Social Emotional Learning Quotes

We seldom realize, for example, that our most private thoughts and emotions are not actually our own. For we think in terms of languages and images which we did not invent, but which were given to us by our society. We copy emotional reactions from our parents, learning from them thatexcrement is supposed to have a disgusting smell and that vomiting is supposed to be an unpleasant sensation. The dread of death is also learned from their anxieties about sickness and from their attitudes to funerals and corpses. Our social environment has this power just because we do not exist apart from a society. Society is our extended mind and body. Yet the very society from which the individual is inseparable is using its whole irresistible force to persuade the individual that he is indeed separate! Society as we now know it is therefore playing a game with self-contradictory rules.

If there is one thing developmental psychologists have learned over the years, it is that parents don’t have to be brilliant psychologists to succeed. They don’t have to be supremely gifted teachers. Most of the stuff parents do with flashcards and special drills and tutorials to hone their kids into perfect achievement machines don’t have any effect at all. Instead, parents just have to be good enough. They have to provide their kids with stable and predictable rhythms. They need to be able to fall in tune with their kids’ needs, combining warmth and discipline. They need to establish the secure emotional bonds that kids can fall back upon in the face of stress. They need to be there to provide living examples of how to cope with the problems of the world so that their children can develop unconscious models in their heads.

I've been working hard at assuming Court polish, but the more I learn about what really goes on behind the pretty voices and waving fans and graceful bows, the more I comprehend that what is really said matters little, so long as the manner in which it is said pleases. I understand it, but I don't like it. Were I truly influential, then I would halt this foolishness that decrees that in Court one cannot be sick; that to admit you are sick is really to admit to political or social or romantic defeat; that to admit to any emotions usually means one really feels the opposite. It is a terrible kind of falsehood that people can only claim feelings as a kind of social weapon.

Incorporating general intelligence, bodily intelligence, emotional intelligence, spiritual intelligence, political intelligence and social intelligence in AI systems are part of the future deep learning research. 

Experiements that have been devised to inflict even mild social pain (like exclusion form a group task or betrayal by a partner in a gambling game) have demonstrated significant activation of the sinula and the anterior cingulate cortex. Emotional pain isn't just a metaphor: In terms of brain activation, it partially overlaps with physical pain.

Those who are nurtured best survive best. It turns out that our emotional resilience and our ability to learn are inextricably interwoven.

You want to know what I really learned? I learned that people don’t consider time alone as part of their life. Being alone is just a stretch of isolation they want to escape from. I saw a lot of wine-drinking, a lot of compulsive drug use, a lot of sleeping with the television on. It was less festive than I anticipated. My view had always been that I was my most alive when I was totally alone, because that was the only time I could live without fear of how my actions were being scrutinized and interpreted. What I came to realize is that people need their actions to be scrutinized and interpreted in order to feel like what they’re doing matters. Singular, solitary moments are like television pilots that never get aired. They don’t count. This, I think, explains the fundamental urge to get married and have kids[…]. We’re self-conditioned to require an audience, even if we’re not doing anything valuable or interesting. I’m sure this started in the 1970s. I know it did. I think Americans started raising offspring with this implicit notion that they had to tell their children, “You’re amazing, you can do anything you want, you’re a special person.” [...] But—when you really think about it—that emotional support only applies to the experience of living in public. We don’t have ways to quantify ideas like “amazing” or “successful” or “lovable” without the feedback of an audience. Nobody sits by himself in an empty room and thinks, “I’m amazing.” It’s impossible to imagine how that would work. But being “amazing” is supposed to be what life is about. As a result, the windows of time people spend by themselves become these meaningless experiences that don’t really count. It’s filler.

Brené Brown writes: In a 2011 study funded by the National Institute on Drug Abuse, researchers found that, as far as the brain is concerned, physical pain and intense experiences of social rejection hurt in the same way…Neuroscience advances confirm what we’ve known all along: emotions can hurt and cause pain. And just as we often struggle to define physical pain, describing emotional pain is difficult. Shame is particularly hard because it hates having words wrapped around it. It hates being spoken.

The third leg of critical pedagogy's three-legged stool involves something called "affective learning." How students feel in class shapes so much of how they receive content as well as their ability to develop critical thinking. Emotions matter for students and teachers alike. Social inequalities become important here via all the classroom practices that create privilege and penalty in the classroom, with all the feelings of empowerment and hurt that go with them. When we set up our classes such that some people dominate classroom discussions and others never say anything, we are actually teaching inequality and the emotions that it engenders. Social hierarchy is quite crucial to how students feel about learning, regardless of content and critical thinking.

Asperger's Syndrome is a neurological condition, not a mental illness. Some parts of your brain are over-wired, and work more than other people's, and other parts are under-wired. They don't function the same way as in a typical person. In your case, you have to learn social conventions; you don't pick up on them instinctively. Logic and reason dictate your actions more than emotion or instinct.

Recovering is a process of coming to experience a sense of self. More precisely, it is a process of learning to sense one's self, to attune to one's subjective physical, psychic, and social self- experience. These woman's core sense of shame and their difficulty tolerating painful emotions had led them to avoid turning their attention inward to their internal sense of things. In recovering, they "came to their senses" and learned to trust their sensed experience, in particular their sense of "enoughness"".

Faces may be hard to read because humans are complex social animals that have learned to suppress the display of emotions for various reasons. It is often inappropriate to show negative emotions like hatred and contempt in public, so people go about wearing socially acceptable faces rather like masks.

Optimal sculpting of key neural networks through healthy early relationships allows us to think well of ourselves, trust others, regulate our emotions, maintain positive expectations, and utilize our intellectual and emotional intelligence in moment-to-moment

learning, in the complex sense in which it happens in schools or the real world, is not a rational or disembodied process; neither is it a lonely one.

The Stoics taught a life of restraint and control, the personal cultivation of learning, beauty, and reason. The Stoics asked the Romans to realize that much that is encountered in life is beyond the individual's control. Make the best of what can be humanly cultivated. It is a kind of Platonism shrunk to a pursuit of private feelings and thoughts: Do the best with what you can control and refine, and let the rest go. "The world is rational, but it is only amenable to active intervention within the limits of the individual's capacity. Do not try to be an overachiever. Do not dream of social transformation. Private cultivation rather than social action makes for the good life. Although the slave Epictetus was one of the principal Stoic writers, the emperor Marcus Aurelius's upper-class background is more typical of its devotees. "Stoicism is a narrow ethic, one suitable to the emotional and intellectual needs of aristocrat and slave alike, but less useful for the ambitious middle class.

Therefore, reading and reacting to other people’s behaviors, emotions, and attitudes have been hardwired into our brains. We are not only wired to connect, but we are also wired to attune to, resonate with, and learn from others.

Because people are innately social and in search of meaning, our relationships and emotions—not rote memory or the right textbooks—are key to learning. In other words, when your child feels connected and happy, your child is learning the most.

Extremism stifles true progression in all fields of human advancement; it is a detriment to everything but war, tribalism and the personal power of Nietzschean entities, striving only for the narcissistic vindication of their ego and will. The enlightened mind knows that all is challengeable, ergo questions all and thus, learns and grows; progression. The weak and narrow mind makes its beliefs sacrosanct; fearful of challenge, their creed becomes unalterable, defended with violence. Political extremists, much like religious zealots, are the latter. They destroy what they cannot convert. They annihilate those they cannot control, or force to conform. They have found no peace in life, no love, and so promote war and division, as emotional cripples – inflicting their own pain and misery and malignant stupidity on the world. Their language binds people together, but only by stirring the darkest excesses of the soul; language of hate, and intolerance, fear and conspiracy, and the need for vengeance. In war-scarred Europe, these cripples direct mass-psychology, and would make the world in their own likeness; mutilated by violence and tribalism and hate.

In Sweden they have a very different approach. There, preschool children are encouraged to play and relax without any structured learning for the first six years of their lives. They go for nature walks every day, even in the bitter Scandinavian winter. They are not taught to read until they are seven years of age, yet by the age of ten, Swedish children consistently lead European literacy rankings.

The Dialectical Dilemma for the Patient The borderline individual is faced with an apparently irreconcilable dilemma. On the one hand, she has tremendous difficulties with self-regulation of affect and subsequent behavioral competence. She frequently but somewhat unpredictably needs a great deal of assistance, often feels helpless and hopeless, and is afraid of being left alone to fend for herself in a world where she has failed over and over again. Without the ability to predict and control her own well-being, she depends on her social environment to regulate her affect and behavior. On the other hand, she experiences intense shame at behaving dependently in a society that cannot tolerate dependency, and has learned to inhibit expressions of negative affect and helplessness whenever the affect is within controllable limits. Indeed, when in a positive mood, she may be exceptionally competent across a variety of situations. However, in the positive mood state she has difficulty predicting her own behavioral capabilities in a different mood, and thus communicates to others an ability to cope beyond her capabilities. Thus, the borderline individual, even though at times desperate for help, has great difficulty asking for help appropriately or communicating her needs. The inability to integrate or synthesize the notions of helplessness and competence, of noncontrol and control, and of needing and not needing help can lead to further emotional distress and dysfunctional behaviors. Believing that she is competent to “succeed,” the person may experience intense guilt about her presumed lack of motivation when she falls short of objectives. At other times, she experiences extreme anger at others for their lack of understanding and unrealistic expectations. Both the intense guilt and the intense anger can lead to dysfunctional behaviors, including suicide and parasuicide, aimed at reducing the painful emotional states. For the apparently competent person, suicidal behavior is sometimes the only means of communicating to others that she really can’t cope and needs help; that is, suicidal behavior is a cry for help. The behavior may also function as a means to get others to alter their unrealistic expectations—to “prove” to the world that she really cannot do what is expected.

Life is an ongoing learning path where you make mistakes & you learn from it. You get better, you grow emotionally, socially and gets mature gradually. There are significant times where we are good and when we are not so right; but later on what we choose for our-self from that learning defines how better we can become. And at the end, it is better choice to surprise self. Why ? Because, the real challenge lies in overcoming the shortfalls of own-self and competing with self only. One has to exceed the expectation from the self. Otherwise, perfection seems to be a myth! Yet, the true beauty is in saying Yes to the process to betterment, not in the final destination 'cuz the perfection can never be static or stagnant..

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.

Just like the Little Dragon, you can choose to feel your feelings and to make positive changes. Everyone has emotions and we can learn to express them in a healthy way. Sharing things that bring you joy and behaving respectfully toward others can help build friendships. Life is more fun when shared with friends.

the same time, a relationship with a narcissist is also a cataclysmic rude awakening into the fact that people are rarely who they portray themselves to be. It’s knowledge. It’s experience. It’s insight and wisdom—perhaps the kind you wish you didn’t have. Sometimes, it’s even social capital—enabling you to navigate even more intelligently and with more discernment than ever before. You’re wide-eyed and vigilant. You see what other people don’t see. You learn about boundaries and your values. You recognize the value of authentic people, those rare breeds who wear their hearts on their sleeve and bleed integrity instead of exploit that quality in others. It doesn’t have to be a “waste of time” to have been through this experience—even while validating how painful it is and the fact that no one should ever have to go through it. When you’ve been through something horrific like this, at the very least you are owed the fruits of its wisdom and the drive it provides you to kick some serious ass.

A good children's book is a conversation children and their parents share and talk about

Be the kind of grown up that you needed as a child (or was fortunate to have had as one).

The particular patterns I noticed from the literature in these fields turned out to be curiosity, sociality, emotion, authenticity, and failure.

I can’t force my students to learn and mature academically, socially, and emotionally. But I can offer incredible experiences that make them eager to learn.

Each one of us is different, but one thing that is true; Each one of us is wonderfully made, and so, my dear, are you!

Make no mistake about it, a perfect storm is forming, and it's coming our way. Its sudden onset and fierce intensity will surprise even its most vocal proponents and cheerleaders. Many people who are now in the fetish lifestyle will vainly leap into the fray, foolishly thinking that this will be an orderly battle of opposing ideas that can be fought civilly and rationally. They will quickly learn that they are tragically wrong in this assumption, and many of them will pay a terrible price emotionally, socially, and financially as a result.

This is another basis for my frequent claim, “You are an architect of your experience.” You are indeed partly responsible for your actions, even so-called emotional reactions that you experience as out of your control. It is your responsibility to learn concepts that, through prediction, steer you away from harmful actions. You also bear some responsibility for others, because your actions shape other people’s concepts and behaviors, creating the environment that turns genes on and off to wire their brains, including the brains of the next generation. Social reality implies that we are all partly responsible for one another’s behavior, not in a fluffy, let’s-all-blame-society sort of way, but a very real brain-wiring way.

Attachment is our connection with the world. In the earliest attachment relationships, we gain or lose the ability to stay open, self-nurturing and healthy. In those early attachment bonds, we learned to experience anger or to fear it and repress it. There we developed our sense of autonomy or suffered its atrophy. Connection is also vital to healing. Study after study concludes that people without social contact—the lonely ones—are at greatest risk for illness. People who enjoy genuine emotional support face a better prognosis, no matter what the disease.

Attempting to direct our children’s lives, no matter how good the intention, may prevent them from making mistakes now but also takes away important opportunities for them to learn lessons.

While bullying happens to both males and females on the spectrum, girls, particularly, can be judgmental. Dr. Grandin advocates that some gifted children with autism should be allowed to skip high school and go right to college and I couldn‘t agree with her more. We flourish much better in an environment where the emphasis is on academic achievement and not socializing. Of course we need to learn to socialize, but through shared interests with like-minded individuals, not by being thrown to the lions. Emotionally, we require an atmosphere of tolerance and non-judgment.

But throughout history, while some humans have been our best friends and kept us safe, others have been our worst enemies. The major predators of human beings are other human beings. Our stress-response systems, therefore, are closely interconnected with the systems that read and respond to human social cues. As a result we are very sensitive to expressions, gestures and the moods of others. As we shall see, we interpret threat and learn to handle stress by watching how those around us. We even have special cells in our brains that fire, not when we move or express emotions, but when we see others do so.

And, fundamentally, diagnoses can deflect attention away from underlying social and emotional problems, wherein branding a scientific name on someone’s distress is never guaranteed to effectively lessen their pain.

A few months ago on a school morning, as I attempted to etch a straight midline part on the back of my wiggling daughter's soon-to-be-ponytailed blond head, I reminded her that it was chilly outside and she needed to grab a sweater. "No, mama." "Excuse me?" "No, I don't want to wear that sweater, it makes me look fat." "What?!" My comb clattered to the bathroom floor. "Fat?! What do you know about fat? You're 5 years old! You are definitely not fat. God made you just right. Now get your sweater." She scampered off, and I wearily leaned against the counter and let out a long, sad sigh. It has begun. I thought I had a few more years before my twin daughters picked up the modern day f-word. I have admittedly had my own seasons of unwarranted, psychotic Slim-Fasting and have looked erroneously to the scale to give me a measurement of myself. But these departures from my character were in my 20s, before the balancing hand of motherhood met the grounding grip of running. Once I learned what it meant to push myself, I lost all taste for depriving myself. I want to grow into more of a woman, not find ways to whittle myself down to less. The way I see it, the only way to run counter to our toxic image-centric society is to literally run by example. I can't tell my daughters that beauty is an incidental side effect of living your passion rather than an adherence to socially prescribed standards. I can't tell my son how to recognize and appreciate this kind of beauty in a woman. I have to show them, over and over again, mile after mile, until they feel the power of their own legs beneath them and catch the rhythm of their own strides. Which is why my parents wake my kids early on race-day mornings. It matters to me that my children see me out there, slogging through difficult miles. I want my girls to grow up recognizing the beauty of strength, the exuberance of endurance, and the core confidence residing in a well-tended body and spirit. I want them to be more interested in what they are doing than how they look doing it. I want them to enjoy food that is delicious, feed their bodies with wisdom and intent, and give themselves the freedom to indulge. I want them to compete in healthy ways that honor the cultivation of skill, the expenditure of effort, and the courage of the attempt. Grace and Bella, will you have any idea how lovely you are when you try? Recently we ran the Chuy's Hot to Trot Kids K together as a family in Austin, and I ran the 5-K immediately afterward. Post?race, my kids asked me where my medal was. I explained that not everyone gets a medal, so they must have run really well (all kids got a medal, shhh!). As I picked up Grace, she said, "You are so sweaty Mommy, all wet." Luke smiled and said, "Mommy's sweaty 'cause she's fast. And she looks pretty. All clean." My PRs will never garner attention or generate awards. But when I run, I am 100 percent me--my strengths and weaknesses play out like a cracked-open diary, my emotions often as raw as the chafing from my jog bra. In my ultimate moments of vulnerability, I am twice the woman I was when I thought I was meant to look pretty on the sidelines. Sweaty and smiling, breathless and beautiful: Running helps us all shine. A lesson worth passing along.

We all see very clearly in others tendencies which we, ourselves, have overcome. The older and wiser we grow, the more we can see the arrogance of youth. The more authentic we become, the more we can see the lies of insecurity. The more vulnerable we allow ourselves to be, the more we see the dangerous symptoms of unexpressed emotions. There is no finish line to learning. There is no point where we're done growing, and all we will ever do is look down upon others who are behind us. No one is ever at the top. We are all growing at our own rates, and no matter how terrible or how enlightened we fancy ourselves to be today, the future will be sure to give us a different perspective. There is really no use in comparing yourself to others. There will always be someone ahead and someone behind, and there will be dozens (if not hundreds) of different scales and gradients to be behind and ahead on. To be number one is never final. It is and always will be a momentary, fleeting instant. But to be a growing version of yourself? That, you can be. You can be that every single day.

The thing about groupthink or social media bubbles is that they aggressively feed and amplify repetition. And repetition, however familiar and comforting, will never challenge us mentally, emotionally or behaviorally. Echoes simply reiterate what has already been said at some point in time, long gone. Like dead stars, they might seem to have a presence from a distance, but in truth, they are completely devoid of life and light. Echo chambers, therefore, severely limit the breadth and depth of the views we subject ourselves to, they ration knowledge. And, at the same time, they limit wisdom: wisdom which connects the mind and the heart, activates emotional intelligence, expands empathy and understanding, allows us to reach beyond the lonely confines of our own minds and engage with the rest of humanity, to listen to them and learn from them. To leave one echo chamber for another is not a solution either. We must strive to become intellectual nomads, keep moving, keep learning, resist confining ourselves in any cultural or mental ghetto, and spend more time not in select centers but at the margins, which is where real change always comes from.

most creative among us – but passive slaves to the laws of physics that govern our neurons? Could machines have emotions? Do our emotions and our intellects belong to separate compartments of our selves? Could machines be enchanted by ideas, by people, by other machines? Could machines be attracted to each other, fall in love? What would be the social norms for machines in love? Would there be proper and improper types of machine love affairs? Could a machine be frustrated and suffer? Could a frustrated machine release its pent-up feelings by going outdoors and self-propelling ten miles? Could a machine learn to enjoy the sweet pain of marathon running? Could a machine with a seeming zest for life destroy itself purposefully one day, planning the entire episode so as to fool its mother machine into ‘thinking’ (which, of course, machines cannot do, since they are mere hunks of inorganic matter) that it had perished by accident?

addiction is a learned relationship between the timing and pattern of the exposure to substances or other potentially addictive experiences and a person’s predispositions, cultural and physical environment, and social and emotional needs.

The algorithms of superintelligence will change the world in a positive way but trouncing human being will not be possible due to emotions, empathy, social interactions, reproduction, and mortality which are the qualities that belong to humans only.

Exile from society allows person to disengage from meaningless activities and develop conscious awareness. A person’s courageous struggle to eliminate the trepidation of social exile produces insights into what it means to be human. We can displace emotional disquiet by living a heightened state of existence. How a person’s resolves the tremendous anxiety and dizziness that impetus comes from contemplating the inevitability of death, human freedom of choice, the moral responsibilities attendant to living in a selected manner, existential isolation, and the possibility of nothingness establishes a governing philosophical framework. A person must not rue ouster from society because release from moral and societal constraints spurs learning and advanced consciousness.

When we are taught that our anger is undesirable, selfish, powerless, and ugly, we learn that we are undesirable, selfish, powerless, andy ugly. When we forgo talking about anger, because it represents risk or challenge, or because it disrupts a comfortable status quo, we forgo valuable lessons about risk and challenge and the discomforts of the status quo. By naturalizing the idea that girls and women aren't angry but are sad, by instisting that they keep their anger to themselves, we render women's feelings and demands mute and with little social value. When we call our anger sadness instead of anger, we often fail to acknowledge what is wrong, specifically in a way that discourages us from imagining and pursuing change. Sadness, as an emotion, is paired with acceptance. Anger, on the other hand, invokes the possibility of change and of fighting back. What I wish I had taught my daughter in that moment was that she had every right to be angry, and subsequently demand that the adults around her pay attention to that anger. Only then can she feel she has the right to make demands on the world.

There are, essentially, two compelling reasons why I believe the reading public should care about Fred and his work: First, he recognized the critical importance of learning during the earliest years. No one better understood how essential it is for proper social, emotional, cognitive, and language development to take place in the first few years of life. And no one did more to convince a mass audience in America of the value of early education. Second, he provided, and continues to provide, exemplary moral leadership. Fred Rogers advanced humanistic values because of his belief in Christianity, but his spirituality was completely eclectic; he found merit in all faiths and philosophies. His signature value was human kindness; he lived it and he preached it, to children, to their parents, to their teachers, to all of us everywhere who could take the time to listen.

Musk would later talk about—even joke about—having Asperger’s, a common name for a form of autism-spectrum disorder that can affect a person’s social skills, relationships, emotional connectivity, and self-regulation. “He was never actually diagnosed as a kid,” his mother says, “but he says he has Asperger’s, and I’m sure he’s right.” The condition was exacerbated by his childhood traumas. Whenever he would later feel bullied or threatened, his close friend Antonio Gracias says, the PTSD from his childhood would hijack his limbic system, the part of the brain that controls emotional responses. As a result, he was bad at picking up social cues. “I took people literally when they said something,” he says, “and it was only by reading books that I began to learn that people did not always say what they really meant.” He had a preference for things that were more precise, such as engineering, physics, and coding.

Evolutionary psychology maintains that the emotional and social needs of farm animals evolved in the wild, when they were essential for survival and reproduction. For example, a wild cow had to know how to form close relations with other cows and bulls, or else she could not survive and reproduce. In order to learn the necessary skills, evolution implanted in calves – as in the young of all other social mammals – a strong desire to play (playing is the mammalian way of learning social behaviour). And it implanted in them an even stronger desire to bond with their mothers, whose milk and care were essential for survival.

This is a medical issue, but mostly it’s a cultural issue. It’s a social issue and an emotional issue and a family dynamic issue and a community issue. Maybe we need to medically intervene so Poppy doesn’t grow a beard. Or maybe the world needs to learn to love a person with a beard who goes by "she" and wears a skirt.

Even anthropologists, who diligently train themselves to be nonjudgmental observers of cultural differences, have trouble when it comes to recognizing and allowing for cultural differences in emotions. Because our emotions come into our consciousness unbidden and often surprise us with their intensity, we often assume that they are not influenced by cultural cues or social scripts. But with careful study, anthropologists have learned that emotions are not like muscle reflexes; rather, they are communications with deep and sometimes obscure meanings. Cultures differ not only in their response to specific events... but also in more global ways.

A study of kindergartens in Germany compared fifty play-based classes with fifty early-learning centers and found that the children who played excelled over the others in reading and mathematics and were better adjusted socially and emotionally in school. They also excelled in creativity and intelligence, oral expression, and industry.8

Studies show that teaching traits like kindness, compassion, and empathy, in an explicit and intentional way at a young age, can make a difference. A 2011 meta-analysis of social-emotional learning, which many US curricula have embraced in recent decades, suggested that it led to higher graduation rates and safer sex, even eighteen years later.

physical pain and intense experiences of social rejection hurt in the same way… Neuroscience advances confirm what we’ve known all along: emotions can hurt and cause pain. And just as we often struggle to define physical pain, describing emotional pain is difficult. Shame is particularly hard because it hates having words wrapped around it. It hates being spoken.

Each human is unique. Each human has unlimited potential. Distinguish between who you are and what you do. Golf is a game to be played. Developing balance is essential. Performance is about getting the ball in the hole. No one is broken. Every human being can develop. The physical, technical, mental, emotional, and social parts of golf and life are integrated. Learning is a lifetime process.

Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

Inside the pages of each and every book was a whole other world. He could disappear inside that world whenever he needed to - - whenever he felt the outside world, and other people, pressing in on him - - a pressure from social contact and expectations that was surely routine for everyone else, but affected him much more intensely and inexplicably. But he could also experience things from other people's points of view and learn their lessons alongside them, and - - most important to him - - discover the key to living a happy life. He had a feeling that, outside his rough farming family, people were existing on a very different plane, with their emotions and their desires telegraphed along lines never - ending, vibrating in as - yet - unknown ears, creating little frictions and little sparks. His own life was full of little friction, and even fewer sparks.

The Misunderstood Social Butterfly   Like manipulative mothers, scheming co-workers act nice toward their intended target and present themselves as a victim. These schemers make themselves seem misunderstood and victimized to gain their target’s trust. The unwitting target then makes it his or her job to cover for the “victim,” making sure that the “victim” is protected from others.   This forms an exclusive bond between the two parties, with the manipulator effectively cutting off the target’s contact with other employees by painting them in a bad light. The target then becomes the manipulator’s personal pep squad, leaving the employee emotionally and mentally drained.   Typically, the person being manipulated in this type of relationship at work is someone who is hard working, trusting, and unfortunately, often times easy prey to a manipulator. The manipulator sees the victim as the person who is always working late and the person who always “tries to do the right thing”. The manipulator, conversely, often times is the one leaving early, skating by day-to-day, but occasionally has enough “golden opportunities” with the boss to make themselves the “favored employees”. Nearly always a gregarious and outgoing person, these manipulative people can be true terrors to those whom they manipulate.

To expect an addict to give up her drug is like asking the average person to imagine living without all her social skills, support networks, emotional stability and sense of physical and psychological comfort. Those are the qualities that, in their illusory and evanescent way, drugs give the addict. People like Serena and Celia and the others whose portraits have appeared in this book perceive their drugs as their “rock and salvation.” Thus, for all the valid reasons we have for wanting the addict to “just say no,” we first need to offer her something to which she can say “yes.” We must provide an island of relief. We have to demonstrate that esteem, acceptance, love and humane interaction are realities in this world, contrary to what she, the addict, has learned all her life. It is impossible to create that island for people unless they can feel secure that their substance dependency will be satisfied as long as they need it.

Brené Brown, a social scientist and TED speaker who has researched shame, worthiness, courage, and vulnerability, recently published a book called Daring Greatly, which I fortuitously picked up at a Boston bookstore when I was just beginning to write this book. I was so blown away by the commonalities between our books that I twittered her, praising her work and asking her if she would give me a foreword for this book.3 She writes: The perception that vulnerability is weakness is the most widely accepted myth about vulnerability and the most dangerous. When we spend our lives pushing away and protecting ourselves from feeling vulnerable or from being perceived as too emotional, we feel contempt when others are less capable or willing to mask feelings, suck it up, and soldier on. We’ve come to the point where, rather than respecting and appreciating the courage and daring behind vulnerability, we let our fear and discomfort become judgment and criticism.

Often the greatest obstacle to our pursuit of mastery comes from the emotional drain we experience in dealing with the resistance and manipulations of the people around us. If we are not careful, our minds become absorbed in endless political intrigues and battles. The principal problem we face in the social arena is our naïve tendency to project onto people our emotional needs and desires of the moment. We misread their intentions and react in ways that cause confusion or conflict. Social intelligence is the ability to see people in the most realistic light possible. By moving past our usual self-absorption, we can learn to focus deeply on others, reading their behavior in the moment, seeing what motivates them, and discerning any possible manipulative tendencies. Navigating smoothly the social environment, we have more time and energy to focus on learning and acquiring skills. Success attained without this intelligence is not true mastery, and will not last.

It took me many more years of prospective follow-up, and many more years of emotional growth, to learn to take love seriously. What it looks like—God, a nurse, a child, a good Samaritan, or any of its other guises—is different for everybody. But love is love. At age seventy-five, Camille took the opportunity to describe in greater detail how love had healed him. This time he needed no recourse to Freud or Jesus. Before there were dysfunctional families, I came from one. My professional life hasn’t been disappointing—far from it—but the truly gratifying unfolding has been into the person I’ve slowly become: comfortable, joyful, connected and effective. Since it wasn’t widely available then, I hadn’t read that children’s classic, The Velveteen Rabbit, which tells how connectedness is something we must let happen to us, and then we become solid and whole. As that tale recounts tenderly, only love can make us real. Denied this in boyhood for reasons I now understand, it took me years to tap substitute sources. What seems marvelous is how many there are and how restorative they prove. What durable and pliable creatures we are, and what a storehouse of goodwill lurks in the social fabric. . . . I never dreamed my later years would be so stimulating and rewarding. That convalescent year, transformative though it was, was not the end of Camille’s story. Once he grasped what had happened, he seized the ball and ran with it, straight into a developmental explosion that went on for thirty years. A

And to the extent that it can train viewers to laugh at characters’ unending put-downs of one another, to view ridicule as both the mode of social intercourse and the ultimate art-form, television can reinforce its own queer ontology of appearance: the most frightening prospect, for the well-conditioned viewer, becomes leaving oneself open to others’ ridicule by betraying passé expressions of value, emotion, or vulnerability. Other people become judges; the crime is naïveté. The well-trained viewer becomes even more allergic to people. Lonelier. Joe B.’s exhaustive TV-training in how to worry about how he might come across, seem to watching eyes, makes genuine human encounters even scarier. But televisual irony has the solution: further viewing begins to seem almost like required research, lessons in the blank, bored, too-wise expression that Joe must learn how to wear for tomorrow’s excruciating ride on the brightly lit subway, where crowds of blank, bored-looking people have little to look at but each other.

But no matter how carefully we schedule our days, master our emotions, and try to wring our best life now from our better selves, we cannot solve the problem of finitude. We will always want more. We need more. We are carrying the weight of caregiving and addiction, chronic pain and uncertain diagnosis, struggling teenagers and kids with learning disabilities, mental illness and abusive relationships. A grandmother has been sheltering without a visitor for months, and a friend's business closed its doors. Doctors, nurses, and frontline workers are acting as levees, feeling each surge of the disease crash against them. My former students, now serving as pastors and chaplains, are in hospitals giving last rites in hazmat suits. They volunteer to be the last person to hold his hand. To smooth her hair. The truth if the pandemic is the truth of all suffering: that it is unjustly distributed. Who bears the brunt? The homeless and the prisoners. The elderly and the children. The sick and the uninsured. Immigrants and people needing social services. People of color and LGBTQ people. The burdens of ordinary evils— descriminations, brutality, predatory lending, illegal evictions, and medical exploitation— roll back on the vulnerable like a heavy stone. All of us struggle against the constraints places on our bodies, our commitments, our ambitions, and our resources, even as we're saddled with inflated expectations of invincibility. This is the strange cruelty of suffering in America, its insistence that everything is still possible.

In certain young people today…I notice what I find increasingly troubling: a cold-blooded grasping, a hunger to take and take and take, but never give; a massive sense of entitlement; an inability to show gratitude; an ease with dishonesty and pretension and selfishness that is couched in the language of self-care; an expectation always to be helped and rewarded no matter whether deserving or not; language that is slick and sleek but with little emotional intelligence; an astonishing level of self-absorption; an unrealistic expectation of puritanism from others; an over-inflated sense of ability, or of talent where there is any at all; an inability to apologize, truly and fully, without justifications; a passionate performance of virtue that is well mexecuted in the public space of Twitter but not in the intimate space of friendship. I find it obscene. People who ask you to ‘educate’ yourself while not having actually read any books themselves, while not being able to intelligently defend their own ideological positions, because by ‘educate,’ they actually mean ‘parrot what I say, flatten all nuance, wish away complexity.’ People who wield the words ‘violence’ and ‘weaponize’ like tarnished pitchforks. People who depend on obfuscation, who have no compassion for anybody genuinely curious or confused. Ask them a question and you are told that the answer is to repeat a mantra. Ask again for clarity and be accused of violence. And so we have a generation of young people on social media so terrified of having the wrong opinions that they have robbed themselves of the opportunity to think and to learn and to grow.

Imagine you live on a planet where the dominant species is far more intellectually sophisticated than human beings but often keeps humans as companion animals. They are called the Gorns. They communicate with each other via a complex combination of telepathy, eye movements & high-pitched squeaks, all completely unintelligible & unlearnable by humans, whose brains are prepared for verbal language acquisition only. Humans sometimes learn the meaning of individual sounds by repeated association with things of relevance to them. The Gorns & humans bond strongly but there are many Gorn rules that humans must try to assimilate with limited information & usually high stakes. You are one of the lucky humans who lives with the Gorns in their dwelling. Many other humans are chained to small cabanas in the yard or kept in outdoor pens of varying size. They are so socially starved they cannot control their emotions when a Gorn goes near them. The Gorns agree that they could never be House-Humans. The dwelling you share with your Gorn family is filled with water-filled porcelain bowls.Every time you try to urinate in one,nearby Gorn attack you. You learn to only use the toilet when there are no Gorns present. Sometimes they come home & stuff your head down the toilet for no apparent reason. You hate this & start sucking up to the Gorns when they come home to try & stave this off but they view this as evidence of your guilt. You are also punished for watching videos, reading books, talking to other human beings, eating pizza or cheesecake, & writing letters. These are all considered behavior problems by the Gorns. To avoid going crazy, once again you wait until they are not around to try doing anything you wish to do. While they are around, you sit quietly, staring straight ahead. Because they witness this good behavior you are so obviously capable of, they attribute to “spite” the video watching & other transgressions that occur when you are alone. Obviously you resent being left alone, they figure. You are walked several times a day and left crossword puzzle books to do. You have never used them because you hate crosswords; the Gorns think you’re ignoring them out of revenge. Worst of all, you like them. They are, after all, often nice to you. But when you smile at them, they punish you, likewise for shaking hands. If you apologize they punish you again. You have not seen another human since you were a small child. When you see one you are curious, excited & afraid. You really don’t know how to act. So, the Gorn you live with keeps you away from other humans. Your social skills never develop. Finally, you are brought to “training” school. A large part of the training consists of having your air briefly cut off by a metal chain around your neck. They are sure you understand every squeak & telepathic communication they make because sometimes you get it right. You are guessing & hate the training. You feel pretty stressed out a lot of the time. One day, you see a Gorn approaching with the training collar in hand. You have PMS, a sore neck & you just don’t feel up to the baffling coercion about to ensue. You tell them in your sternest voice to please leave you alone & go away. The Gorns are shocked by this unprovoked aggressive behavior. They thought you had a good temperament. They put you in one of their vehicles & take you for a drive. You watch the attractive planetary landscape going by & wonder where you are going. You are led into a building filled with the smell of human sweat & excrement. Humans are everywhere in small cages. Some are nervous, some depressed, most watch the goings on on from their prisons. Your Gorns, with whom you have lived your entire life, hand you over to strangers who drag you to a small room. You are terrified & yell for your Gorn family to help you. They turn & walk away.You are held down & given a lethal injection. It is, after all, the humane way to do it.

The second big emotional impact of quitting social media was that it made me miss my friends. I know the easy knock on social media is that it’s just people telling you what they had for dinner, but it could be so much more than that. Long before, I had eliminated much of the noise on my feeds, so the friends I “saw” each day were those who made me laugh and learn and think. That was not something I was prepared to lose forever, so it forced me into an interesting position. The only way to get those people back into my life was to actually get them back into my life.

Positive relationships keep our safety-threat detection system in check. There is a reason that collectivist cultures focus on relationships. The brain is wired to scan continuously for social and physical threats, except when we are in positive relationships. The oxytocin positive relationships trigger helps the amygdala stay calm so the prefrontal cortex can focus on higher order thinking and learning. Just as you want to identify and remove things that create an emotionally unsafe environment, you have to also focus on building positive relationships that students recognize based on their cultural schema.

There is a principle to be learned by studying the biological origins of moral reasoning. It is that outside the clearest ethical precepts, such as the condemnation of slavery, child abuse, and genocide, which all will agree should be opposed everywhere without exception, there is a larger gray domain inherently difficult to navigate. The declaration of ethical precepts and judgments made from them requires a full understanding of why we care about the matter one way or the other, and that includes the biological history of the emotions engaged. This inquiry has not been done. In fact, it is seldom even imagined. With deepened self-understanding, how will we feel about morality and honor? I have no doubt that in many cases, perhaps the great majority, the precepts shared by most societies today will stand the test of biology-based realism. Others, such as the ban on artificial conception, condemnation of homosexual preference and forced marriages of adolescent girls, will not. Whatever the outcome, it seems clear that ethical philosophy will benefit from a reconstruction of its precepts based on both science and culture. If such greater understanding amounts to the “moral relativism” so fervently despised by the doctrinally righteous, so be it.

We seldom realize, for example, that our most private thoughts and emotions are not actually our own. For we think in terms of languages and images which we did not invent, but which were given to us by our society. We copy emotional reactions from our parents, learning from them that excrement is supposed to have a disgusting smell and that vomiting is supposed to be an unpleasant sensation. The dread of death is also learned from their anxieties about sickness and from their attitudes to funerals and corpses. Our social environment has this power just because we do not exist apart from a society. Society is our extended mind and body.

Now religious ideas, as history shows, are charged with an extremely suggestive, emotional power. Among them I naturally reckon all représentations collectives, everything that we learn from the history of religion, and anything that has an “-ism” attached to it. The latter is only a modern variant of the denominational religions. A man may be convinced in all good faith that he has no religious ideas, but no one can fall so far away from humanity that he no longer has any dominating représentation collective. His very materialism, atheism, communism, socialism, liberalism, intellectualism, existentialism, or what not, testifies against his innocence. Somewhere or other, overtly or covertly, he is possessed by a supraordinate idea.

Penn, in so many ways, we’re so lucky. In so many ways, I’m grateful this is what our kid got, gender dysphoria instead of cancer or diabetes or heart disease or any of the other shit kids get. The treatment for those isn’t necessarily clearer. The drugs are harsher and the prognosis scarier and the options life-and-death but never black-and-white, and my heart breaks every time for those kids and those parents. But those are more or less medical issues. This is a medical issue, but mostly it’s a cultural issue. It’s a social issue and an emotional issue and a family dynamic issue and a community issue. Maybe we need to medically intervene so Poppy doesn’t grow a beard. Or maybe the world needs to learn to love a person with a beard who goes by “she” and wears a skirt.

But it is the nature of narcissistic entitlement to see the situation from only one very subjective point of view that says “My feelings and needs are all that matter, and whatever I want, I should get.” Mutuality and reciprocity are entirely alien concepts, because others exist only to agree, obey, flatter, and comfort – in short, to anticipate and meet my every need. If you cannot make yourself useful in meeting my need, you are of no value and will most likely be treated accordingly, and if you defy my will, prepare to feel my wrath. Hell hath no fury like the Narcissist denied. Narcissists hold these unreasonable expectations of particularly favorable treatment and automatic compliance because they consider themselves uniquely special. In social situations, you will talk about them or what they are interested in because they are more important, more knowledgeable, or more captivating than anyone else. Any other subject is boring and won’t hold interest, and, in their eyes, they most certainly have a right to be entertained. In personal relationships, their sense of entitlement means that you must attend to their needs but they are under no obligation to listen to or understand you. If you insist that they do, you are “being difficult” or challenging their rights. How dare you put yourself before me? they seem to (or may actually) ask. And if they have real power over you, they feel entitled to use you as they see fit and you must not question their authority. Any failure to comply will be considered an attack on their superiority. Defiance of their will is a narcissistic injury that can trigger rage and self-righteous aggression. The conviction of entitlement is a holdover from the egocentric stage of early childhood, around the age of one to two, when children experience a natural sense of grandiosity that is an essential part of their development. This is a transitional phase, and soon it becomes necessary for them to integrate their feelings of self-importance and invincibility with an awareness of their real place in the overall scheme of things that includes a respect for others. In some cases, however, the bubble of specialness is never popped, and in others the rupture is too harsh or sudden, as when a parent or caretaker shames excessively or fails to offer soothing in the wake of a shaming experience. Whether overwhelmed with shame or artificially protected from it, children whose infantile fantasies are not gradually transformed into a more balanced view of themselves in relation to others never get over the belief that they are the center of the universe. Such children may become self-absorbed “Entitlement monsters,” socially inept and incapable of the small sacrifices of Self that allow for reciprocity in personal relationships. The undeflated child turns into an arrogant adult who expects others to serve as constant mirrors of his or her wonderfulness. In positions of power, they can be egotistical tyrants who will have their way without regard for anyone else. Like shame, the rage that follows frustrated entitlement is a primitive emotion that we first learn to manage with the help of attuned parents. The child’s normal narcissistic rages, which intensify during the power struggles of age eighteen to thirty months – those “terrible twos” – require “optimal frustration” that is neither overly humiliating nor threatening to the child’s emerging sense of Self. When children encounter instead a rageful, contemptuous or teasing parent during these moments of intense arousal, the image of the parent’s face is stored in the developing brain and called up at times of future stress to whip them into an aggressive frenzy. Furthermore, the failure of parental attunement during this crucial phase can interfere with the development of brain functions that inhibit aggressive behavior, leaving children with lifelong difficulties controlling aggressive impulses.

What it all comes down to is that No-Drama Discipline encourages kids to look inside themselves, consider the feelings of others, and make decisions that are often difficult, even when they have the impulse or desire to do things another way. It allows children to put into practice the emotional and social abilities we want them to understand and master. It allows you to create structure with respect. When we’re willing to lovingly set a boundary—just like when we discipline with an awareness that our children’s brains are changing, changeable, and complex—we help create neural connections that improve our kids’ capacity for relationships, self-control, empathy, personal insight, morality, and much, much more. And they can feel good about who they are as individuals while learning to modify their behavior.

Be someone who is cool under pressure. Value serenity instead of outrage. It seems that our culture is moving in the wrong direction here. If you are blessed enough to not be on social media, you might be surprised to learn that the angriest, most passionate public figures are rewarded with the most clicks and biggest audiences. Our culture has begun to confuse passion with substance, reward the loudest and angriest voices, and thus incentivize behavior wholly at odds with Stoic wisdom. The number of decibels your voice hits as you scream about how right you are is not necessarily an indicator of how much sense you are making. As a society founded on reason and Western Enlightenment ideals, we must hold ourselves to a higher standard. We have to collectively stop allowing emotion and passion to pass for reason and factual debate.

One New Guinea friend surprised me by telling me that what she most likes about life in the U.S. is its “anonymity.” She explained that anonymity means to her the freedom to step away from the social bonds that make life in New Guinea emotionally full, but also confining. To my friend, anonymity includes the freedom to be alone, to walk alone, to have privacy, to express oneself, to debate openly, to hold unconventional views, to be more immune to peer pressures, and not to have one’s every action scrutinized and discussed. It means the freedom to sit in a café on a crowded street and read a newspaper in peace, without being besieged by acquaintances asking for help with their problems. It means the freedom of Americans to advance themselves as individuals, with much less obligation to share their earnings with all their relatives than in New Guinea.

It’s worth noting that changing behavior through ABA is often more than enough. But sometimes you want to go deeper, to help a child—or anyone else—understand cognitively and emotionally where they are and who they are in social situations, recognize their options, and decide for themselves what they want to do. Once they learn how to decide for themselves what they want to do, rather than put on reflexive behaviors they’ve been conditioned to show, real growth ensues. ABA is surface; social learning is deep. ABA is more or less robotic; social learning helps you understand social situations and respond according to your own desires and values. ABA is more mechanical; social learning is more supple and human. By coaching children in how to understand social situations and how to develop different ways of handling them, you can teach them not only how to do it but also enjoy doing so that the interaction is not just a matter of going through the motions.

Shorter prayers in which we make requests to God—the kind many of us are most familiar with—go undetected by a brain scan. This doesn’t mean they don’t work or they are not valuable. But it may encourage you toward deeper, longer prayer when you learn that twelve minutes of attentive and focused prayer every day for eight weeks changes the brain significantly enough to be measured in a brain scan.1 Not only that, but it strengthens areas of the brain involved in social interaction, increasing our sense of compassion and making us more sensitive to other people. It also reduces stress, bringing another measurable physical effect—lower blood pressure. Prayer in this deeper, more attentive way also strengthens the part of the brain that helps us override our emotional and irrational urges. Prayer that seeks communion with God actually makes us more thoughtful and rational, enhances our sense of peace and well-being, and makes us more compassionate and responsive to the needs of other people.

Other victims of neurotic dependency are battered wives. The fact that they are so often financially dependent upon the men who beat them makes for a vicious kind of entrapment. It's emotional dependency, though that puts a double lock on the trap. "There's a kind of panic that many women have about being able to make it in any way other than being dependent on their husbands (...) They've been taught their whole lives that they can't. It's a conditioning process." In situations in which they have no effect on their environments, animals begin to give up. (...) the same thing happens to humans. Stay long enough in a situation in which you feel you have no control, and you will simply stop responding. It's called learned helplessness. (...) Having been "shaped" to believe there is nothing she can do about the situation, the battered wife goes on being battered.Only after she begins to disengage from her belief in her own helplessness can she break out of the vicious cycle of dependency and its brutal effect on her life.

Whatever a student hears in class or reads in a book travels these pathways as he masters yet another iota of understanding. Indeed, everything that happens to us in life, all the details that we will remember, depend on the hippocampus to stay with us. The continual retention of memories demands a frenzy of neuronal activity. In fact, the vast majority of neurogenesis—the brain’s production of new neurons and laying down of connections to others—takes place in the hippocampus. The hippocampus is especially vulnerable to ongoing emotional distress, because of the damaging effects of cortisol. Under prolonged stress, cortisol attacks the neurons of the hippocampus, slowing the rate at which neurons are added or even reducing the total number, with a disastrous impact on learning. The actual killing off of hippocampal neurons occurs during sustained cortisol floods induced, for example, by severe depression or intense trauma. (However, with recovery, the hippocampus regains neurons and enlarges again.)20 Even when the stress is less extreme, extended periods of high cortisol seem to hamper these same neurons.

most students reported a state of total involvement in what was being taught, he would rate the moment “inspired.” The inspired moments of learning shared the same active ingredients: a potent combination of full attention, enthusiastic interest, and positive emotional intensity. The joy in learning comes during these moments. Such joyous moments, says University of Southern California neuroscientist Antonio Damasio, signify “optimal physiological coordination and smooth running of the operations of life.” Damasio, one of the world’s leading neuroscientists, has long been a pioneer in linking findings in brain science to human experience. Damasio argues that more than merely letting us survive the daily grind, joyous states allow us to flourish, to live well, and to feel well-being. Such upbeat states, he notes, allow a “greater ease in the capacity to act,” a greater harmony in our functioning that enhances our power and freedom in whatever we do. The field of cognitive science, Damasio notes, in studying the neural networks that run mental operations, finds similar conditions and dubs them “maximal harmonious states.

Nature vs. nurture is part of this—and then there is what I think of as anti-nurturing—the ways we in a western/US context are socialized to work against respecting the emergent processes of the world and each other: We learn to disrespect Indigenous and direct ties to land. We learn to be quiet, polite, indirect, and submissive, not to disturb the status quo. We learn facts out of context of application in school. How will this history, science, math show up in our lives, in the work of growing community and home? We learn that tests and deadlines are the reasons to take action. This puts those with good short-term memories and a positive response to pressure in leadership positions, leading to urgency-based thinking, regardless of the circumstance. We learn to compete with each other in a scarcity-based economy that denies and destroys the abundant world we actually live in. We learn to deny our longings and our skills, and to do work that occupies our hours without inspiring our greatness. We learn to manipulate each other and sell things to each other, rather than learning to collaborate and evolve together. We learn that the natural world is to be manicured, controlled, or pillaged to support our consumerist lives. Even the natural lives of our bodies get medicated, pathologized, shaved or improved upon with cosmetic adjustments. We learn that factors beyond our control determine the quality of our lives—something as random as which skin, gender, sexuality, ability, nation, or belief system we are born into sets a path for survival and quality of life. In the United States specifically, though I see this most places I travel, we learn that we only have value if we can produce—only then do we earn food, home, health care, education. Similarly, we learn our organizations are only as successful as our fundraising results, whether the community impact is powerful or not. We learn as children to swallow our tears and any other inconvenient emotions, and as adults that translates into working through red flags, value differences, pain, and exhaustion. We learn to bond through gossip, venting, and destroying, rather than cultivating solutions together. Perhaps the most egregious thing we are taught is that we should just be really good at what’s already possible, to leave the impossible alone.

At first the social worker may become too emotionally involved with his clients, so that when they fail he suffers, both because they are unhappy and because their failure is his failure, too. It’s hard to spend his days confronting devastating problems that he cannot fix—the misery and helplessness rub off on him. It may seem to him that to feel happy or spend money on himself is to betray the people he knows who are still suffering; or it may seem that his own unhappiness is a sign of his devotion. Perhaps he becomes angry, blaming systems and society for what he cannot fix himself. Gradually, he learns to be more detached. He realizes that he needs to be tough, and to develop a thick skin. But if he becomes too detached, he stops caring about his clients at all. Perhaps he withdraws into cynicism and self-defense, as he feels his ideals and his sense of potency wither. Longer-serving people in the office notice the waning of his enthusiasm, and welcome him to their gallows-humor fellowship. He retreats into apathy and jokes and drinks after work. But even with his fellow apathetics to keep him company, the situation is depressing, and he looks for a way out.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

Much of doing and saying the right things in social situations comes from understanding the rules of the culture game. Our world is a melting pot of vastly different cultures. These cultures interact, live, and conduct business with each other according to very specific rules. There is no way around it, and it is a requirement to learn how to become emotionally intelligent across cultures. The secret to winning this culture game is to treat others how they want to be treated, not how you would want to be treated. The trick is identifying the different rules for each culture. To make matters even more complicated, the rules you should be watching for and mastering include the rules not only of ethnic culture but also of family and business culture. How do you go about mastering multiple sets of rules at once? The first step is to listen and watch even more and for a longer period of time than you would with people from your own culture. Collect multiple observations and think before you jump to conclusions. Consider yourself new in town, and before you open your mouth and insert your foot, observe other people’s interactions. Look for similarities and differences between how you would play the game versus how others are playing it. Next,

I have learned about these mechanisms from clinical populations that express difficulties in social connectedness. HIV patients provide an interesting example to elaborate on this point. In studying HIV patients, I have learned that often their caregivers feel unloved and frequently get angry attending to the needs of the infected individual. Parents of autistic children often report the same feelings and experiences. In both examples, although they often report feeling unloved, what they really are expressing is that the HIV-infected individual or the autistic child is not contingently responding to them with appropriate facial expressivity, eye gaze, and intonation in their voices. In both cases, the individual being cared for is behaving in a machinelike manner, and the caregivers feel disengaged and emotionally disconnected. Functionally, their physiological responses betray them, and they feel insulted. Thus, an important aspect of therapy is to deal not solely with the patient, but to also include the social context in which the patient lives with a focus on the parent–child or caregiver–client dyad. This will ensure that the parents or the caregivers will learn to understand their own responses as a natural physiological response.

When your interactions are inhibited by social anxiety, you are unable to get as much out of life as possible, and so a “harmless personality trait” can become a major obstacle that stands in the way of fulfillment and productivity. But this doesn’t have to be the case. Social anxiety is a learned response-a habit that can be broken. This book will show you, step by step, how to break the social anxiety cycle that may have caused loneliness in your personal life, decreased productivity in the workplace, and an overall lack of fulfillment. As you begin to understand that social anxiety is a combination of attitudinal, emotional, behavioral, and physical responses, you will see that there is actually no such thing as shyness. Rather, what you may refer to as “shyness” is actually social anxiety, a psychophysiological response that you can learn to control. To recognize social anxiety is to give yourself permission to resolve the issues that cause your symptoms. In working through this self-help program, learn to substitute the phrase “social anxiety” for the vague term “shyness” and you will start to see your response pattern in a different light: as a way of reacting that you have chosen, not some unchangeable instinct that has chosen you.

The appropriation of terms from psychology to discredit political opponents is part of the modern therapeutic culture that the sociologist Christopher Lasch criticized. Along with the concept of the authoritarian personality, the term “-phobe” for political opponents has been added to the arsenal of obloquy deployed by technocratic neoliberals against those who disagree with them. The coinage of the term “homophobia” by the psychologist George Weinberg in the 1970s has been followed by a proliferation of pseudoclinical terms in which those who hold viewpoints at variance with the left-libertarian social consensus of the transatlantic ruling class are understood to suffer from “phobias” of various kinds similar to the psychological disorders of agoraphobia (fear of open spaces), ornithophobia (fear of birds), and pentheraphobia (fear of one’s mother-in-law). The most famous use of this rhetorical strategy can be found in then-candidate Hillary Clinton’s leaked confidential remarks to an audience of donors at a fund-raiser in New York in 2016: “You know, to just be grossly generalistic, you could put half of Trump’s supporters into what I call the basket of deplorables. Right? They’re racist, sexist, homophobic, xenophobic, Islamophobic—you name it.” A disturbed young man who is driven by internal compulsions to harass and assault gay men is obviously different from a learned Orthodox Jewish rabbi who is kind to lesbians and gay men as individuals but opposes homosexuality, along with adultery, premarital sex, and masturbation, on theological grounds—but both are "homophobes.” A racist who opposes large-scale immigration because of its threat to the supposed ethnic purity of the national majority is obviously different from a non-racist trade unionist who thinks that immigrant numbers should be reduced to create tighter labor markets to the benefit of workers—but both are “xenophobes.” A Christian fundamentalist who believes that Muslims are infidels who will go to hell is obviously different from an atheist who believes that all religion is false—but both are “Islamophobes.” This blurring of important distinctions is not an accident. The purpose of describing political adversaries as “-phobes” is to medicalize politics and treat differing viewpoints as evidence of mental and emotional disorders. In the latter years of the Soviet Union, political dissidents were often diagnosed with “sluggish schizophrenia” and then confined to psychiatric hospitals and drugged. According to the regime, anyone who criticized communism literally had to be insane. If those in today’s West who oppose the dominant consensus of technocratic neoliberalism are in fact emotionally and mentally disturbed, to the point that their maladjustment makes it unsafe to allow them to vote, then to be consistent, neoliberals should support the involuntary confinement, hospitalization, and medication of Trump voters and Brexit voters and other populist voters for their own good, as well as the good of society.

The Blue Mind Rx Statement Our wild waters provide vast cognitive, emotional, physical, psychological, social, and spiritual values for people from birth, through adolescence, adulthood, older age, and in death; wild waters provide a useful, widely available, and affordable range of treatments healthcare practitioners can incorporate into treatment plans. The world ocean and all waterways, including lakes, rivers, and wetlands (collectively, blue space), cover over 71% of our planet. Keeping them healthy, clean, accessible, and biodiverse is critical to human health and well-being. In addition to fostering more widely documented ecological, economic, and cultural diversities, our mental well-being, emotional diversity, and resiliency also rely on the global ecological integrity of our waters. Blue space gives us half of our oxygen, provides billions of people with jobs and food, holds the majority of Earth's biodiversity including species and ecosystems, drives climate and weather, regulates temperature, and is the sole source of hydration and hygiene for humanity throughout history. Neuroscientists and psychologists add that the ocean and wild waterways are a wellspring of happiness and relaxation, sociality and romance, peace and freedom, play and creativity, learning and memory, innovation and insight, elation and nostalgia, confidence and solitude, wonder and awe, empathy and compassion, reverence and beauty — and help manage trauma, anxiety, sleep, autism, addiction, fitness, attention/focus, stress, grief, PTSD, build personal resilience, and much more. Chronic stress and anxiety cause or intensify a range of physical and mental afflictions, including depression, ulcers, colitis, heart disease, and more. Being on, in, and near water can be among the most cost-effective ways of reducing stress and anxiety. We encourage healthcare professionals and advocates for the ocean, seas, lakes, and rivers to go deeper and incorporate the latest findings, research, and insights into their treatment plans, communications, reports, mission statements, strategies, grant proposals, media, exhibits, keynotes, and educational programs and to consider the following simple talking points: •Water is the essence of life: The ocean, healthy rivers, lakes, and wetlands are good for our minds and bodies. •Research shows that nature is therapeutic, promotes general health and well-being, and blue space in both urban and rural settings further enhances and broadens cognitive, emotional, psychological, social, physical, and spiritual benefits. •All people should have safe access to salubrious, wild, biodiverse waters for well-being, healing, and therapy. •Aquatic biodiversity has been directly correlated with the therapeutic potency of blue space. Immersive human interactions with healthy aquatic ecosystems can benefit both. •Wild waters can serve as medicine for caregivers, patient families, and all who are part of patients’ circles of support. •Realization of the full range and potential magnitude of ecological, economic, physical, intrinsic, and emotional values of wild places requires us to understand, appreciate, maintain, and improve the integrity and purity of one of our most vital of medicines — water.

Dr. Gilligan states: “I am suggesting that the only way to explain the causes of violence, so that we can learn how to prevent it, is to approach violence as a problem in public health and preventive medicine, and to think of violence as a symptom of life-threatening pathology, which, like all form of illness, has an etiology or cause, a pathogen.”160 In Dr. Gilligan's diagnosis he makes it very clear that the greatest cause of violent behavior is social inequality, highlighting the influence of shame and humiliation as an emotional characteristic of those who engage in violence.161 Thomas Scheff, a emeritus professor of sociology in California stated that “shame was the social emotion”.162 Shame and humiliation can be equated with the feelings of stupidity, inadequacy, embarrassment, foolishness, feeling exposed, insecurity and the like – all largely social or comparative in their origin. Needless to say, in a global society with not only growing income disparity but inevitably “self-worth” disparity - since status is touted as directly related to our “success” in our jobs, bank account levels and the like - it is no mystery that feelings of inferiority, shame and humiliation are staples of the culture today. The consequence of those feelings have very serious implications for public health, as noted before, including the epidemic of the behavioral violence we now see today in its various complex forms. Terrorism, local school and church shootings, along with other extreme acts that simply did not exist before in the abstractions they find context today, reveals a unique evolution of violence itself. Dr. Gilligan concludes: “If we wish to prevent violence, then, our agenda is political and economic reform.”163

Ironically, the same scientific disciplines which shape our milk machines and egg machines have lately demonstrated beyond reasonable doubt that mammals and birds have a complex sensory and emotional make-up. They not only feel physical pain, but can also suffer from emotional distress. Evolutionary psychology maintains that the emotional and social needs of farm animals evolved in the wild, when they were essential for survival and reproduction. For example, a wild cow had to know how to form close relations with other cows and bulls, or else she could not survive and reproduce. In order to learn the necessary skills, evolution implanted in calves – as in the young of all other social mammals – a strong desire to play (playing is the mammalian way of learning social behaviour). And it implanted in them an even stronger desire to bond with their mothers, whose milk and care were essential for survival. What happens if farmers now take a young calf, separate her from her mother, put her in a closed cage, give her food, water and inoculations against diseases, and then, when she is old enough, inseminate her with bull sperm? From an objective perspective, this calf no longer needs either maternal bonding or playmates in order to survive and reproduce. But from a subjective perspective, the calf still feels a very strong urge to bond with her mother and to play with other calves. If these urges are not fulfilled, the calf suffers greatly. This is the basic lesson of evolutionary psychology: a need shaped in the wild continues to be felt subjectively even if it is no longer really necessary for survival and reproduction. The tragedy of industrial agriculture is that it takes great care of the objective needs of animals, while neglecting their subjective needs.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

To test these ideas, Dr. Mario Beauregard of the University of Montreal recruited a group of fifteen Carmelite nuns who agreed to put their heads into an MRI machine. To qualify for the experiment, all of them must “have had an experience of intense union with God.” Originally, Dr. Beauregard had hoped that the nuns would have a mystical communion with God, which could then be recorded by an MRI scan. However, being shoved into an MRI machine, where you are surrounded by tons of magnetic coils of wire and high-tech equipment, is not an ideal setting for a religious epiphany. The best they could do was to evoke memories of previous religious experiences. “God cannot be summoned at will,” explained one of the nuns. The final result was mixed and inconclusive, but several regions of the brain clearly lit up during this experiment: •  The caudate nucleus, which is involved with learning and possibly falling in love. (Perhaps the nuns were feeling the unconditional love of God?) •  The insula, which monitors body sensations and social emotions. (Perhaps the nuns were feeling close to the other nuns as they were reaching out to God?) •  The parietal lobe, which helps process spatial awareness. (Perhaps the nuns felt they were in the physical presence of God?) Dr. Beauregard had to admit that so many areas of the brain were activated, with so many different possible interpretations, that he could not say for sure whether hyperreligiosity could be induced. However, it was clear to him that the nuns’ religious feelings were reflected in their brain scans. But did this experiment shake the nuns’ belief in God? No. In fact, the nuns concluded that God placed this “radio” in the brain so that we could communicate with Him. Their conclusion was that God created humans to have this ability, so the brain has a divine antenna given to us by God so that we can feel His presence. David Biello concludes, “Although atheists might argue that finding spirituality in the brain implies that religion is nothing more than divine delusion, the nuns were thrilled by their brain scans for precisely the opposite reason: they seemed to provide confirmation of God’s interactions with them.” Dr. Beauregard concluded, “If you are an atheist and you live a certain kind of experience, you will relate it to the magnificence of the universe. If you are a Christian, you will associate it with God. Who knows. Perhaps they are the same thing.” Similarly, Dr. Richard Dawkins, a biologist at Oxford University and an outspoken atheist, was once placed in the God helmet to see if his religious beliefs would change. They did not. So in conclusion, although hyperreligiosity may be induced via temporal lobe epilepsy and even magnetic fields, there is no convincing evidence that magnetic fields can alter one’s religious views.

NOTE: Practice your most effective relaxation techniques before you begin these exercises (refer to Chapter 6 if necessary). People are better able to concentrate when they are relaxed. Listening -Pay attention to the sounds coming from outside: from the street, from above in the air, from as far away as possible. Then focus on one sound only. -Pay attention to the sounds coming from a nearby room—the kitchen, living room, etc. Identify each one, then focus on a single sound. -Pay attention to the sounds coming from the room you are in: the windows, the electrical appliances. Then focus on one sound only. -Listen to your breathing. -Hear a short tune and attempt to re-create it. -Listen to a sound, such as a ringing doorbell, a knock on the door, a telephone ringing, or a siren. How does it make you feel? -Listen to a voice on the telephone. Really focus on it. -Listen to the voices of family members, colleagues, or fellow students, paying close attention to their intonation, pacing, and accent. What mood are they conveying? Looking -Look around the room and differentiate colors or patterns, such as straight lines, circles, and squares. -Look at the architecture of the room. Now close your eyes. Can you describe it? Could you draw it? -Look at one object in the room: chair, desk, chest of drawers, whatever. Close your eyes and try to picture the shape, the material, and the colors. -Notice any changes in your environment at home, at school, or in your workplace. -Look at magazine photos and try to guess what emotions the subjects’ expressions show. -Observe the effect of light around you. How does it change shapes? Expressions? Moods? Touching -When shaking a person’s hand, notice the temperature of the hand. Then notice the temperature of your own hand. -Hold an object in your hands, such as a cup of coffee, a brick, a tennis ball, or anything else that is available. Then put it down. Close your eyes and remember the shape, size, and texture of the object. -Feel different objects and then, with your eyes closed, touch them again. Be aware of how the sensations change. -Explore different textures and surfaces with your eyes first open and then closed. Smelling and Tasting -Be aware of the smells around you; come up with words to describe them. -Try to remember the taste of a special meal that you enjoyed in the past. Use words to describe the flavors—not just the names of the dishes. -Search your memory for important smells or tastes. -Think of places with a strong tie to smell. These sensory exercises are an excellent way to boost your awareness and increase your ability to concentrate. What is learned in the fullest way—using all five senses—is unlikely to be forgotten. As you learn concentration, you will find that you are able to be more in tune with what is going on around you in a social situation, which in turn allows you to interact more fully.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

Thus polyvictimization or complex trauma are "developmentally adverse interpersonal traumas" (Ford, 2005) because they place the victim at risk not only for recurrent stress and psychophysiological arousal (e.g., PTSD, other anxiety disorders, depression) but also for interruptions and breakdowns in healthy psychobiological, psychological, and social development. Complex trauma not only involves shock, fear, terror, or powerlessness (either short or long term) but also, more fundamentally, constitutes a violation of the immature self and the challenge to the development of a positive and secure self, as major psychic energy is directed toward survival and defense rather than toward learning and personal development (Ford, 2009b, 2009c). Moreover, it may influence the brain's very development, structure, and functioning in both the short and long term (Lanius et al., 2010; Schore, 2009). Complex trauma often forces the child victim to substitute automatic survival tactics for adaptive self-regulation, starting at the most basic level of physical reactions (e.g., intense states of hyperarousal/agitation or hypoarousal/immobility) and behavioral (e.g., aggressive or passive/avoidant responses) that can become so automatic and habitual that the child's emotional and cognitive development are derailed or distorted. What is more, self-integrity is profoundly shaken, as the child victim incorporates the "lessons of abuse" into a view of him or herself as bad, inadequate, disgusting, contaminated and deserving of mistreatment and neglect. Such misattributions and related schema about self and others are some of the most common and robust cognitive and assumptive consequences of chronic childhood abuse (as well as other forms of interpersonal trauma) and are especially debilitating to healthy development and relationships (Cole & Putnam, 1992; McCann & Pearlman, 1992). Because the violation occurs in an interpersonal context that carries profound significance for personal development, relationships become suspect and a source of threat and fear rather than of safety and nurturance. In vulnerable children, complex trauma causes compromised attachment security, self-integrity and ultimately self-regulation. Thus it constitutes a threat not only to physical but also to psychological survival - to the development of the self and the capacity to regulate emotions (Arnold & Fisch, 2011). For example, emotional abuse by an adult caregiver that involves systematic disparagement, blame and shame of a child ("You worthless piece of s-t"; "You shouldn't have been born"; "You are the source of all of my problems"; "I should have aborted you"; "If you don't like what I tell you, you can go hang yourself") but does not involve sexual or physical violation or life threat is nevertheless psychologically damaging. Such bullying and antipathy on the part of a primary caregiver or other family members, in addition to maltreatment and role reversals that are found in many dysfunctional families, lead to severe psychobiological dysregulation and reactivity (Teicher, Samson, Polcari, & McGreenery, 2006).

If asked what manner of beast fascism is, most people would answer, without hesitation, "fascism is an ideology." The fascist leaders themselves never stopped saying that they were prophets of an idea, unlike the materialist liberals and socialists. Hitler talked ceaselessly of Weltanschauung, or "worldview," an uncomely word he successfully forced on the attention of the whole world. Mussolini vaunted the power of the Fascist creed. A fascist, by this approach, is someone who espouses fascist ideology - an ideology being more than just ideas, but a total system of thought harnessed to a world-shaping project... It would seem to follow that we should "start by examining the programs, doctrines, and propaganda in some of the main fascist movements and then proceed to the actual policies and performance of the only two noteworthy fascist regimes." Putting programs first rests on the unstated assumption that fascism was an "ism" like the other great political systems of the modern world: conservatism, liberalism, socialism. Usually taken for granted, that assumption is worth scrutinizing. The other "isms" were created in an era when politics was a gentleman's business, conducted through protracted and learned parliamentary debate among educated men who appealed to each other's reasons as well as their sentiments. The classical "isms" rested upon coherent philosophical systems laid out in the works of systematic thinkers. It seems only natural to explain them by examining their programs and the philosophy that underpinned them. Fascism, by contrast, was a new invention created afresh for the era of mass politics. It sought to appeal mainly to the emotions by the use of ritual, carefully stage-managed ceremonies, and intensely charged rhetoric. The role programs and doctrine play in it is, on closer inspection, fundamentally unlike the role they play in conservatism, liberalism, and socialism. Fascism does not rest explicitly upon an elaborated philosophical system, but rather upon popular feelings about master races, their unjust lot, and their rightful predominance over inferior peoples. It has not been given intellectual underpinnings by any system builder, like Marx, or by any major critical intelligence, like Mill, Burke, or Tocqueville. In a way utterly unlike the classical "isms," the rightness of fascism does not depend on the truth of any of the propositions advanced in its name. Fascism is "true" insofar as it helps fulfill the destiny of a chosen race or people or blood, locked with other peoples in a Darwinian struggle, and not in the light of some abstract and universal reason. The first fascists were entirely frank about this. "We [Fascists] don't think ideology is a problem that is resolved in such a way that truth is seated on a throne. But, in that case, does fighting for an ideology mean fighting for mere appearances? No doubt, unless one considers it according to its unique and efficacious psychological-historical value. The truth of an ideology lies in its capacity to set in motion our capacity for ideals and action. Its truth is absolute insofar as, living within us, it suffices to exhaust those capacities." The truth was whatever permitted the new fascist man (and woman) to dominate others, and whatever made the chosen people triumph.

The Western medical model — and I don't mean the science of it, I mean the practice of it, because the science is completely at odds with the practice — makes two devastating separations. First of all we separate the mind from the body, we separate the emotions from the physiology. So we don't see how the physiology of people reflects their lifelong emotional experience. So we separate the mind from the body, which is not something that traditional medicine has done, I mean, Ayuverdic or Chinese medicine or shamanic tribal cultures and medicinal practices throughout the world have always recognized that mind and body are inseparable. They intuitively knew it. Many Western practitioners have known this and even taught it, but in practice we ignore it. And then we separate the individual from the environment. The studies are clear, for example, that when people are emotionally isolated they tend to get sick more quickly and they succumb more rapidly to their disease. Why? Because people's physiology is completely related to their psychological, social environment and when people are isolated and alone their stress levels are much higher because there's nothing there to help them moderate their stress. And physiologically it is straightforward, you know, it takes a five-year-old kid to understand it. However because in practice we separate them... when somebody shows up with an inflamed joint, all we do is we give them an anti-inflammatory or because the immune system is hyperactive and is attacking them we give them a medication to suppress their immune system or we give them a stress hormone like cortisol or one of its analogues, to suppress the inflammation. But we never ask: "What does this manifest about your life?", "What does this say about your relationships?", "How stressful is your job?", "To what extent do you lack control in your life?", "Where are you not authentic?", "How are you trying to work so hard to meet your attachment needs by suppressing yourself?" (because that is what you learn to do as a kid). Then we do all this research that has to do with cell biology, so we keep looking for the cause of cancer in the cell. Now there's a wonderful quote in the New York Times a couple of years ago they did a series on cancer and somebody said: "Looking for the cause of cancer inside the individual cell is like trying to understand a traffic jam by studying the internal combustion engine." We will never understand it, but we spend hundreds of billions of dollars a year looking for the cause of cancer inside the cell, not recognizing that the cell exists in interaction with the environment and that the genes are modulated by the environment, they are turned on and off by the environment. So the impact of not understanding the unity of emotions and physiology on one hand and in the other hand the relationship between the individual and the environment.. in other words.. having a strictly biological model as opposed to what has been called a bio-psycho-social, that recognizes that the biology is important, but it also reflects our psychological and social relationships. And therefore trying to understand the biology in isolation from the psychological and social environment is futile. The result is that we are treating people purely through pharmaceuticals or physical interventions, greatly to the profit of companies that manufacture pharmaceuticals and which fund the research, but it leaves us very much in the dark about a) the causes and b) the treatment, the holistic treatment of most conditions. So that for all our amazing interventions and technological marvels, we are still far short of doing what we could do, were we more mindful of that unity. So the consequences are devastating economically, they are devastating emotionally, they are devastating medically.

Emotional attunement between teachers and learners is highlighted, as well as the central role of storytelling in traditional and contemporary learning. Research has also found that exploration and play, usually consigned to less important after-school activities, are central

contact—emotional networks integrate with sensory and motor systems to connect social and emotional meaning with behaviors.

Scientists agree that social learning largely shapes the male-female gap in emotional responding. Boys are toughened up in a way girls rarely are, making them less expressive but also less attuned to others’ feelings.

Almost half of those in a heavily academic preschool went on to have emotional problems, compared with only 6 percent of those in the play-based preschool. The latter group also had fewer felony arrests and spent fewer years in special education diagnosed with emotional impairment. Perhaps most disturbing is the potential for the early exposure to academics to physiologically damage developing brains. Although the brain continues to change throughout life in response to learning, young children undergo a number of sensitive periods critical to healthy development; learning to speak a language and responding to social cues are two such domains. Appropriate experiences can hone neural pathways that will help the child during life; by the same token, stressful experiences can change the brain’s architecture to make children significantly more susceptible to problems later in life, including depression, anxiety disorders—even