Biology Subject Quotes

When it came time for me to give my talk on the subject, I started off by drawing an outline of the cat and began to name the various muscles. The other students in the class interrupt me: "We *know* all that!" "Oh," I say, "you *do*? Then no *wonder* I can catch up with you so fast after you've had four years of biology." They had wasted all their time memorizing stuff like that, when it could be looked up in fifteen minutes.

As a professor in two fields, neurology and psychiatry, I am fully aware of the extent to which man is subject to biological, psychological and sociological conditions. But in addition to being a professor in two fields I am a survivor of four camps - concentration camps, that is - and as such I also bear witness to the unexpected extent to which man is capable of defying and braving even the worst conditions conceivable.

So teach Chizalum that biology is an interesting and fascinating subject, but she should never accept it as justification for any social norm. Because social norms are created by human beings, and there is no social norm that cannot be changed.

...But I own that I cannot see as plainly as others do, and as I should wish to do, evidence of design and beneficence on all sides of us. There seems to me too much misery in the world. I cannot persuade myself that a beneficent and omnipotent God would have designedly created the Ichneumonidæ with the express intention of their feeding within the living bodies of Caterpillars, or that a cat should play with mice... I feel most deeply that the whole subject is too profound for the human intellect. A dog might as well speculate on the mind of Newton. Let each man hope and believe what he can.

When I was in school I studied biology. I learned that in making their experiments scientists will take some group--bacteria, mice, people--and subject that group to certain conditions. They compare the results with a second group which has not been disturbed. This second group is called the control group. It is the control group which enables the scientist gauge the effect of his experiment. To judge the significance of what has occurred. In history there are no control groups. There is no one to tell us what might have been. We weep over the might have been, but there is no might have been. There never was. It is supposed to be true that those who o not know history are condemned to repeat it. I don't believe knowing can save us. What is constant in history is greed and foolishness and a love of blood and this is a thing that even God--who knows all that can be known--seems powerless to change.

culture comes into play at precisely the point where biological individuals become subjects, and that what lies between the two is not some automatically constituted ‘natural’ process of socialization but much more complex processes of formation

The scientific method," Thomas Henry Huxley once wrote, "is nothing but the normal working of the human mind." That is to say, when the mind is working; that is to say further, when it is engaged in corrrecting its mistakes. Taking this point of view, we may conclude that science is not physics, biology, or chemistry--is not even a "subject"--but a moral imperative drawn from a larger narrative whose purpose is to give perspective, balance, and humility to learning.

Objectivity cannot be equated with mental blankness; rather, objectivity resides in recognizing your preferences and then subjecting them to especially harsh scrutiny — and also in a willingness to revise or abandon your theories when the tests fail (as they usually do).

It is not my contention that chemical insecticides must never be used. I do contend that we have put poisonous and biologically potent chemicals indiscriminately into the hands of persons largely or wholly ignorant of their potentials for harm. We have subjected enormous numbers of people to contact with these poisons, without their consent and often without their knowledge.

Priming people to think of God as punitive decreases cheating; thinking of God as forgiving increases it. The researchers then studied subjects from sixty-seven countries, considering the prevalence in each of belief in the existence of a heaven and hell. The greater the skew toward belief in hell, rather than heaven, the lower the national crime rate. When it comes to Eternity, sticks apparently work better than carrots.

In a way, mathematics is the only infinite human activity. It is conceivable that humanity could eventually learn everything in physics or biology. But humanity certainly won't ever be able to find out everything in mathematics, because the subject is infinite. Numbers themselves are infinite. That's why mathematics is really my only interest.

Here and there awareness is growing that man, far from being the overlord of all creation, is himself part of nature, subject to the same cosmic forces that control all other life. Man's future welfare and probably even his survival depend upon his learning to live in harmony, rather than in combat, with these forces." Essay on the Biological Sciences, in: Good Reading (1958)

Be aware that how you feel has a direct impact on your thinking process. When we set standards for ourselves they seem objective, but standards and goal-setting are totally subjective and personal." From The Biology of Success.

You can only rule over a subject race, especially when you are in a small minority, if you honestly believe yourself to be racially superior, and it helps towards this if you can believe that the subject race is biologically different.

Humankind does not submit passively to the power of nature. It takes control over this power. This process is not an internal or subjective one. It takes place objectively in practice, once women cease to be viewed as mere sexual beings, once we look beyond their biological functions and become conscious of their weight as an active social force. What's more, woman's consciousness of herself is not only a product of her sexuality. It reflects her position as determined by the economic structure of society, which in turn expresses the level reached by humankind in technological development and the relations between classes. The importance of dialectical materialism lies in going beyond the inherent limits of biology, rejecting simplistic theories about our being slaves to the nature of our species, and, instead, placing facts in their social and economic context.

How’s this for fascinating: Heritability of various aspects of cognitive development is very high (e.g., around 70 percent for IQ) in kids from high–socioeconomic status (SES) families but is only around 10 percent in low-SES kids. Thus, higher SES allows the full range of genetic influences on cognition to flourish, whereas lower-SES settings restrict them. In other words, genes are nearly irrelevant to cognitive development if you’re growing up in awful poverty—poverty’s adverse effects trump the genetics.fn24 Similarly, heritability of alcohol use is lower among religious than nonreligious subjects—i.e., your genes don’t matter much if you’re in a religious environment that condemns drinking. Domains like these showcase the potential power of classical behavior genetics.

If an epileptic seizure is focused in a particular sweet spot in the temporal lobe, a person won´t have motor seizures, but instead something more subtle. The effect is something like a cognitive seizure, marked by changes of personality, hyperreligiosity (an obsession with religion and feelings of religious certainity), hypergraphia (extensive writing on a subject, usually about religion), the false sense of an external presence, and, often, the hearing voices that are attributed to a god. Some fraction of history´s prophets, martyrs, and leaders appear to have had temporal lobe epilepsy. When the brain activity is kindled in the right spot, people hear voices. If a physician prescribes an anti-epileptic medication, the seizures go away and the voices disappear. Our reality depends on what our biology is up to.

Both men survived, and as terrible as their experience had been, they were lucky. All over their captured territories, the Japanese were using at least ten thousand POWs and civilians, including infants, as test subjects for experiments in biological and chemical warfare. Thousands died.

The dissociation between fear and aggression is evident in violent psychopaths, who are the antithesis of fearful—both physiologically and subjectively they are less reactive to pain; their amygdalae are relatively unresponsive to typical fear-evoking stimuli and are smaller than normal.34 This fits with the picture of psychopathic violence; it is not done in aroused reaction to provocation. Instead, it is purely instrumental, using others as a means to an end with emotionless, remorseless, reptilian indifference.

when it comes to empathy and compassion, rich people tend to suck. This has been explored at length in a series of studies by Dacher Keltner of UC Berkeley. Across the socioeconomic spectrum, on the average, the wealthier people are, the less empathy they report for people in distress and the less compassionately they act. Moreover, wealthier people are less adept at recognizing other people’s emotions and in experimental settings are greedier and more likely to cheat or steal. Two of the findings were picked up by the media as irresistible: (a) wealthier people (as assessed by the cost of the car they were driving) are less likely than poor people to stop for pedestrians at crosswalks; (b) suppose there’s a bowl of candy in the lab; invite test subjects, after they finish doing some task, to grab some candy on the way out, telling them that whatever’s left over will be given to some kids—the wealthier take more candy.25 So do miserable, greedy, unempathic people become wealthy, or does being wealthy increase the odds of a person’s becoming that way? As a cool manipulation, Keltner primed subjects to focus either on their socioeconomic success (by asking them to compare themselves with people less well off than them) or on the opposite. Make people feel wealthy, and they take more candy from children.

In another study subjects waited an unknown length of time to receive a shock.12 This lack of predictability and control was so aversive that many chose to receive a stronger shock immediately. And

Self is an illusory by-product of the brain's response to the environment, with the purpose of survival of life. However, within the subjective realm of the human mind, due to higher brain capacities, the self is capable of creating its own illusory purpose, in an attempt to provide meaning in life.

Thus, the triumph of patriarchy was neither an accident nor the result of a violent revolution. From the origins of humanity, their biological privilege enabled men to affirm themselves alone as sovereign subjects; they never abdicated this privilege; they alienated part of their existence in Nature and in Woman; but they won it back afterward; condemned to play the role of the Other, woman was thus condemned to possess no more than precarious power: slave or idol, she was never the one who chose her lot.

To Plato, God was a mathematician. To Kepler, too, and to Biehl and Fredhoj. I do not believe it was a coincidence that their main subjects were biology and mathematics. A purpose behind them, the purpose that steered both them and the school, had caused them to align their own fates as closely as possible with God.

Educated children walked in single file on the right side of the hallway, raised their hands to use the lavatory, and carried the lavatory pass when en route. Educated children never offered excuses—certainly not childhood itself. The world had no time for the childhoods of black boys and girls. How could the schools? Algebra, Biology, and English were not subjects so much as opportunities to better discipline the body,

[t]he Darwinian argues that morality simply does not work (from a biological perspective), unless we believe that it is objective. Darwinian theory shows that, in fact, morality is a function of (subjective) feelings; but it shows also that we have (and must have) the illusion of objectivity. (Ruse 1998, 253; emphasis mine)

We human beings constitute and reconstitute ourselves through cultural traditions, which we experience as our own development in a historical time that spans the generations. To investigate the life-world as horizon and ground of all experience therefore requires investigating none other than generativity - the processes of becoming, of making and remaking, that occur over the generations and within which any individual genesis is always already situated. ... Individual subjectivity is intersubjectively and culturally embodied, embedded, and emergent.

Every age has its own collective neurosis, and every age needs its own psychotherapy to cope with it. The existential vacuum which is the mass neurosis of the present time can be described as a private and personal form of nihilism; for nihilism can be defined as the contention that being has no meaning. As for psychotherapy, however, it will never be able to cope with this state of affairs on a mass scale if it does not keep itself free from the impact and influence of the contemporary trends of a nihilistic philosophy; otherwise it represents a symptom of the mass neurosis rather than its possible cure. Psychotherapy would not only reflect a nihilistic philosophy but also, even though unwillingly and unwittingly, transmit to the patient what is actually a caricature rather than a true picture of man. First of all, there is a danger inherent in the teaching of man's "nothingbutness," the theory that man is nothing but the result of biological, psychological and sociological conditions, or the product of heredity and environment. such a view of man makes a neurotic believe what he is prone to believe anyway, namely, that he is the pawn and victim of outer influences or inner circumstances. This neurotic fatalism is fostered and strengthened by a psychotherapy which denies that man is free. To be sure, a human being is a finite thing and his freedom is restricted. It is not freedom from conditions, but it is freedom to take a stand toward the conditions. As I once put it: "As a professor in two fields, neurology and psychiatry, I am fully aware of the extent to which man is subject to biological, psychological and sociological conditions. But in addition to being a professor in two fields I am a survivor of four camps-concentration camps, that is-and as such I also bear witness to the unexpected extent to which man is capable of defying and braving even the worst conditions conceivable.

The contrast between rapid, automatic moral intuitionism and conscious, deliberative moral reasoning plays out in another crucial realm and is the subject of Greene’s superb 2014 book Moral Tribes: Emotion, Reason, and the Gap Between Us and Them.

Starting with Theodor Adorno in the 1950s, people have suggested that lower intelligence predicts adherence to conservative ideology. Some but not all studies since then have supported this conclusion. More consistent has been a link between lower intelligence and a subtype of conservatism, namely right-wing authoritarianism (RWA, a fondness for hierarchy). One particularly thorough demonstration of this involved more than fifteen thousand subjects in the UK and United States; importantly, the links among low IQ, RWA, and intergroup prejudice were there after controlling for education and socioeconomic status. The standard, convincing explanation for the link is that RWA provides simple answers, ideal for people with poor abstract reasoning skills.

The asymmetry of power that cuteness revolves around is another compelling reminder of how aesthetic categories register social conflict. There can be no experience of any person or object as cute that does not somehow call up the subject’s sense of power over those who are less powerful. But, as Lori Merish underscores, the fact that the cute object seems capable of making an affective demand on the subject—a demand for care that the subject is culturally as well as biologically compelled to fulfill—is already a sign that “cute” does not just denote a static power differential, but rather a dynamic and complex power struggle.

The biological imperative to live—indeed, live forever—was burned into our brains, into our emotional self-model, over the course of millennia. But our brand-new cognitive self-models tell us that all attempts to realize this imperative will ultimately be futile. Mortality, for us, is not only an objective fact but a subjective chasm, an open wound in our phenomenal self-model. We have a deep, inbuilt existential conflict, and we seem to be the first creatures on this planet to experience it consciously.

Since women are not inferior, they had to be bombarded with a massive literature of religious, social, biological and, more recently, psychological ideology to explain, insist, that women are secondary to men. And to make women believe that they are inferior what better subject for this literature of religious teaching, cautionary folk tales, jokes and customs, than the female body?

If, again, the most superficial introspection teaches the physiologist that his conscious life is dependent upon the mechanical adjustments of his body, and that inversely his body is subjected with certain limitations to his will, then it only remains for him to make one assumption more, namely, that this mutual interdependence between the spiritual and the material is itself also dependent on law, and he has discovered the bond by which the science of the matter and the science of consciousness are united into a single whole.

Look everywhere. There are miracles and curiosities to fascinate and intrigue for many lifetimes: the intricacies of nature and everything in the world and universe around us from the miniscule to the infinite; physical, chemical and biological functionality; consciousness, intelligence and the ability to learn; evolution, and the imperative for life; beauty and other abstract interpretations; language and other forms of communication; how we make our way here and develop social patterns of culture and meaningfulness; how we organise ourselves and others; moral imperatives; the practicalities of survival and all the embellishments we pile on top; thought, beliefs, logic, intuition, ideas; inventing, creating, information, knowledge; emotions, sensations, experience, behaviour. We are each unique individuals arising from a combination of genetic, inherited, and learned information, all of which can be extremely fallible. Things taught to us when we are young are quite deeply ingrained. Obviously some of it (like don’t stick your finger in a wall socket) is very useful, but some of it is only opinion – an amalgamation of views from people you just happen to have had contact with. A bit later on we have access to lots of other information via books, media, internet etc, but it is important to remember that most of this is still just opinion, and often biased. Even subjects such as history are presented according to the presenter’s or author’s viewpoint, and science is continually changing. Newspapers and TV tend to cover news in the way that is most useful to them (and their funders/advisors), Research is also subject to the decisions of funders and can be distorted by business interests. Pretty much anyone can say what they want on the internet, so our powers of discernment need to be used to a great degree there too. Not one of us can have a completely objective view as we cannot possibly have access to, and filter, all knowledge available, so we must accept that our views are bound to be subjective. Our understanding and responses are all very personal, and our views extremely varied. We tend to make each new thing fit in with the picture we have already started in our heads, but we often have to go back and adjust the picture if we want to be honest about our view of reality as we continually expand it. We are taking in vast amounts of information from others all the time, so need to ensure we are processing that to develop our own true reflection of who we are.

If you turn to a branch of those sciences that try to give a solution to the questions of life--to physiology, psychology, biology, sociology--there you will find an astounding poverty of thought, a very great lack of clarity, completely unjustified claims to answer questions that lie outside their subject and never-ending contradictions between one thinker and others, and even within himself. If you turn to a branch of the sciences that is not concerned with solving the questions of life but answers its own scientific, specialized questions, then you are captivated by the power of human intellect but you know in advance that there are no answers to the questions of life. These sciences directly ignore the questions of life. They say, "We have no answers to 'What are you?' and 'Why do you live?' and are not concerned with this; but if you need to know the laws of light, of chemical compounds, the laws of the development of organisms, if you need to know the laws of bodies and their forms and the relation of numbers and quantities, if you need to know the laws of your own mind, to all that we have clear, precise, and unquestionable answers.

The playwright George Bernard Shaw also warned of how difficult it is to introduce a new paradigm of thinking — especially one that dares to confront the historically unbearably confronting and off-limits subject of the human condition — when he said that ‘All great truths begin as blasphemies’ (Annajanska, 1919).

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Similar intermixing of the real and the metaphorical occurs with temperature sensation. In another study from Bargh’s group, the researcher, hands full with something, would ask a subject to briefly hold a cup of coffee for them. Half the subjects held warm coffee, half iced coffee. Subjects then read about some individual and answered questions about them. Subjects who held the warm cup rated the individual as having a warmer personality (without altering ratings about other characteristics). In the next part of the study, the temperature of a held object altered subjects’ generosity and levels of trust—cold hands, cold heart.

From the origins of humanity, their biological privilege enabled men to affirm themselves alone as sovereign subjects; they never abdicated this privilege; they alienated part of their existence in Nature and in Woman; but they won it back afterward; condemned to play the role of the Other, woman was thus condemned to possess no more than precarious power: slave or idol, she was never the one who chose her lot. “Men make gods and women worship them,” said Frazer; it is men who decide if their supreme divinities will be females or males; the place of woman in society is always the one they assign her; at no time has she imposed her own law.

Modern “democracy” is totalitarian and vicious, and tries to subject the best to the rule of the heaps of biological refuse and most especially to the rule of those who can stir them up.

I think like an academic egghead, believing that if I write enough paragraphs about a scary subject, give enough lectures about it, it will give up and go away quietly. And if everyone took enough classes about the biology of violence and studied hard, we’d all be able to take a nap between the snoozing lion and lamb. Such is the delusional sense of efficacy of a professor.

The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.

How’s this for a display of human kin selection: Subjects were given a scenario of a bus hurtling toward a human and a nondescript dog, and they could only save one. Whom would they pick? It depended on degree of relatedness, as one progressed from sibling (1 percent chose the dog over the sibling) to grandparent (2 percent) to distant cousin (16 percent) to foreigner (26 percent).55

Imagine someone holding forth on biology whose only knowledge of the subject is 'The Book of British Birds,' and you have a rough idea of what it feels like to read Richard Dawkins on theology.

Thus, particularly important is a 2011 study that used transcranial magnetic stimulation techniques to temporarily inactivate the vmPFC; subjects became less likely to change their answer to conform.

To be human is the only way out of being human. An alternative exit— either by unbinding sentience from sapience or by circumventing sapience in favour of a direct engagement with the technological artefact—cannot go beyond the human. Rather it leads to a culture of cognitive pettiness and self-deception that is daily fodder for the most parochial and utilitarian political systems that exist on the planet. In delivering sentience from its so-called sapient yoke, one does not become posthuman, or even animal, but falls back on an ideologically charged ‘biological chauvinism’ that sapience ought to overcome, for it is the very idea of humanist conservatism that misrepresents what is accidental and locally contingent as what is necessary and universal. In discarding the human in the hope of an immediate contact with superintelligence or a self-realization of the technological artefact, one either surreptitiously subjects the future to the predetermined goals of conservative humanism, or subscribes to a future that is simply the teleological actualization of final causes and thus a resurrection of the well-worn Aristotelian fusion of reasons and causes. Human sapience is the only project of exit.

The cortex craves for information, but it can longer contain and creatively process it all. How can a body subjectively and simultaneous grasp both nanoseconds and nebulae? THE CORTEX THAT CANNOT COPE RESORTS TO SPECIALIZATION. Specialization, once a maneuver methodically to collect information, now is a manifestation of information overloads. The role of information has changed. Once justified as a means of comprehending the world, it now generates a conflicting and contradictory, fleeting and fragmentation field of disconnected and undigested data. INFORMATION IS RADIATION. The most significant planetary pressure is no longer the gravitational pull, but the information thrust. The psycho-social flowering of the human species has withered. We are in the twilight of our cerebral fantasies. The symbol has lost all power. The accumulation of information has lost all purpose. Memory results in mimicry. Reflection will not suffice. THE BODY MUST BURST FROM ITS BIOLOGICAL, CULTURAL, AND PLANETARY CONTAINMENT.

Ask subjects to estimate the likelihood of the same events again. Adults incorporate the feedback into the new estimates. Adolescents update their estimates as adults do for good news, but feedback about bad news barely makes a dent. (Researcher: “How likely are you to have a car accident if you’re driving while drunk?” Adolescent: “One chance in a gazillion.” Researcher: “Actually, the risk is about 50 percent; what do you think your own chances are now?” Adolescent: “Hey, we’re talking about me; one chance in a gazillion.”) We’ve just explained why adolescents have two to four times the rate of pathological gambling as do adults.

someone’s hand being poked with a needle, and subjects have an “isomorphic sensorimotor” response—hands tense in empathy. Among both whites and blacks, the response is blunted for other-race hands; the more the implicit racism, the more blunting. Similarly, among subjects of both races, there’s more activation of the (emotional) medial PFC when considering misfortune befalling a member of their own race than of another race.

For Dawkins, atheism is a necessary consequence of evolution. He has argued that the religious impulse is simply an evolutionary mistake, a ‘misfiring of something useful’, it is a kind if virus, parasitic on cognitive systems naturally selected because they had enabled a species to survive. Dawkins is an extreme exponent of the scientific naturalism, originally formulated by d’Holbach, that has now become a major worldview among intellectuals. More moderate versions of this “scientism” have been articulated by Carl Sagan, Steven Weinberg, and Daniel Dennett, who have all claimed that one has to choose between science and faith. For Dennett, theology has been rendered superfluous, because biology can provide a better explanation of why people are religious. But for Dawkins, like the other “new atheists” – Sam Harris, the young American philosopher and student of neuroscience, and Christopher Hitchens, critic and journalist – religion is the cause of the problems of our world; it is the source of absolute evil and “poisons everything.” They see themselves in the vanguard of a scientific/rational movement that will eventually expunge the idea of God from human consciousness. But other atheists and scientists are wary of this approach. The American zoologist Stephen Jay Gould (1941-2002) followed Monod in his discussion of the implications of evolution. Everything in the natural world could indeed be explained by natural selection, but Gould insisted that science was not competent to decide whether God did or did not exist, because it could only work with natural explanations. Gould had no religious axe to grind; he described himself as an atheistically inclined agnostic, but pointed out that Darwin himself had denied he was an atheist and that other eminent Darwinians - Asa Gray, Charles D. Walcott, G. G. Simpson, and Theodosius Dobzhansky - had been either practicing Christians or agnostics. Atheism did not, therefore, seem to be a necessary consequence of accepting evolutionary theory, and Darwinians who held forth dogmatically on the subject were stepping beyond the limitations that were proper to science.

Nature’s ultimate goal is to foster the growth of the individual from absolute dependence to independence — or, more exactly, to the interdependence of mature adults living in community. Development is a process of moving from complete external regulation to self-regulation, as far as our genetic programming allows. Well-self-regulated people are the most capable of interacting fruitfully with others in a community and of nurturing children who will also grow into self-regulated adults. Anything that interferes with that natural agenda threatens the organism’s chances for long-term survival. Almost from the beginning of life we see a tension between the complementary needs for security and for autonomy. Development requires a gradual and ageappropriate shift from security needs toward the drive for autonomy, from attachment to individuation. Neither is ever completely lost, and neither is meant to predominate at the expense of the other. With an increased capacity for self-regulation in adulthood comes also a heightened need for autonomy — for the freedom to make genuine choices. Whatever undermines autonomy will be experienced as a source of stress. Stress is magnified whenever the power to respond effectively to the social or physical environment is lacking or when the tested animal or human being feels helpless, without meaningful choices — in other words, when autonomy is undermined. Autonomy, however, needs to be exercised in a way that does not disrupt the social relationships on which survival also depends, whether with emotional intimates or with important others—employers, fellow workers, social authority figures. The less the emotional capacity for self-regulation develops during infancy and childhood, the more the adult depends on relationships to maintain homeostasis. The greater the dependence, the greater the threat when those relationships are lost or become insecure. Thus, the vulnerability to subjective and physiological stress will be proportionate to the degree of emotional dependence. To minimize the stress from threatened relationships, a person may give up some part of his autonomy. However, this is not a formula for health, since the loss of autonomy is itself a cause of stress. The surrender of autonomy raises the stress level, even if on the surface it appears to be necessary for the sake of “security” in a relationship, and even if we subjectively feel relief when we gain “security” in this manner. If I chronically repress my emotional needs in order to make myself “acceptable” to other people, I increase my risks of having to pay the price in the form of illness. The other way of protecting oneself from the stress of threatened relationships is emotional shutdown. To feel safe, the vulnerable person withdraws from others and closes against intimacy. This coping style may avoid anxiety and block the subjective experience of stress but not the physiology of it. Emotional intimacy is a psychological and biological necessity. Those who build walls against intimacy are not self-regulated, just emotionally frozen. Their stress from having unmet needs will be high.

teach Chizalum that biology is an interesting and fascinating subject, but she should never accept it as justification for any social norm. Because social norms are created by human beings, and there is no social norm that cannot be changed.

We have been psychologically and biologically conditioned to accept this life of constant struggle. This is borne of ignorance that the one who struggles and suffers is only a construct, a belief that there is an individual self apart from consciousness.

Suppose a person harmed people two generations ago; are this person’s grandchildren obliged to help his victims’ grandchildren? Subjects viewed a biological grandchild as more obligated than one adopted into the family at birth; the biological relationship carried a taint. Moreover, subjects were more willing to jail two long-lost identical twins for a crime committed by one of them than to jail two unrelated but perfect look-alikes—the former, raised in different environments, share a moral taint because of their identical genes.

I don't believe, for instance, that evolutionary biology or any scientific endeavor has much to say about love. I'm sure a lot can be learned about the importance of hormones and their effects on our feelings. But do the bleak implications of evolution have any impact on the love I feel for my family? Do they make me more likely to break the law of flaunt society's expectations of me? No. I simply does not follow that human relationships are meaningless just because we live in a godless universe subject to the natural laws of biology.

My target is a comprehensive, speculative world picture that is reached by extrapolation from some of the discoveries of biology, chemistry, and physics--a particular naturalistic Weltanschauung that postulates a hierarchical relation among the subjects of those sciences, and the completeness in principle of an explanation of everything in the universe through their unification. Such a world view is not a necessary condition of the practice of any of those sciences, and its acceptance or nonacceptance would have no effect on most scientific research.

The subject is also fascinating because of the nature of the revisionism—neuroplasticity radiates optimism. Books on the topic are entitled The Brain That Changes Itself, Train Your Mind, Change Your Brain, and Rewire Your Brain: Think Your Way to a Better Life, hinting at the “new neurology

To be sure, a human being is a finite thing, and his freedom is restricted. It is not freedom from conditions, but it is freedom to take a stand toward the conditions. As I once put it: "As a professor in two fields, neurology and psychiatry, I am fully aware of the extent to which man is subject to biological, psychological and sociological conditions. But in addition to being a professor in two fields I am a survivor of four camps - concentration camps, that is - and as such I also bear witness to the unexpected extent to which man is capable of defying and braving even the worst conditions conceivable.

it’s human behavior, human social behavior, and in many cases abnormal human social behavior. And it is indeed a mess, a subject involving brain chemistry, hormones, sensory cues, prenatal environment, early experience, genes, both biological and cultural evolution, and ecological pressures, among other things.

Furthermore, as shown with neuroimaging, when contemplating mouthwash versus soap, those who had just spoken a lie activated parts of the sensorimotor cortex related to the mouth (i.e., the subjects were more aware of their mouths at the time); those who had written the lie activated the cortical regions mapping onto their hand.

But what sort of experiment? An English statistician named Bradford Hill (a former victim of TB himself) proposed an extraordinary solution. Hill began by recognizing that doctors, of all people, could not be entrusted to perform such an experiment without inherent biases. Every biological experiment requires a “control” arm—untreated subjects against whom the efficacy of a treatment can be judged. But left to their own devices, doctors were inevitably likely (even if unconsciously so) to select certain types of patients upfront, then judge the effects of a drug on this highly skewed population using subjective criteria, piling bias on top of bias. Hill

The authors first replicated this effect, showing that watching a short film clip of something physically disgusting made subjects more morally judgmental—unless they had washed their hands after watching the film. Another study suggests that the washing decreases emotional arousal, as it decreased the diameter of subjects’ pupils.

Another study explored the neurobiology of conforming.16 To simplify, a subject is part of a group (where, secretly, the rest are confederates); they are shown “X,” then asked, “What did you see?” Everyone else says “Y.” Does the subject lie and say “Y” also? Often. Subjects who stuck to their guns with “X” showed amygdala activation.

Initially, I had thought with hard work I could overcome a fundamental squeamishness and distaste for my subject, that perhaps with even harder work I could simulate something like a talent for it. But this was not the case. As the months went by I remained uninterested, if not downright sickened, by my study of biology; my grades were poor.

The strongest evidence that abrasive Them-ing originates in emotions and automatic processes is that supposed rational cognitions about Thems can be unconsciously manipulated. In an example cited earlier, subjects unconsciously primed about “loyalty” sit closer to Us-es and farther from Thems, while those primed about “equality” do the opposite.

Despite the intervening six decades of scientific inquiry since Selye’s groundbreaking work, the physiological impact of the emotions is still far from fully appreciated. The medical approach to health and illness continues to suppose that body and mind are separable from each other and from the milieu in which they exist. Compounding that mistake is a definition of stress that is narrow and simplistic. Medical thinking usually sees stress as highly disturbing but isolated events such as, for example, sudden unemployment, a marriage breakup or the death of a loved one. These major events are potent sources of stress for many, but there are chronic daily stresses in people’s lives that are more insidious and more harmful in their long-term biological consequences. Internally generated stresses take their toll without in any way seeming out of the ordinary. For those habituated to high levels of internal stress since early childhood, it is the absence of stress that creates unease, evoking boredom and a sense of meaninglessness. People may become addicted to their own stress hormones, adrenaline and cortisol, Hans Selye observed. To such persons stress feels desirable, while the absence of it feels like something to be avoided. When people describe themselves as being stressed, they usually mean the nervous agitation they experience under excessive demands — most commonly in the areas of work, family, relationships, finances or health. But sensations of nervous tension do not define stress — nor, strictly speaking, are they always perceived when people are stressed. Stress, as we will define it, is not a matter of subjective feeling. It is a measurable set of objective physiological events in the body, involving the brain, the hormonal apparatus, the immune system and many other organs. Both animals and people can experience stress with no awareness of its presence. “Stress is not simply nervous tension,” Selye pointed out. “Stress reactions do occur in lower animals, and even in plants, that have no nervous systems…. Indeed, stress can be produced under deep anaesthesia in patients who are unconscious, and even in cell cultures grown outside the body.” Similarly, stress effects can be highly active in persons who are fully awake, but who are in the grip of unconscious emotions or cut off from their body responses. The physiology of stress may be triggered without observable effects on behaviour and without subjective awareness, as has been shown in animal experiments and in human studies.

Feminists have fought to remove the definition of what a woman is from... masculine institutions and develop their own understandings. Claims to the ‘right’ to self define ‘gender’, subject womanhood to men’s power to define once again.The major task of feminist theory was to bring women out from under the weight of men’s definitions and theories. Feminists developed what has been called ‘feminist standpoint theory’ to describe a new form of knowledge about women, that which is formed out of women’s experience as an oppressed group and refined through struggle and collective process (Harding (ed.), 2004). The very basis of feminism is this declaration of independence, the rejection of men’s ‘knowledge’ about women and the privileging of our own. Men’s ideas about what women are have been formed from their ruling caste position, and have assigned women characteristics that would most advantage their masters, as well as justify men’s rule over them. They do not represent ‘truth’ but have been promoted as if they were, with the backing of science and patriarchal views of biology.

We may put this in another way. Each man is at every moment subjected to several different sets of law but there is only one of these which he is free to disobey. As a body, he is subjected to gravitation and cannot disobey it; if you leave him unsupported in mid-air, he has no more choice about falling than a stone has. As an organism, he is subjected to various biological laws which he cannot disobey any more than an animal can. That is, he cannot disobey those laws which he shares with other things; but the law which is peculiar to his human nature, the law he does not share with animals or vegetables or inorganic things, is the one he can disobey if he chooses. This law was called the Law of Nature because people thought that every one knew it by nature and did not need to be taught it.

The internal conflict in conscience caused by competing levels of natural selection is more than just an arcane subject for theoretical biologists to ponder. It is not the presence of good and evil tearing at one another in our breasts. It is a biological trait fundamental to understanding the human condition, and necessary for survival of the species. The opposed selection pressures during the genetic evolution of prehumans produced an unstable mix of innate emotional response. They created a mind that is continuously and kaleidoscopically shifting in mood—variously proud, aggressive, competitive, angry, vengeful, venal, treacherous, curious, adventurous, tribal, brave, humble, patriotic, empathetic, and loving. All normal humans are both ignoble and noble, often in close alternation, sometimes simultaneously.

To begin with, this world has a different kind of time. It is the time of biological rhythm, not of the clock and all that goes with the clock. There is no hurry. Our sense of time is notoriously subjective and thus dependent upon the quality of our attention, whether of interest or boredom, and upon the alignment of our behavior in terms of routines, goals, and deadlines. Here the present is self-sufficient, but it is not a static present. It is a dancing present, the unfolding of a pattern which has no specific destination in the future but is simply its own point. It leaves and arrives simultaneously, and the seed is as much the goal as the flower. There is therefore time to perceive every detail of the movement with infinitely greater richness of articulation. Normally we do not so much look at things as overlook them.

Winfree came from a family in which no one had gone to college. He got started, he would say, by not having proper education. His father, rising from the bottom of the life insurance business to the level of vice president, moved family almost yearly up and down the East Coast, and Winfree attended than a dozen schools before finishing high school. He developed a feeling that the interesting things in the world had to do with biology and mathematics and a companion feeling that no standard combination of the two subjects did justice to what was interesting. So he decided not to take a standard approach. He took a five-year course in engineering physics at Cornell University, learning applied mathematics and a full range of hands-on laboratory styles. Prepared to be hired into military-industrial complex, he got a doctorate in biology, striving to combine experiment with theory in new ways.

A behavior has occurred that is good, bad, or ambiguous. How have cultural factors stretching back to the origins of humans contributed to that behavior? And rustling cattle on a moonless night; or setting aside tending your cassava garden to raid your Amazonian neighbours; or building fortifications; or butchering every man, woman, and child in a village is irrelevant to that question. That's because all these study subjects are pastoralists, agriculturalists, or horticulturalists, lifestyles that emerged only in the last ten thousand to fourteen thousand years, after the domestication of plants and animals. In the context of hominin history stretching back hundreds of thousands of years, being a camel herder or farmer is nearly as newfangled as being a lobbyist advocating for legal rights for robots. For most of history, humans have been hunter-gatherers, a whole different kettle of fish.

Existentialism, with its fundamental conviction that “existence precedes essence,” ran counter to the essentialism of Senghor’s version of Négritude, with its evocation of an eternal, immutable African spirit. (Césaire’s version was far more user-friendly to existentialists.) It proposed that we are not determined by biological or cultural destiny: human subjects create themselves by the decisions they make, as they assume the burden of their freedom.

What is self and what is other may be a question of the person's 'biology,' but it is equally a question of the person's 'philosophy': what is the subject-object relationship the person has become in the world? That question suggests at least two things...First, subject-object relations become; they are not static; their study is the study of a motion. Second, subject-object relations live in the world; they are not simply abstractions, but take form in actual human relations and social contexts.

Instead, these findings suggest that the amygdala injects implicit distrust and vigilance into social decision making.23 All thanks to learning. In the words of the authors of the study, “The generosity in the trust game of our BLA-damaged subjects might be considered pathological altruism, in the sense that inborn altruistic behaviors have not, due to BLA damage, been un-learned through negative social experience.” In other words, the default state is to trust, and what the amygdala does is learn vigilance and distrust.

Virtually all the authors of popular books on the subject assert that ADD is a heritable genetic disorder. With some notable exceptions, the genetic view also dominates much of the discussion within professional circles, a view I do not agree with. I believe that ADD can be better understood if we examine people’s lives, not only bits of DNA. Heredity does make an important contribution, but far less than usually assumed. At the same time, it would serve no purpose to set up the false opposition of environment to genetic inheritance. No such split exists in nature, or in the mind of any serious scientist. There are many biological events involving body and brain that are not directly programmed by heredity, and so to say that ADD is not primarily genetic is not in any sense to deny its biological features — either those that are inherited or those that are acquired as a result of experience. The genetic blueprints for the architecture and the workings of the human brain develop in a process of interaction with the environment. ADD does reflect biological malfunctions in certain brain centers, but many of its features — including the underlying biology itself — are also inextricably connected to a person’s physical and emotional experiences in the world. There is in ADD an inherited predisposition, but that’s very far from saying there is a genetic predetermination. A predetermination dictates that something will inevitably happen. A predisposition only makes it more likely that it may happen, depending on circumstances. The actual outcome is influenced by many other factors.

One criticism of Freud still sometimes heard on the political Left is that his thinking is individualist — that he substitutes ‘private’ psychological causes and explanations for social and historical ones. This accusation reflects a radical misunderstanding of Freudian theory. There is indeed a real problem about how social and historical factors are related to the unconscious; but one point of Freud’s work is that it makes it possible for us to think of the development of the human individual in social and historical terms. What Freud produces, indeed, is nothing less than a materialist theory of the making of the human subject. We come to be what we are by an interrelation of bodies — by the complex transactions which take place during infancy between our bodies and those which surround us. This is not a biological reductionism: Freud does not of course believe that we are nothing but our bodies, or that our minds are mere reflexes of them. Nor is it an asocial model of life, since the bodies which surround us, and our relations with them, are always socially specific.

Subliminal cuing and unconscious priming influence numerous behaviors unrelated to this book. People think potato chips taste better when hearing crunching sounds. We like a neutral stimulus more if, just before seeing it, a picture of a smiling face is flashed for a twentieth of a second. The more expensive a supposed (placebo) painkiller, the more effective people report the placebo to be. Ask subjects their favorite detergent; if they’ve just read a paragraph containing the word “ocean,” they’re more likely to choose Tide—and then explain its cleaning virtues.6

Diallo, a West African immigrant in New York, matched a description of a rapist. Four white officers questioned him, and when the unarmed Diallo started to pull out his wallet, they decided it was a gun and fired forty-one shots. The underlying neurobiology concerns “event-related potentials” (ERPs), which are stimulus-induced changes in electrical activity of the brain (as assessed by EEG—electroencephalography). Threatening faces produce a distinctive change (called the P200 component) in the ERP waveform in under two hundred milliseconds. Among white subjects, viewing someone black evokes a stronger P200 waveform than viewing someone white, regardless of whether the person is armed. Then, a few milliseconds later, a second, inhibitory waveform (the N200 component) appears, originating from the frontal cortex—“Let’s think a sec about what we’re seeing before we shoot.” Viewing a black individual evokes less of an N200 waveform than does seeing someone white. The greater the P200/N200 ratio (i.e., the greater the ratio of I’m-feeling-threatened to Hold-on-a-sec), the greater the likelihood of shooting an unarmed black individual.

To be sure, a human being is a finite thing and his freedom is restricted. It is not freedom from conditions, but it is freedom to take a stand toward the conditions... As a professor in two fields, neurology and psychiatry, I am fully aware of the extent to which man is subject to biological, psychological and sociological conditions. But in addition to being a professor in two fields, I am a survivor of four camps – concentration camps, that is – and as such I also bear witness to the unexpected extent to which man is capable of defying and braving even the worst conditions conceivable.

It is the punisher’s mind-set where everything must be changed. The difficulty of this is explored in the superb book The Punisher’s Brain: The Evolution of Judge and Jury (2014) by Morris Hoffman, a practicing judge and legal scholar.31 He reviews the reasons for punishment: As we see from game theory studies, because punishment fosters cooperation. Because it is in the fabric of the evolution of sociality. And most important, because it can feel good to punish, to be part of a righteous and self-righteous crowd at a public hanging, knowing that justice is being served. This is a deep, atavistic pleasure. Put people in brain scanners, give them scenarios of norm violations. Decision making about culpability for the violation correlates with activity in the cognitive dlPFC. But decision making about appropriate punishment activates the emotional vmPFC, along with the amygdala and insula; the more activation, the more punishment.32 The decision to punish, the passionate motivation to do so, is a frothy limbic state. As are the consequences of punishing—when subjects punish someone for making a lousy offer in an economic game, there’s activation of dopaminergic reward systems. Punishment that feels just feels good.

This diversity of disciplines poses problems for would-be authors of a book aimed at answering Yali’s question. The author must possess a range of expertise spanning the above disciplines, so that relevant advances can be synthesized. The history and prehistory of each continent must be similarly synthesized. The book’s subject matter is history, but the approach is that of science—in particular, that of historical sciences such as evolutionary biology and geology. The author must understand from firsthand experience a range of human societies, from hunter-gatherer societies to modern space-age civilizations.

...we are, despite all our great technological advances, still very much a simple biological phenomenon. Despite our grandiose ideas and our lofty self-conceits, we are still humble animals, subject to all the basic laws of animal behavior..." - Desmond Morris from 'The Naked Ape: A Zoologist's Study of the Human Animal [...] nonostante i grandi progressi tecnologici, noi siamo ancora fondamentalmente un semplice fenomeno biologico e, malgrado le nostre idee grandiose e l'alto concetto che abbiamo di noi stessi, siamo ancora degli umili animali, soggetti a tutte le leggi fondamentali del comportamento animale.

When I was in school I studied biology. I learned that in making their experiments scientists will take some group - bacteria, mice, people - and subject that group to certain conditions. They compare the results with a second group which has not been disturbed. This second group is called the control group. It is the control group which enables the scientist to gauge the effect of his experiment. To judge the significance of what has occurred. In history there are no control groups. There is no one to tell us what might have been. We weep over the might have been, but there is no might have been. There never was.

Instead, the most common alternative in these studies is for subjects to read a cogent discussion about our lack of free will. Studies have often used a passage from Francis Crick’s 1994 book, The Astonishing Hypothesis: The Scientific Search for the Soul (Scribner). Crick, of the Watson-and-Crick duo who identified the structure of DNA, grew fascinated with the brain and consciousness in his later years. A hard determinist as well as an elegant, clear writer, Crick summarizes the scientific argument for our being merely the sum of our biological components. “Who you are is nothing but a pack of neurons,” he concludes.[3]

Since well-educated people are better voters, another tempting way to improve democracy is to give voters more education. Maybe it would work. But it would be expensive, and as mentioned in the previous chapter, education may be a proxy for intelligence or curiosity. A cheaper strategy, and one where a causal effect is more credible, is changing the curriculum. Steven Pinker argues that schools should try to “provide students with the cognitive skills that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with,” by emphasizing “economics, evolutionary biology, and probability and statistics.”60 Pinker essentially wants to give schools a new mission: rooting out the biased beliefs that students arrive with, especially beliefs that impinge on government policy.61 What should be cut to make room for the new material? There are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than elementary economics.62

Sometimes when I look back and analyze my past, I think the catalyst behind this story was my passion for science. I remember looking at seaweed and pond water microorganisms under a microscope during my Physical Science class my freshman year in high school and I felt exhilarated. My curiosity was awoken and I found myself instantly in love with the subject. Then, during my sophomore year in Biology, I single handedly dissected a cow’s eye and heart while my lab partner—and half the class—were busy passing out or vomiting in the bathroom, and that was it. The road ahead was clear. Set. I knew exactly what I wanted to do with my life.

INTELLIGENCE Oh, what the hell? Let’s begin with something inflammatory. Starting with Theodor Adorno in the 1950s, people have suggested that lower intelligence predicts adherence to conservative ideology.33 Some but not all studies since then have supported this conclusion. More consistent has been a link between lower intelligence and a subtype of conservatism, namely right-wing authoritarianism (RWA, a fondness for hierarchy). One particularly thorough demonstration of this involved more than fifteen thousand subjects in the UK and United States; importantly, the links among low IQ, RWA, and intergroup prejudice were there after controlling for education and socioeconomic status. The standard, convincing explanation for the link is that RWA provides simple answers, ideal for people with poor abstract reasoning skills. INTELLECTUAL

Nevertheless, it seems to us that there are some criteria that can be used to help distinguish between the two sorts of difficulty. First, when the difficulty is genuine, it is usually possible to explain in simple terms, at some rudimentary level, what phenomena the theory is examining, what are its main results and what are the strongest arguments in its favour.247 For example, although neither of us has any training in biology, we are able to follow, at some basic level, developments in that field by reading good popular or semi-popular books. Second, in these cases there is a clear path – possibly a long one – that will lead to a deeper knowledge of the subject. By contrast, some obscure discourses give the impression that the reader is being asked to make a qualitative jump, or to undergo an experience similar to a revelation, in order to understand them.

I wondered what was going on in neuroscience that might bear upon the subject. This quickly led me to neuroscience’s most extraordinary figure, Edward O. Wilson. Wilson’s own life is a good argument for his thesis, which is that among humans, no less than among racehorses, inbred traits will trump upbringing and environment every time. In its bare outlines his childhood biography reads like a case history for the sort of boy who today winds up as the subject of a tabloid headline: DISSED DORK SNIPERS JOCKS. He was born in Alabama to a farmer’s daughter and a railroad engineer’s son who became an accountant and an alcoholic. His parents separated when Wilson was seven years old, and he was sent off to the Gulf Coast Military Academy. A chaotic childhood was to follow. His father worked for the federal Rural Electrification Administration, which kept reassigning him to different locations, from the Deep South to Washington, D.C., and back again, so that in eleven years Wilson attended fourteen different public schools. He grew up shy and introverted and liked the company only of other loners, preferably those who shared his enthusiasm for collecting insects. For years he was a skinny runt, and then for years after that he was a beanpole. But no matter what ectomorphic shape he took and no matter what school he went to, his life had one great center of gravity: He could be stuck anywhere on God’s green earth and he would always be the smartest person in his class. That remained true after he graduated with a bachelor’s degree and a master’s in biology from the University of Alabama and became a doctoral candidate and then a teacher of biology at Harvard for the next half century. He remained the best in his class every inch of the way. Seething Harvard savant after seething Harvard savant, including one Nobel laureate, has seen his reputation eclipsed by this terribly reserved, terribly polite Alabamian, Edward O. Wilson. Wilson’s field within the discipline of biology was zoology; and within zoology, entomology, the study of insects; and within entomology, myrmecology, the study of ants. Year after year he studied

The irony was that it was other women—other mothers—she was worried about. The ones who so easily passed judgment on their own sex, as if sharing certain biological characteristics made them experts on the subject. Abigail knew this mind-set because she had shared it back when she had the luxury of her safe and perfect life. She had read the stories about Madeleine McCann and JonBenet Ramsey, following every detail of the cases, judging the mothers just as harshly as everyone else had. She had seen Susan Smith pleading to the media and read about Diane Downs’s despicable violence against her own children. It had been so easy to pass judgment on these women—these mothers—to sit back on the couch, sip her coffee, and pronounce them too cold or too hard or too guilty, simply because she had caught five seconds of their faces on the news or in People magazine. And now, in the ultimate karmic payback of all time, Abigail would be the one on the cameras. She would be the one in the magazines. Her friends and neighbors, worst of all, complete strangers, would be sitting on their own couches making snap judgments about Abigail’s actions.

The proper METHOD for studying poetry and good letters is the method of contemporary biologists, that is careful first-hand examination of the matter, and continual COMPARISON of one ‘slide’ or specimen with another. No man is equipped for modern thinking until he has understood the anecdote of Agassiz and the fish: A post-graduate student equipped with honours and diplomas went to Agassiz to receive the final and finishing touches. The great man offered him a small fish and told him to describe it. Post-Graduate Student: “That’s only a sun-fish” Agassiz: “I know that. Write a description of it.” After a few minutes the student returned with the description of the Ichthus Heliodiplodokus, or whatever term is used to conceal the common sunfish from vulgar knowledge, family of Heliichterinkus, etc., as found in textbooks of the subject. Agassiz again told the student to describe the fish. The student produced a four-page essay. Agassiz then told him to look at the fish. At the end of the three weeks the fish was in an advanced state of decomposition, but the student knew something about it. — ABC of Reading (1934; New Directions)

For millennia, the major theories of human nature have come from religion.1 The Judeo-Christian tradition, for example, offers explanations for much of the subject matter now studied by biology and psychology. Humans are made in the image of God and are unrelated to animals.2 Women are derivative of men and destined to be ruled by them.3 The mind is an immaterial substance: it has powers possessed by no purely physical structure, and can continue to exist when the body dies.4 The mind is made up of several components, including a moral sense, an ability to love, a capacity for reason that recognizes whether an act conforms to ideals of goodness, and a decision faculty that chooses how to behave. Although the decision faculty is not bound by the laws of cause and effect, it has an innate tendency to choose sin. Our cognitive and perceptual faculties work accurately because God implanted ideals in them that correspond to reality and because he coordinates their functioning with the outside world. Mental health comes from recognizing God’s purpose, choosing good and repenting sin, and loving God and one’s fellow humans for God’s sake. The

The story of Adam and Eve, as used by the Eastern church to account for our inherited weakness to withstand temptation as an effect of Adam and Eve's sin, can fruitfully be understood today without a historical Adam and Eve but instead with an evolutionary and social understanding of human beings. In the course of biological and social evolution, any group of creatures capable of any degree of relationship to God that fails to be properly related to God commensurate with their stage of development-any such group will have some network or other of social relations that are not as God intends. People born into a particular social group inherit that social network and act more or less in accord with it, and so inherit the effects of its sin. By being formed and shaped by the inherited social network, each individual is "weakened" in its ability to wrestle with the temptations to which its ontological nature as finite creature is subject. When a fall occurred, when a prepeople or people did not live up to the intentions of God in their common life commensurate to their stage of development, it was probably not at any one specific time; it may have occurred at different times for different groups until failure to be properly related to God was universal in all societies. But by historic times, human development is at a stage that the story of Adam and Eve is a fitting type or model of our situation in relation to God: human beings seeking to provide for themselves apart from God and God's purposes. This ancient understanding of original sin and evil seems to me both illuminating and, with the evolutionary understanding that I have added to it, thoroughly defensible. I can easily apply it to myself and also use it to understand other people, as I have done in presenting Pascal's analysis of our condition. Some theologians are willing to grant that the story of an actual Adam and Eve is not necessary for Christian theology, but they still hold that there had to have been a historical situation of original righteousness or innocence and an actual fall from this state. Otherwise, God, not human beings, would be responsible for our condition, and the goodness of creation would be fatally compromised.' My account does have a temporal dimension. All of us are born without an awareness of God in our lives. God is near us as our creator, generating us each moment of time; but it is as if God is, so to speak, behind us, and we, by looking only in front of us, do not perceive God in our world at all. So we do not take God into account in our lives. This is when distortion in our hearts, minds, and desires begins to occur. Our de facto personality, with our self at the center of all reality, is innocent when we are an infant but ceases to be innocent as it is reinforced by society's way of life, encouraging us to walk away from God and so into evil. We walk away from God by pursuing earthly goods and in

In Miss Miller’s fantasy, too, there is an inner necessity that compels it to go on from the horse-sacrifice to the sacrifice of the hero. Whereas the former symbolizes the renunciation of biological drives, the latter has the deeper and ethically more valuable meaning of a human self-sacrifice, a renunciation of egohood. In her case, of course, this is true only in a metaphorical sense, since it is not the author of the story but its hero, Chiwantopel, who offers himself and is voluntarily sacrificed. The morally significant act is delegated to the hero, while Miss Miller only looks on admiringly and applaudingly, without, it seems, realizing that her animus-figure is constrained to do what she herself so signally fails to do. The advance from the animal sacrifice to the human sacrifice is therefore only an idea, and when Miss Miller plays the part of a pious spectator of this imaginary sacrificial act, her participation is without ethical significance. As is usual in such cases, she is totally unconscious of what it means when the hero, the vehicle of the vitally important magical action, perishes. When that happens, the projection falls away and the threatening sacrificial act recoils upon the subject herself, that is, upon the personal ego of the dreamer. In what form the drama will then run to an end it is impossible to predict. Nor, in the case of Miss Miller, owing to the lack of material and my ignorance of her personality, did I foresee, or venture to assume, that it would be a psychosis which would form the companion piece to Chiwantopel’s sacrifice. It was, in fact, a κατοχή—a total surrender, not to the positive possibilities of life, but to the nocturnal world of the unconscious, a débâcle similar to the one that overtook her hero.

Like stress, emotion is a concept we often invoke without a precise sense of its meaning. And, like stress, emotions have several components. The psychologist Ross Buck distinguishes between three levels of emotional responses, which he calls Emotion I, Emotion II and Emotion III, classified according to the degree we are conscious of them. Emotion III is the subjective experience, from within oneself. It is how we feel. In the experience of Emotion III there is conscious awareness of an emotional state, such as anger or joy or fear, and its accompanying bodily sensations. Emotion II comprises our emotional displays as seen by others, with or without our awareness. It is signalled through body language — “non-verbal signals, mannerisms, tones of voices, gestures, facial expressions, brief touches, and even the timing of events and pauses between words. [They] may have physiologic consequences — often outside the awareness of the participants.” It is quite common for a person to be oblivious to the emotions he is communicating, even though they are clearly read by those around him. Our expressions of Emotion II are what most affect other people, regardless of our intentions. A child’s displays of Emotion II are also what parents are least able to tolerate if the feelings being manifested trigger too much anxiety in them. As Dr. Buck points out, a child whose parents punish or inhibit this acting-out of emotion will be conditioned to respond to similar emotions in the future by repression. The self-shutdown serves to prevent shame and rejection. Under such conditions, Buck writes, “emotional competence will be compromised…. The individual will not in the future know how to effectively handle the feelings and desires involved. The result would be a kind of helplessness.” The stress literature amply documents that helplessness, real or perceived, is a potent trigger for biological stress responses. Learned helplessness is a psychological state in which subjects do not extricate themselves from stressful situations even when they have the physical opportunity to do so. People often find themselves in situations of learned helplessness — for example, someone who feels stuck in a dysfunctional or even abusive relationship, in a stressful job or in a lifestyle that robs him or her of true freedom. Emotion I comprises the physiological changes triggered by emotional stimuli, such as the nervous system discharges, hormonal output and immune changes that make up the flight-or-fight reaction in response to threat. These responses are not under conscious control, and they cannot be directly observed from the outside. They just happen. They may occur in the absence of subjective awareness or of emotional expression. Adaptive in the acute threat situation, these same stress responses are harmful when they are triggered chronically without the individual’s being able to act in any way to defeat the perceived threat or to avoid it. Self-regulation, writes Ross Buck, “involves in part the attainment of emotional competence, which is defined as the ability to deal in an appropriate and satisfactory way with one’s own feelings and desires.” Emotional competence presupposes capacities often lacking in our society, where “cool” — the absence of emotion — is the prevailing ethic, where “don’t be so emotional” and “don’t be so sensitive” are what children often hear, and where rationality is generally considered to be the preferred antithesis of emotionality. The idealized cultural symbol of rationality is Mr. Spock, the emotionally crippled Vulcan character on Star Trek.

I have come to think of the UFO problem in terms of three distinct levels. The first level is physical. We now know that the UFO behaves like a region of space, of small dimensions (about ten meters), within which a very large amount of energy is stored. This energy is manifested by pulsed light phenomena of intense colors and by other forms of electromagnetic radiation. The second level is biological. Reports of UFOs show all kinds of psychophysiological effects on the witnesses. Exposure to the phenomenon causes visions, hallucinations, space and time disorientation, physiological reactions (including temporary blindness, paralysis, sleep cycle changes), and long-term personality changes. The third level is social. Belief in the reality of UFOs is spreading rapidly at all levels of society throughout the world. Books on the subject continue to accumulate. Documentaries and major films are being made by men and women who grew up with flying-saucer stories. Expectations about life in the universe have been revolutionized. Many modern themes in our culture can be traced back to the "messages from space" coming from UFO contactees of the forties and fifties. The experience of a close encounter with a UFO is a shattering physical and mental ordeal. The trauma has effects that go far beyond what the witnesses recall consciously. New types of behavior are conditioned, and new types of beliefs are promoted. Aside from any scientific consideration, the social, political, and religious consequences of the experience are enormous if they are considered over the timespan of a generation. Faced with the new wave of experiences of UFO contact that are described in books like Communion and Intruders and in movies like Close Encounters of the Third Kind, our religions seem obsolete. Our idea of the church as a social entity working within rational structures is obviously challenged by the claim of a direct communication in modern times with visible beings who seem endowed with supernatural powers. This idea can shake our society to the very roots of its culture. Witnesses are no longer afraid to come forward with personal stories of abductions, of spiritual exchanges with aliens, even of sexual interaction with them. Such reports are folklore in the making. I have discovered that they form a striking parallel to the tales of meetings with elves and jinn of medieval times, with the denizens of "Magonia," the land beyond the clouds of ancient chronicles. But they are something else, too: a portent of important things to come.

If the symbolic father is often lurking behind the boss--which is why one speaks of 'paternalism' in various kinds of enterprises--there also often is, in a most concrete fashion, a boss or hierarchic superior behind the real father. In the unconscious, paternal functions are inseparable from the socio-professional and cultural involvements which sustain them. Behind the mother, whether real or symbolic, a certain type of feminine condition exists, in a socially defined imaginary context. Must I point out that children do not grow up cut off from the world, even within the family womb? The family is permeable to environmental forces and exterior influences. Collective infrastructures, like the media and advertising, never cease to interfere with the most intimate levels of subjective life. The unconscious is not something that exists by itself to be gotten hold of through intimate discourse. In fact, it is only a rhizome of machinic interactions, a link to power systems and power relations that surround us. As such, unconscious processes cannot be analyzed in terms of specific content or structural syntax, but rather in terms of enunciation, of collective enunciative arrangements, which, by definition, correspond neither to biological individuals nor to structural paradigms... The customary psychoanalytical family-based reductions of the unconscious are not 'errors.' They correspond to a particular kind of collective enunciative arrangement. In relation to unconscious formation, they proceed from the particular micropolitics of capitalistic societal organization. An overly diversified, overly creative machinic unconscious would exceed the limits of 'good behavior' within the relations of production founded upon social exploitation and segregation. This is why our societies grant a special position to those who specialize in recentering the unconscious onto the individuated subject, onto partially reified objects, where methods of containment prevent its expansion beyond dominant realities and significations. The impact of the scientific aspirations of techniques like psychoanalysis and family therapy should be considered as a gigantic industry for the normalization, adaption and organized division of the socius. The workings of the social division of labor, the assignment of individuals to particular productive tasks, no longer depend solely on means of direct coercion, or capitalistic systems of semiotization (the monetary remuneration based on profit, etc.). They depend just as fundamentally on techniques modeling the unconscious through social infrastructures, the mass media, and different psychological and behavioral devices...Even the outcome of the class struggle of the oppressed--the fact that they constantly risk being sucked into relations of domination--appears to be linked to such a perspective.

Several teams of German psychologists that have studied the RAT in recent years have come up with remarkable discoveries about cognitive ease. One of the teams raised two questions: Can people feel that a triad of words has a solution before they know what the solution is? How does mood influence performance in this task? To find out, they first made some of their subjects happy and others sad, by asking them to think for several minutes about happy or sad episodes in their lives. Then they presented these subjects with a series of triads, half of them linked (such as dive, light, rocket) and half unlinked (such as dream, ball, book), and instructed them to press one of two keys very quickly to indicate their guess about whether the triad was linked. The time allowed for this guess, 2 seconds, was much too short for the actual solution to come to anyone’s mind. The first surprise is that people’s guesses are much more accurate than they would be by chance. I find this astonishing. A sense of cognitive ease is apparently generated by a very faint signal from the associative machine, which “knows” that the three words are coherent (share an association) long before the association is retrieved. The role of cognitive ease in the judgment was confirmed experimentally by another German team: manipulations that increase cognitive ease (priming, a clear font, pre-exposing words) all increase the tendency to see the words as linked. Another remarkable discovery is the powerful effect of mood on this intuitive performance. The experimenters computed an “intuition index” to measure accuracy. They found that putting the participants in a good mood before the test by having them think happy thoughts more than doubled accuracy. An even more striking result is that unhappy subjects were completely incapable of performing the intuitive task accurately; their guesses were no better than random. Mood evidently affects the operation of System 1: when we are uncomfortable and unhappy, we lose touch with our intuition. These findings add to the growing evidence that good mood, intuition, creativity, gullibility, and increased reliance on System 1 form a cluster. At the other pole, sadness, vigilance, suspicion, an analytic approach, and increased effort also go together. A happy mood loosens the control of System 2 over performance: when in a good mood, people become more intuitive and more creative but also less vigilant and more prone to logical errors. Here again, as in the mere exposure effect, the connection makes biological sense. A good mood is a signal that things are generally going well, the environment is safe, and it is all right to let one’s guard down. A bad mood indicates that things are not going very well, there may be a threat, and vigilance is required. Cognitive ease is both a cause and a consequence of a pleasant feeling.