Archive for March, 2010

In Defense of Psychoanalysis

Friday, March 26th, 2010

No social theory has been more influential and, later, more reviled than psychoanalysis. It burst upon the scene of modern thought, a fresh breath of revolutionary and daring imagination, a Herculean feat of model-construction, and a challenge to established morals and manners. It is now widely considered nothing better than a confabulation, a baseless narrative, a snapshot of Freud’s tormented psyche and thwarted 19th century Mitteleuropa middle class prejudices.

Most of the criticism is hurled by mental health professionals and practitioners with large axes to grind. Few, if any, theories in psychology are supported by modern brain research. All therapies and treatment modalities – including medicating one’s patients – are still forms of art and magic rather than scientific practices. The very existence of mental illness is in doubt – let alone what constitutes “healing”. Psychoanalysis is in bad company all around.

Some criticism is offered by practicing scientists – mainly experimentalists – in the life and exact (physical) sciences. Such diatribes frequently offer a sad glimpse into the critics’ own ignorance. They have little idea what makes a theory scientific and they confuse materialism with reductionism or instrumentalism and correlation with causation.

Few physicists, neuroscientists, biologists, and chemists seem to have plowed through the rich literature on the psychophysical problem. As a result of this obliviousness, they tend to proffer primitive arguments long rendered obsolete by centuries of philosophical debates.

Science frequently deals matter-of-factly with theoretical entities and concepts – quarks and black holes spring to mind – that have never been observed, measured, or quantified. These should not be confused with concrete entities. They have different roles in the theory. Yet, when they mock Freud’s trilateral model of the psyche (the id, ego, and superego), his critics do just that – they relate to his theoretical constructs as though they were real, measurable, “things”.

The medicalization of mental health hasn’t helped either.

Certain mental health afflictions are either correlated with a statistically abnormal biochemical activity in the brain – or are ameliorated with medication. Yet the two facts are not ineludibly facets of the same underlying phenomenon. In other words, that a given medicine reduces or abolishes certain symptoms does not necessarily mean they were caused by the processes or substances affected by the drug administered. Causation is only one of many possible connections and chains of events.

To designate a pattern of behavior as a mental health disorder is a value judgment, or at best a statistical observation. Such designation is effected regardless of the facts of brain science. Moreover, correlation is not causation. Deviant brain or body biochemistry (once called “polluted animal spirits”) do exist – but are they truly the roots of mental perversion? Nor is it clear which triggers what: do the aberrant neurochemistry or biochemistry cause mental illness – or the other way around?

That psychoactive medication alters behavior and mood is indisputable. So do illicit and legal drugs, certain foods, and all interpersonal interactions. That the changes brought about by prescription are desirable – is debatable and involves tautological thinking. If a certain pattern of behavior is described as (socially) “dysfunctional” or (psychologically) “sick” – clearly, every change would be welcomed as “healing” and every agent of transformation would be called a “cure”.

The same applies to the alleged heredity of mental illness. Single genes or gene complexes are frequently “associated” with mental health diagnoses, personality traits, or behavior patterns. But too little is known to establish irrefutable sequences of causes-and-effects. Even less is proven about the interaction of nature and nurture, genotype and phenotype, the plasticity of the brain and the psychological impact of trauma, abuse, upbringing, role models, peers, and other environmental elements.

Nor is the distinction between psychotropic substances and talk therapy that clear-cut. Words and the interaction with the therapist also affect the brain, its processes and chemistry – albeit more slowly and, perhaps, more profoundly and irreversibly. Medicines – as David Kaiser reminds us in “Against Biologic Psychiatry” (Psychiatric Times, Volume XIII, Issue 12, December 1996) – treat symptoms, not the underlying processes that yield them.
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CarFax Woes — Top 5 Things To Watch For

Thursday, March 25th, 2010

Many car buyers find themselves in this unfortunate circumstance, whether they are in New

York, Massachusetts, Connecticut or elsewhere in the country. What’s our advice?

#1 When buying a car, run your own CarFax report; don’t be penny-wise and dollar-foolish by

relying on the auto dealer to do the right thing. Many dealers alter reports to make a sale,

and proving liability for fraud in a case like this is virtually impossible.

#2 Show the car to a certified mechanic. Most mechanics will gladly inspect vehicles for an

hour’s fee. Most significant problems with the car will be obvious to a trained eye; don’t

rely on the dealer’s mechanic to provide advice to you.
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Language Translation To Count On

Wednesday, March 24th, 2010

What is more frustrating than not having language translation abilities? It could be that you think you have found them and find out down the line that they are nowhere near as good as you needed them to be. Regardless of why you need language translation services, there is no doubt that you need high quality products and services to use. You don’t need someone with broken language skills to do your translation work for you. The problem often is that you will not realize the quality of your language translation until you have had the ability to converse with the individual or company one on one. Most of the time, this is too late though.

So the question is then, how do you find the right language translation products and services that you need and that you can rely on? While this is difficult to give a clear cut answer to, it helps to know someone well enough on the other side. The good news is that those who speak other languages tend to know English anyway, so they can help in telling you if what your language translation services provide for you was accurate and that it made good sense.
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Do we introduce computers to children?

Sunday, March 21st, 2010

2 years, 3 years, 6, 8, 12, 15, never, when do we start the process of introducing children to computers? Educators, parents, even gray-haired and learned professors cannot agree. The second question that then arises is whether computer based content positively or negatively affects the learning process. I can hear the screams of protest and support in full interactive, multi-media, broadband enhanced detail even as I write. Meanwhile millions of dollars are being spent to bring computers and the Internet to elementary schools around the globe. The only area all agree on, well maybe, is that all students should be taught how to use computers and the Internet eventually. As all will need an understanding of technology to enjoy the products of technology and in many cases within the future work environment. In this article I will try to summarize some of the arguments for and against technology in early education and finally to make a synopsis of how I believe we should address this vital issue. Firstly lets take a look at the arguments for early introduction.

Pros
Future Needs: The use of computers and an understanding of how to use the Internet are already critical to modern society today in manifest directions. These include, the work environment, information gathering for work orpleasure, shopping, communications etc. and if true today, how much moretomorrow. The Office of Occupational Statistics and Employment predicts thatthe computer industry will continue to show the greatest growth of any industry in the USA. According to the Bureau of Labor Statistics (BLS), more than half of all workers used a computer on the job in September 2001. And nearly three-fourths of those workers connected to the Internet or used e-mail.

Early Skills Acquisition: As with all fundamental skills, the earlier the education system allows students to become familiar with technology the greater will be their depth of understanding and effectiveness in using it. It is immaterial to argue that skills acquired today by a five year old will not be relevant later in life because technology will develop beyond comprehension. This is because skills acquired can focus on an understanding of what computers can do rather than just how to interact with today’s computers. In addition, once the initial ground work has been obtained the potential for adaptation to a dynamic system can be incrementally updated in the same way as adults have to adapt to new technology.

Personalization: Computer based content allows a level of individual engagement and interactivity that comparative learning systems fail to deliver. By its nature learning with the computer is a one-on-one experience or at worst, small groups. This alleviates the paradigm of large classes with minimal personal intervention.

Learning Levels: Computers allow users to individualize their speed of attainment to suite their personal needs and capabilities. The speedy are not held back and those that need greater repetition are not passed over. Additionally special groupings can be more easily and effectively catered for.

Wide Distribution of Quality Teaching: Computer based learning allows the maximum effectiveness and distribution of the best quality teaching and content. A great teacher is not limited by the classroom but can reach out across the Internet to thousands either through building digital lessons or distance learning software and programs. Most distance learning systems today can be configured as live broadcasts with high levels of interactivity with the teacher. Now, here are the equally strong arguments against.

Con’s
Accessibility and Suitability: If an individual does not have access to a computer or does not understand the content through a language deficiency or cultural differences, they will be relegated to the digitally divided, 44 million at the last count just in the USA according to Professor Howard Besser, The Next Digital Divides.
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