interested in moral emotions.
  • “The Emotional Dog and its Rational Trail,” which he describes as “the most important article I’ve ever written.”
  • ...13 more annotations...
  • it helped shift moral psychology away from rationalist models that dominated in the 1980s and 1990s. In its place Haidt offered an understanding of morality from an intuitive and automatic level. As Haidt says on his website, “we are just not very good at thinking open-mindedly about moral issues, so rationalist models end up being poor descriptions of actual moral psychology.”
  • “the mind is divided into parts that sometimes conflict. Like a rider on the back of an elephant, the conscious, reasoning part of the mind has only limited control of what the elephant does.”
  • In the last few decades psychology began to understand the unconscious mind not as dark and suppressed as Freud did, but as intuitive, highly intelligent and necessary for good conscious reasoning. “Elephants,” he reminded me, “are really smart, much smarter than horses.”
  • we are 90 percent chimp 10 percent bee. That is to say, though we are inherently selfish, human nature is also about being what he terms “groupish.” He explained to me like this:
  • they developed the idea that humans possess six universal moral modules, or moral “foundations,” that get built upon to varying degrees across culture and time. They are: Care/harm, Fairness/cheating, Loyalty/betrayal, Authority/subversion, Sanctity/degradation, and Liberty/oppression. Haidt describes these six modules like a “tongue with six taste receptors.” “In this analogy,” he explains in the book, “the moral matrix of a culture is something like its cuisine: it’s a cultural construction, influenced by accidents of environment and history, but it’s not so flexible that anything goes. You can’t have a cuisine based on grass and tree bark, or even one based primarily on bitter tastes. Cuisines vary, but they all must please tongues equipped with the same five taste receptors. Moral matrices vary, but they all must please righteous minds equipped with the same six social receptors.”
  • The questionnaire eventually manifested itself into the website www.YourMorals.org, and it has since gathered over two hundred thousand data points. Here is what they found:
  • This is the crux of the disagreement between liberals and conservatives. As the graph illustrates, liberals value Care and Fairness much more than the other three moral foundations whereas conservative endorse all five more or less equally. This shouldn’t sound too surprising, liberals tend to value universal rights and reject the idea of the United States being superior while conservatives tend to be less concerned about the latest United Nation declaration and more partial to the United States as a superior nation.
  • Haidt began reading political psychology. Karen Stenner’s The Authoritarian Dynamic, “conveyed some key insights about protecting the group that were particularly insightful,” he said. The work of the French sociologist Emile Durkheim was also vital. In contrast to John Stuart Mill, a Durkheimian society, as Haidt explains in an essay for edge.org, “would value self-control over self-expression, duty over rights, and loyalty to one’s groups over concerns for out-groups.”
  • He was motivated to write The Righteous Mind after Kerry lost the 2004 election: “I thought he did a terrible job of making moral appeals so I began thinking about how I could apply moral psychology to understand political divisions. I started studying the politics of culture and realized how liberals and conservatives lived in their own closed worlds.” Each of these worlds, as Haidt explains in the book, “provides a complete, unified, and emotionally compelling worldview, easily justified by observable evidence and nearly impregnable to attack by arguments from outsiders.” He describes them as “moral matrices,” and thinks that moral psychology can help him understand them.
  • “When I say that human nature is selfish, I mean that our minds contain a variety of mental mechanisms that make us adept at promoting our own interests, in competition with our peers. When I say that human nature is also groupish, I mean that our minds contain a variety of mental mechanisms that make us adept at promoting our group’s interests, in competition with other groups. We are not saints, but we are sometimes good team players.” This is what people who had studied morality had not realized, “that we evolved not just so I can treat you well or compete with you, but at the same time we can compete with them.”
  • At first, Haidt reminds us that we are all trapped in a moral matrix where
  • our “elephants” only look for what confirms its moral intuitions while our “riders” play the role of the lawyer; we team up with people who share similar matrices and become close-minded; and we forget that morality is diverse. But on the other hand, Haidt is offering us a choice: take the blue pill and remain happily delusional about your worldview, or take the red pill, and, as he said in his 2008 TED talk, “learn some moral psychology and step outside your moral matrix.”
  • The great Asian religions, Haidt reminded the crowd at TED, swallowed their pride and took the red pill millennia ago. And by stepping out of their moral matrices they realized that societies flourish when they value all of the moral foundations to some degree. This is why Ying and Yang aren’t enemies, “they are both necessary, like night and day, for the functioning of the world.” Or, similarly, why the two of the high Gods in Hinduism, Vishnu the preserver (who stands for conservative principles) and Shiva the destroyer (who stands for liberal principles) work together.
Javier E

Eric Kandel's Visions - The Chronicle Review - The Chronicle of Higher Education - 0 views

  • Judith, "barely clothed and fresh from the seduction and slaying of Holofernes, glows in her voluptuousness. Her hair is a dark sky between the golden branches of Assyrian trees, fertility symbols that represent her eroticism. This young, ecstatic, extravagantly made-up woman confronts the viewer through half-closed eyes in what appears to be a reverie of orgasmic rapture," writes Eric Kandel in his new book, The Age of Insight. Wait a minute. Writes who? Eric Kandel, the Nobel-winning neuroscientist who's spent most of his career fixated on the generously sized neurons of sea snails
  • Kandel goes on to speculate, in a bravura paragraph a few hundred pages later, on the exact neurochemical cognitive circuitry of the painting's viewer:
  • "At a base level, the aesthetics of the image's luminous gold surface, the soft rendering of the body, and the overall harmonious combination of colors could activate the pleasure circuits, triggering the release of dopamine. If Judith's smooth skin and exposed breast trigger the release of endorphins, oxytocin, and vasopressin, one might feel sexual excitement. The latent violence of Holofernes's decapitated head, as well as Judith's own sadistic gaze and upturned lip, could cause the release of norepinephrine, resulting in increased heart rate and blood pressure and triggering the fight-or-flight response. In contrast, the soft brushwork and repetitive, almost meditative, patterning may stimulate the release of serotonin. As the beholder takes in the image and its multifaceted emotional content, the release of acetylcholine to the hippocampus contributes to the storing of the image in the viewer's memory. What ultimately makes an image like Klimt's 'Judith' so irresistible and dynamic is its complexity, the way it activates a number of distinct and often conflicting emotional signals in the brain and combines them to produce a staggeringly complex and fascinating swirl of emotions."
  • ...18 more annotations...
  • His key findings on the snail, for which he shared the 2000 Nobel Prize in Physiology or Medicine, showed that learning and memory change not the neuron's basic structure but rather the nature, strength, and number of its synaptic connections. Further, through focus on the molecular biology involved in a learned reflex like Aplysia's gill retraction, Kandel demonstrated that experience alters nerve cells' synapses by changing their pattern of gene expression. In other words, learning doesn't change what neurons are, but rather what they do.
  • In Search of Memory (Norton), Kandel offered what sounded at the time like a vague research agenda for future generations in the budding field of neuroaesthetics, saying that the science of memory storage lay "at the foothills of a great mountain range." Experts grasp the "cellular and molecular mechanisms," he wrote, but need to move to the level of neural circuits to answer the question, "How are internal representations of a face, a scene, a melody, or an experience encoded in the brain?
  • Since giving a talk on the matter in 2001, he has been piecing together his own thoughts in relation to his favorite European artists
  • The field of neuroaesthetics, says one of its founders, Semir Zeki, of University College London, is just 10 to 15 years old. Through brain imaging and other studies, scholars like Zeki have explored the cognitive responses to, say, color contrasts or ambiguities of line or perspective in works by Titian, Michelangelo, Cubists, and Abstract Expressionists. Researchers have also examined the brain's pleasure centers in response to appealing landscapes.
  • it is fundamental to an understanding of human cognition and motivation. Art isn't, as Kandel paraphrases a concept from the late philosopher of art Denis Dutton, "a byproduct of evolution, but rather an evolutionary adaptation—an instinctual trait—that helps us survive because it is crucial to our well-being." The arts encode information, stories, and perspectives that allow us to appraise courses of action and the feelings and motives of others in a palatable, low-risk way.
  • "as far as activity in the brain is concerned, there is a faculty of beauty that is not dependent on the modality through which it is conveyed but which can be activated by at least two sources—musical and visual—and probably by other sources as well." Specifically, in this "brain-based theory of beauty," the paper says, that faculty is associated with activity in the medial orbitofrontal cortex.
  • It also enables Kandel—building on the work of Gombrich and the psychoanalyst and art historian Ernst Kris, among others—to compare the painters' rendering of emotion, the unconscious, and the libido with contemporaneous psychological insights from Freud about latent aggression, pleasure and death instincts, and other primal drives.
  • Kandel views the Expressionists' art through the powerful multiple lenses of turn-of-the-century Vienna's cultural mores and psychological insights. But then he refracts them further, through later discoveries in cognitive science. He seeks to reassure those who fear that the empirical and chemical will diminish the paintings' poetic power. "In art, as in science," he writes, "reductionism does not trivialize our perception—of color, light, and perspective—but allows us to see each of these components in a new way. Indeed, artists, particularly modern artists, have intentionally limited the scope and vocabulary of their expression to convey, as Mark Rothko and Ad Reinhardt do, the most essential, even spiritual ideas of their art."
  • The author of a classic textbook on neuroscience, he seems here to have written a layman's cognition textbook wrapped within a work of art history.
  • "our initial response to the most salient features of the paintings of the Austrian Modernists, like our response to a dangerous animal, is automatic. ... The answer to James's question of how an object simply perceived turns into an object emotionally felt, then, is that the portraits are never objects simply perceived. They are more like the dangerous animal at a distance—both perceived and felt."
  • If imaging is key to gauging therapeutic practices, it will be key to neuroaesthetics as well, Kandel predicts—a broad, intense array of "imaging experiments to see what happens with exaggeration, distorted faces, in the human brain and the monkey brain," viewers' responses to "mixed eroticism and aggression," and the like.
  • while the visual-perception literature might be richer at the moment, there's no reason that neuroaesthetics should restrict its emphasis to the purely visual arts at the expense of music, dance, film, and theater.
  • although Kandel considers The Age of Insight to be more a work of intellectual history than of science, the book summarizes centuries of research on perception. And so you'll find, in those hundreds of pages between Kandel's introduction to Klimt's "Judith" and the neurochemical cadenza about the viewer's response to it, dossiers on vision as information processing; the brain's three-dimensional-space mapping and its interpretations of two-dimensional renderings; face recognition; the mirror neurons that enable us to empathize and physically reflect the affect and intentions we see in others; and many related topics. Kandel elsewhere describes the scientific evidence that creativity is nurtured by spells of relaxation, which foster a connection between conscious and unconscious cognition.
  • Zeki's message to art historians, aesthetic philosophers, and others who chafe at that idea is twofold. The more diplomatic pitch is that neuroaesthetics is different, complementary, and not oppositional to other forms of arts scholarship. But "the stick," as he puts it, is that if arts scholars "want to be taken seriously" by neurobiologists, they need to take advantage of the discoveries of the past half-century. If they don't, he says, "it's a bit like the guys who said to Galileo that we'd rather not look through your telescope."
  • Matthews, a co-author of The Bard on the Brain: Understanding the Mind Through the Art of Shakespeare and the Science of Brain Imaging (Dana Press, 2003), seems open to the elucidations that science and the humanities can cast on each other. The neural pathways of our aesthetic responses are "good explanations," he says. But "does one [type of] explanation supersede all the others? I would argue that they don't, because there's a fundamental disconnection still between ... explanations of neural correlates of conscious experience and conscious experience" itself.
  • There are, Matthews says, "certain kinds of problems that are fundamentally interesting to us as a species: What is love? What motivates us to anger?" Writers put their observations on such matters into idiosyncratic stories, psychologists conceive their observations in a more formalized framework, and neuroscientists like Zeki monitor them at the level of functional changes in the brain. All of those approaches to human experience "intersect," Matthews says, "but no one of them is the explanation."
  • "Conscious experience," he says, "is something we cannot even interrogate in ourselves adequately. What we're always trying to do in effect is capture the conscious experience of the last moment. ... As we think about it, we have no way of capturing more than one part of it."
  • Kandel sees art and art history as "parent disciplines" and psychology and brain science as "antidisciplines," to be drawn together in an E.O. Wilson-like synthesis toward "consilience as an attempt to open a discussion between restricted areas of knowledge." Kandel approvingly cites Stephen Jay Gould's wish for "the sciences and humanities to become the greatest of pals ... but to keep their ineluctably different aims and logics separate as they ply their joint projects and learn from each other."
Javier E

Seeing What Cannot Be Spoken - The Dish | By Andrew Sullivan - The Daily Beast - 0 views

  • not everything we can see and therefore not everything we can mentally grasp can be put into words.
  • he believed those things about which we have to be silent to be the most important.
  • Philosophical confusion, he maintained, had its roots not in the relatively superficial thinking expressed by words but in that deeper territory studied by Freud, the pictorial thinking that lies in our unconscious and is expressed only involuntarily in, for example, our dreams, our doodles and in our “Freudian slips”
  • ...1 more annotation...
  • it is, he thinks, his job as a philosopher not to argue for or against the truth of this or that proposition but rather to delve deeper and substitute one picture for another. In other words, he conceived it as his task to make us, or at least to enable us, to see things differently.
Duncan H

G.O.P. Greek Tragedy - NYTimes.com - 0 views

  • Rick should scat. Mitt Romney needs to be left alone to limp across the finish line, so he can devote his full time and attention to losing to President Obama.
  • Robo-Romney, who pulled out victories in his home state and in Arizona, and Sanctorum are still in a race to the bottom.
  • In the old days, the Republican ego had control of the party’s id. The id, sometimes described as a galloping horse or crying baby, “the dark, inaccessible part of our personality ... chaos, a cauldron full of seething excitations,” as Freud called it, was whipped up obliquely by candidates. Nixon had his Southern strategy of using race as a wedge, Bush Senior and Lee Atwater used the Willie Horton attack, and W. and Karl Rove conjured the gay marriage bogyman.
  • ...12 more annotations...
  • John McCain has Aeschylated it to “a Greek tragedy.” And he should know from Greek tragedy. “It’s the negative campaigning and the increasingly personal attacks,” he told The Boston Herald, adding, “the likes of which we have never seen.” When a man who was accused of having an illegitimate black child in the 2000 South Carolina primary thinks this is the worst ever, the G.O.P. is really in trouble. The Arizona senator, who’s supporting Romney, grimly noted: “I know he’s going to be the nominee, but I also worry about how much damage has been done.”
  • The apogee of apathy for Romney was on Friday, when the man who says he’s an expert manager spoke to a mostly empty football stadium in Detroit.
  • Asked in Michigan why he couldn’t excite the base, Romney said he is not willing to make “incendiary comments” or “light my hair on fire.”
  • moderate Republicans feel passé, Senator Olympia Snowe of Maine shockingly announced her retirement, decrying “ ‘my way or the highway’ ideologies” and a vanishing political center.
  • Once elected, those presidents curbed the id with the ego, common sense and reason. But now the G.O.P.’s id is unbridled. The horse has thrown the rider; the dark forces are bubbling. Moderates, women, gays, Hispanics and blacks — even the president — are being hunted in this most dangerous game.
  • he cited his wife’s two Caddies and his Nascar team-owner pals, and awkwardly mocked the plastic ponchos of Daytona racing fans: “I like those fancy raincoats you bought. Really sprung for the big bucks.”
  • Mitt was damaged as a contender against Obama when he was forced to admit that he had a 15-percent tax rate (given, as The Huffington Post points out, that Romney averaged $6,400 an hour at Bain Capital while creating lots of jobs with paltry wages).
  • Now Santorum should forfeit his chance after making a far dumber remark: Kids should beware of college because they’ll get brainwashed.
  • Pandering to Tea Partiers, Santorum, who has a B.A., M.B.A. and J.D., and who supported higher education in his 2006 senatorial campaign, absurdly turned the American dream inside-out and into sauerkraut.
  • He called the president “a snob” for encouraging people to get more educated and asserted that Obama only wants Americans to go to college so they can be remade in his image, while being indoctrinated by liberal college professors.
  • Does he think that defining ambition down and asking kids to give up hope is a good mantra? Even Gov. Bob McDonnell of Virginia, who was trying to mandate that women seeking abortions be shamed with vaginal ultrasounds that Democrats dubbed “legal rape,” thought Santorum went too far.
  • In an interview with ABC News’s George Stephanopoulos, Santorum offended the Catholics he’s courting by saying that the J.F.K. speech ratifying the separation of church and state made him want “to throw up” because Kennedy had thrown “his faith under the bus.” “I don’t believe in an America where the separation of church and state are absolute,” Sanctorum said.
  •  
    Looks like a fine mess in the Republican Party
Javier E

Rich People Just Care Less - NYTimes.com - 0 views

  • Turning a blind eye. Giving someone the cold shoulder. Looking down on people. Seeing right through them. These metaphors for condescending or dismissive behavior are more than just descriptive. They suggest, to a surprisingly accurate extent, the social distance between those with greater power and those with less
  • A growing body of recent research shows that people with the most social power pay scant attention to those with little such power. This tuning out has been observed, for instance, with strangers in a mere five-minute get-acquainted session, where the more powerful person shows fewer signals of paying attention, like nodding or laughing. Higher-status people are also more likely to express disregard, through facial expressions, and are more likely to take over the conversation and interrupt or look past the other speaker.
  • A prerequisite to empathy is simply paying attention to the person in pain. In 2008, social psychologists from the University of Amsterdam and the University of California, Berkeley, studied pairs of strangers telling one another about difficulties they had been through, like a divorce or death of a loved one. The researchers found that the differential expressed itself in the playing down of suffering. The more powerful were less compassionate toward the hardships described by the less powerful.
  • ...7 more annotations...
  • research finds that the poor, compared with the wealthy, have keenly attuned interpersonal attention in all directions, in general, those with the most power in society seem to pay particularly little attention to those with the least power. To be sure, high-status people do attend to those of equal rank — but not as well as those low of status do.
  • This has profound implications for societal behavior and government policy. Tuning in to the needs and feelings of another person is a prerequisite to empathy, which in turn can lead to understanding, concern and, if the circumstances are right, compassionate action.
  • In politics, readily dismissing inconvenient people can easily extend to dismissing inconvenient truths about them. The insistence by some House Republicans in Congress on cutting financing for food stamps and impeding the implementation of Obamacare, which would allow patients, including those with pre-existing health conditions, to obtain and pay for insurance coverage, may stem in part from the empathy gap.
  • redistricting and gerrymandering have led to the creation of more and more safe districts, in which elected officials don’t even have to encounter many voters from the rival party, much less empathize with them.
  • Social distance makes it all the easier to focus on small differences between groups and to put a negative spin on the ways of others and a positive spin on our own. Freud called this “the narcissism of minor differences,”
  • Since the 1970s, the gap between the rich and everyone else has skyrocketed. Income inequality is at its highest level in a century.
  • Apart from the financial inequities, I fear the expansion of an entirely different gap, caused by the inability to see oneself in a less advantaged person’s shoes.
Javier E

A Right To Die? Ctd - The Dish | By Andrew Sullivan - The Daily Beast - 0 views

  • based on our ever-growing knowledge of brain physiology and habit formation.   He can fix himself; it is absolutely within the realm of the possible.  But he won't do it by thinking about himself; he needs to externalize.  Contra Freud, insight alone rarely solves much, and a constant focus on oneself and one's problems, especially for people who are depressed, tends to make things worse in the absence of concommitant specific cognitive and/or behavioral strategies for change
  • focus on doing something for someone or something outside of himself, sounds counter-intuitive and Pollyanna-ish, if not outright cruel.  And yet...  his neuronal pathways tending towards depressing, defeatist self-references have obviously been over-enriched at the expense of, well, everything else.  So he's got to change that. These things are plastic, and literally grow or shrink depending on usage.  
  • He needs physical activity directed towards an external goal; not doing something for himself (although he will be), but for other people, animals, the planet, a political cause, neighborhood clean-up - whatever.  Once he finds that cause and starts working, setting goals (however small) to accomplish in that cause, and accomplishing them, the energy itself will build and grow, just like his non-depressive cognitive patterns.  And every time he finds himself thinking negative, defeatist thoughts, he should imagine one of those giant red stop signs and STOP!  It's another habit to develop, and gets easier and more effective every time he tries it.  
  • ...1 more annotation...
  • let him develop the habit of smiling any time he starts feeling rotten. Believe it or not, it works.
Javier E

The Unpopular Virtue of Moral Certainty | Foreign Policy - 1 views

  • We are different, of course. Our household gods are not Plato and Aristotle — philosophers of a fixed cosmos — but Darwin and Freud.
  • We know the past better than Adams did, but it speaks to us from a far greater remove. And our implicit notion of what lies at the bottom of history is not a moral but a psychological one
  • What does Adams have to say to us today? I have trouble answering this question without resorting to Adams’s own habits of thought — without, that is, thinking in moral rather than psychological terms. Born in 1767, old enough to have seen the Battle of Bunker Hill with his own eyes, drilled by both parents in the imperishable virtues of republicanism, Adams exalted the ideal of public service to a degree that almost beggars our imagination.
  • ...3 more annotations...
  • after five years of reading, writing, and thinking about Adams, I’ve concluded that he really wasn’t like us at all. Of course his consciousness was different, but I imagine he was different even in the workings of his subconscious. Living in a moral rather than a psychological world, a world that does not acknowledge a subconscious realm, makes you radically different, especially if, like Adams, you have fashioned your entire life around principle
  • “I know few things in modern times so grand as that old man … a President’s son, himself a President, standing there the champion of the neediest of the oppressed.”
  • What, then, does Adams say to us — at least in the moral terms with which he, himself, would have been familiar? He says that a man can inscribe himself in the annals of posterity not only despite, but because of, his indifference to popular opinion. He might even, as Adams did, gain the esteem of his fellow man in his own lifetime, though he could do so only by virtue of not seeking it.
katedriscoll

The Quest to Tell Science from Pseudoscience | Boston Review - 0 views

  • Of the answers that have been proposed, Popper’s own criterion—falsifiability—remains the most commonly invoked, despite serious criticism from both philosophers and scientists. These attacks fatally weakened Popper’s proposal, yet its persistence over a century of debates helps to illustrate the challenge of demarcation—a problem no less central today than it was when Popper broached it
  • pper’s answer emerged. Popper was born just after the turn of the twentieth century in Vienna—the birthplace of psychoanalysis—and received his doctorate in psychology in 1928. In the early 1920s Popper volunteered in the clinics of Alfred Adler, who had split with his former mentor, the creator of psychoanalysis: Sigmund Freud. Precocious interest in psychoanalysis, and his subsequent rejection of it, were crucial in Popper’s later formulation of his philosophical views on science.
  • At first, Popper was quite taken with logical empiricism, but he would diverge from the mainstream of the movement and develop his own framework for understanding scientific thought in his two influential books The Logic of Scientific Discovery (1934, revised and translated to English in 1959) and Conjectures and Refutations (1962). Popper claimed to have formulated his initial ideas about demarcation in 1919, when he was seventeen years old. He had, he writes, “wished to distinguish between science and pseudo-science; knowing very well that science often errs, and that pseudoscience may happen to stumble on the truth.”
Javier E

Harold Bloom Is Dead. But His 'Rage for Reading' Is Undiminished. - The New York Times - 0 views

  • It’s a series of meditations on what Bloom believes to be the most important novels we have, and it takes for granted that its readers already know the books under consideration; in other words, that they have already absorbed “the canon,” and are eager to reconsider it later in their lives.
  • A not atypical, almost throwaway passage for you to test the waters on: “Tolstoy, as befits the writer since Shakespeare who most has the art of the actual, combines in his representational praxis the incompatible powers of Homer and the Yahwist.” This is not Bloom showing off; it’s the way Bloom thinks and proceeds.
  • Apart from his novelists, his frame of reference rests on Shakespeare above all others, Homer, Chaucer, Dante, Montaigne, Emerson, Dr. Johnson (the “shrewdest of all literary critics”), Blake, Wordsworth, Whitman (for him, the central American writer of the 19th century), Wallace Stevens, Freud
  • ...6 more annotations...
  • Among the novelists, Cervantes, Tolstoy (supreme), Melville, Austen, Proust, Joyce.
  • He is inevitably at his strongest when dealing with those writers he cares most about. With Jane Austen, for one. And, above all, with Tolstoy:
  • As for Dickens, whose “David Copperfield” was a direct influence on Tolstoy, to Bloom his greatest achievement is “Bleak House”
  • He pairs it with Dickens’s final complete novel, “Our Mutual Friend,” a book I care for so extravagantly that I’ve read it three times
  • The two works in which Bloom is most fully invested are “Moby-Dick” (40 pages) and “Ulysses” (54)
  • He chooses to give room to not one but two of Le Guin’s novels, “The Left Hand of Darkness” and “The Dispossessed,”
knudsenlu

Mishearings - The New York Times - 1 views

  • Lack of clear enunciation, unusual accents or poor electronic transmission can all serve to mislead one’s own perceptions. Most mishearings substitute one real word for another, however absurd or out of context, but sometimes the brain comes up with a neologism.
  • If a mishearing seems plausible, one may not think that one has misheard; it is only if the mishearing is sufficiently implausible, or entirely out of context, that one thinks, “This can’t be right,” and (perhaps with some embarrassment) asks the speaker to repeat himself, as I often do, or even to spell out the misheard words or phrases.
  • While mishearings may seem to be of little special interest, they can cast an unexpected light on the nature of perception — the perception of speech, in particular. What is extraordinary, first, is that they present themselves as clearly articulated words or phrases, not as jumbles of sound. One mishears rather than just fails to hear.
  • ...2 more annotations...
  • Mishearings are not hallucinations, but like hallucinations they utilize the usual pathways of perception and pose as reality — it does not occur to one to question them. But since all of our perceptions must be constructed by the brain, from often meager and ambiguous sensory data, the possibility of error or deception is always present.
  • Was Freud entirely wrong then about slips and mishearings? Of course not. He advanced fundamental considerations about wishes, fears, motives and conflicts not present in consciousness, or thrust out of consciousness, which could color slips of the tongue, mishearings or misreadings. But he was, perhaps, too insistent that misperceptions are wholly a result of unconscious motivation
1 - 15 of 15
Showing 20 items per page