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Re: Psychiatry

Unread postby ICfreely on Thu Feb 14, 2019 5:34 am

Very interesting/informative posts and observations, Mansur!


I am saying nothing regarding my own experiences with dyslexia. I have had none. I have, however, been a teacher of students with 'learning' difficulties and observable physical disabilities for many mature years.

Just to clarify, I didn’t mean to imply that I don’t believe in mental/physical disabilities. I just don’t believe “dyslexia” is a “learning disability.” Taking into consideration what kids are being taught these days I think that having a “learning disability” might actually be an advantage. Anyway, I have no teaching experience at all so I really can’t speak on it. Your line of work is truly a noble calling. My hat’s off to you, my good sir!

I beg you to take a look at this excellent documentary from the U.K. 'Dispatches' programme. It should answer a number of questions besides that of 'dyslexia'.

I made a VHS copy years ago but I see some-one has posted one to YouTube.

It’s funny (odd) how angry some of the parents & teachers get at the thought of “dyslexia” possibly being a myth. I find nothing wrong with the adorable kids in that documentary, dear Sharpstuff. I see nothing stopping them from living happy, fulfilling and productive lives.

(Un)learning disability : recognizing and changing restrictive views of student ability - AnnMarie Darrow Baines (2014)

"How do high school students confront and resolve conflicting messages about their intelligence and academic potential, particularly when labelled with social and learning disabilities? How does disability become disablement when negative attitudes and disparaging perceptions of ability position students as outsiders? Following the lives of adolescents at home as well as in and out of school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators can use this important resource to recognise and change disabling practices that are often taken for granted as a natural part of schooling"--Publisher's description.

There is no objection to studying how human minds work but they must be all conjecture, however presented. Interesting but not to make money from, the essence of peddling all these 'theories' (a.k.a. fictional stories, like I must say, having a museum of Sherlock Holmes' 'artifacts' as though they were (as the character) real!).

Agreed, dear Sarpstuff.

One of our problems when discussing contentious subjects with others (about all sorts or 'established' notions) is that they are so firmly entrenched and been so 'fashioned' that even compos mentis posters here find it difficult to face up to the fact that they have been (and apparently continue to be) hoodwinked par excellence.

perhaps it's due to some sort of “unlearning disability”? :P

Consider the following article:

The Art of Unlearning
Scott H. Young
April, 2018

“It ain’t what you know that gets you into trouble. It’s what you know for sure that just ain’t so.” – Mark Twain

Most people think about learning as adding knowledge and skills. When you learn French, you learn that the word, avoir means “to have.” You now have a new fact in your mind that didn’t exist before.

Adding knowledge like this, I’d like to argue, is actually the less important case. The most useful learning isn’t usually a strict addition of new knowledge, but first unlearning something false or unhelpful.

Types of Unlearning

Other times new knowledge revises a simpler picture by filling it with more complex details. This is similar to adding new knowledge, although because the older, simpler view of the issue has been overwritten with more detail, there is some unlearning going on. When Albert Einstein discovered :rolleyes: special relativity, this overthrew Isaac Newton’s laws of motion. However, this wasn’t a complete refutation, but a modification—Newton’s laws still hold approximately in areas where near light-speed or extreme gravitation aren’t issues.

In all of these cases, however, you have to first let go of something you thought you understood to make way for a new understanding. This isn’t always easy to do.

Difficulties Unlearning

The first challenge of unlearning is that when something contradicts your current understanding, you are likely to dismiss it. This may be adaptive in a world where many of the things people say or information you encounter are false, or lies constructed to manipulate you. Things that you don’t currently believe are, ceteris paribus, more likely to be false. However, this confirmation bias can make it harder to unlearn when that’s valuable to you.

What is Strange?

Almost everything is much, much weirder than it looks at first. Science is the clearest example of this. Subatomic particles aren’t billiard balls, but strange, complex-valued wavefunctions. Bodies aren’t vital fluids and animating impulses, but trillions of cells, each more complex than any machine humans have invented. Minds aren’t unified loci of consciousness, but the process of countless synapses firing in incredible patterns.

Science confirms the underlying weirdness, but for most people, knowing science is another kind of stamp collecting. Knowing quantum strangeness doesn’t overlap with most areas of practical life, so it can be an additional fact or idea one knows and can bring out in conversations.

How to Unlearn Things

One way to begin unlearning is to seek additive knowledge in familiar areas and then use that new knowledge to start pulling up and modifying old knowledge. For me, learning about psychology and cognitive science often had this effect: I would start with a particular belief that seemed reasonable about myself, and then digging deeper, I would encounter careful arguments that showed why those beliefs were probably false. From that point of tension, I could start reworking some of my old beliefs.

This approach can work, but it’s difficult and it requires a lot more patience for theory and academic learning than most people have an appetite for. Another approach is to seek other people’s experiences of the world. Other people may not give you *the* theory for understanding the world, but the more diverse their experiences are from yours, the more likely they are situated in a different position in the space of life possibilities and how their lives differ from your expectations can itself give you information about your own thinking.

Being Comfortable with Mystery

A good meta-belief to this whole unlearning endeavor is to be comfortable with the idea that everything you know is provisional, and that underneath what you know is likely a more complex and stranger picture.

Human beings seem to be naturally afraid of this groundless view of things. I’m not quite sure why that is. It may be that this kind of epistemic flexibility might start to question societal norms and rules of conduct, and so people who think too much about things may have an amoral character. That’s certainly the perspective of many traditional religious viewpoints on things, which discourages open-ended inquiry in favor of professing allegiance to dogma.

Religions like Scientism that promote Sir Isaac, St. Einstein, subatomic particles, Cell Theory… I wonder how Scott Young would react to the topics discussed on this forum. I would love for him to put his art of unlearning to the test here.

The central (i.e. the real or actual) question of modern psychology is the psychology of the psychologist.

Bravo. You hit the nail on the head, Mansur.

Fears Grow Over Academic Efforts to Normalize Pedophilia
Steve Brown

"When U.S. Supreme Court Justice Ruth Bader Ginsburg was an attorney for the ACLU, she co-authored a report recommending that the age of consent for sexual acts be lowered to 12 years of age," the article points out.

Knight and York's footnoted documentation on this is as follows: "Sex Bias in the U.S. Code," Report for the U.S. Commission on Civil Rights, April 1977, p. 102, quoted in "Ruth Bader Ginsburg's Feminist World View," The Phyllis Schlafly Report, Vol. 26, No. 12, Section 1, p. 3. The paragraph (from the Ginsburg report) reads as follows: "'Eliminate the phrase "carnal knowledge of any female, not his wife, who has not attained the age of 16 years" and substitute a federal, sex-neutral definition of the offense. ... A person is guilty of an offense if he engages in a sexual act with another person. ... [and] the other person is, in fact, less than 12 years old.'"

LaRue said pedophiles may co-opt language used in the Lawrence decision regarding homosexuals; that laws against their behavior are a discriminatory attempt to harm them as a persecuted minority. And they will be supported, she claimed, by academia.

Reclassifying pedophilia already subject to debate

During its annual convention in May, the American Psychiatric Association hosted a symposium discussing the removal of pedophilia along with other categories of mental illness (collectively known as paraphilia) from its Diagnostic and Statistical Manual of Mental Disorders (DSM).

Would it be "anti-Semitic" or "sexist" of me to call RBG a sick/twisted/despicable Talmudic shyster?
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Re: Psychiatry

Unread postby ICfreely on Sun Feb 17, 2019 6:31 am

Heavenly dreams or hellish nightmares?

You be the judge.

Joseph: King of Dreams (2000)

Dreamworks SKG


When Joseph receives a beautiful coat from his parents, his ten brothers hate him even more, and are driven to sell him to desert merchants, who take him to Egypt. There he is made the servant of a wealthy Egyptian who misunderstands him, and has him thrown into prison. He shows his God-given gift by interpreting the dreams of two other prisoners. Eventually, the Pharaoh begins to be plagued by dreams, and sends for Joseph, who interprets them and saves Egypt in the process. He is made second in command to Pharaoh, and has most of Egypt's grain stored. Eventually his brothers arrive in Egypt to buy food because of famine, and he must forgive them. Then the dreams that had angered his brothers, were in reality prophecies that had come from God.

The Interpretation of Dreams - Sigmund Freud (1913)

VI. The Dream-Work

…Another example deserves to be recorded in detail. A young man has a very distinct dream which recalls to him phantasies from his infancy which have remained conscious to him: he was in a summer hotel one evening, he mistook the number of his room, and entered a room in which an elderly lady and her two daughters were undressing to go to bed. He continues: “Then there are some gaps in the dream; then something is missing; and at the end there was a man in the room who wished to throw me out with whom I had to wrestle.” He endeavoured in vain to recall the content and purpose of the boyish fancy to which the dream apparently alludes. But we finally become aware that the required content had already been given in his utterances concerning the indistinct part of the dream. The “gaps” were the openings in the genitals of the women who were retiring: “Here something is missing” described the chief character of the female genitals. In those early years he burned with curiosity to see a female genital, and was still inclined to adhere to the infantile sexual theory which attributes a male genital to the woman.

All the dreams which have been dreamed in the same night belong to the same whole when considered with respect to their content; their separation into several portions, their grouping and number, all these details are full of meaning. and may be considered as information coming from the latent dream content. In the interpretation of dreams consisting of many principal sections, or of dreams belonging to the same night, one must not fail to think of the possibility that these different and succeeding dreams bring to expression the same feelings in different material. The one that comes first in time of these homologous dreams is usually the most disfigured and most bashful, while the succeeding is bolder and more distinct.

Even Pharaoh’s dream in the Bible of the ears and the kine, which Joseph interpreted, was of this kind. It is reported by Josephus (Antiquities of the Jews, bk. ii. chap. iii.) in greater detail than in the Bible. After relating the first dream, the King said: “When I had seen this vision I awaked out of my sleep, and being in disorder, and considering with myself what this appearance should be, I fell asleep again, and saw another dream much more wonderful than the first, which did still more affright and disturb me.” After listening to the report of the dream, Joseph said, “This dream, O King, although seen under two forms, signifies one and the same issue of things.”

Jung, 99 who, in his Beitrag zur Psychologie des Gerüchtes relates how the veiled erotic dream of a school-girl was understood by her friends without interpretation and continued by them with variations, remarks in connection with reports of this dream, “that the last of a long series of dream pictures contained precisely the same thought whose representation had been attempted in the first picture of the series. The censor pushed the complex out of the way as long as possible, through constantly renewed symbolic concealments, displacements, deviations into the harmless, &c.” (l.c. p. 87). Scherner 58 was well acquainted with the peculiarities of dream disfigurement and describes them at the end of his theory of organic stimulation as a special law, p. 166: “But, finally, the phantasy observes the general law in all nerve stimuli emanating from symbolic dream formations, by representing at the beginning of the dream only the remotest and freest allusions to the stimulating object; but towards the end, when the power of representation becomes exhausted, it presents the stimulus or its concerned organ or its function in unconcealed form, and in the way this dream designates its organic motive and reaches its end.”

Joseph, Freud, and the interpretation of dreams – thoughts on Parshat Miketz
Joshua Gerstein
Nov 28, 2013

"And behold, from the Nile were coming up seven cows, of handsome appearance and robust flesh…. And behold, seven other cows were coming up after them from the Nile, of ugly appearance and lean of flesh… And the cows of ugly appearance and lean of flesh devoured the seven cows that were of handsome appearance and healthy; then Pharaoh awoke. And he fell asleep and dreamed again, and behold, seven ears of grain were growing on one stalk, healthy and good. And behold, seven ears of grain, thin and beaten by the east wind, were growing up after them. And the thin ears of grain swallowed up the seven healthy and full ears of grain; then Pharaoh awoke… (Genesis 40:1-7)"

…The question that arises from the above narrative is clear: why did Pharaoh accept the interpretation of Joseph –who up until this point had been an obscure and captive Hebrew slave — while disregarding all of collective wisdom of the necromancers and wise men of Egypt?

Dr Naftali Fish, a noted psychologist and author of the book “Nachas Ruach: Torah Based Psychotherapy and Tools for Growth and Healing,” gives a fascinating answer to this question based on a Torah perspective of Freudian psychology. This answer not only resolves the biblical text but also sheds light on the often overlooked cooperation between science and religion in everyday life…

We see that rather than fleeing from the knowledge and application of science, the Sages of Israel have chosen instead to embrace and join with it in the perfecting of humanity. When understood and applied properly, this partnership between religion and science can enrich and ennoble our lives.

Empire of Dreams: The Science Fiction and Fantasy Films of Steven Spielberg - Andrew Gordon (2008)

In the 1970s and 1980s, along with George Lucas, Spielberg helped spark the renaissance of American SF and fantasy film, and he has remained highly productive and prominent in these genres ever since. SF, fantasy, and horror films form the bulk of his work for over thirty years; of the twenty-six theatrical features he directed from 1971 to 2005, sixteen are of these genres, a coherent and impressive body of work. His films have become part of a global consciousness and his cinematic style part of the visual vocabulary of world media. --from publisher description

free online copy:
[Note the infusion of perverse Freudian concepts in all of Spielberg's films.]

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