[vinnomot] Humanism and Psychology: (Comp 1): Natural Universe and Human Psychology

 

Understanding Ourselves and Our Universe: How Psychology Can Turn the "Mysteries of Human Nature" into Useful Tools for Self Improvement and Success in Life

 

Comprehensive Module: Human Psychology as a Natural Part of a Natural Universe
Genes and trauma
Introductory and Basic Modules have emphasized, the primary goal of this Cornerstone study is to enable us to markedly increase their understanding of how our own psychological repertoires develop and function, and how that understanding can be applied to themselves and other people in their world -- in fact, to any aspect of their entire universe that they perceive, think about, have feelings about, and/or interact with -- to better enable them to lead more insightful, happier, and more successful lives. Toward that end, it is important at this point to take a closer look at what we mean by understanding. A typical dictionary definition for understanding is "comprehending; the cognitive capability of rational thought, inference, and discrimination on a particular subject." There is also a more scientific, operational definition of understanding, which incorporates the core concepts of that general dictionary definition, but also extends them into more useful domains of knowledge for our purposes. In that context, understanding means the ability to successfully explain major cause and effect relationships and to make future predictions. In other words, to demonstrate a scientific understanding of a particular natural phenomenon, principle, or concept (Why does Uncle Fred cheat on his taxes? Why do some subcultures develop an 'anti-work ethic?' Why do most people believe in religion?), one has to explain the basic causes for those effects, and also reliably predict the future course of those phenomena in given circumstances. Since perfect explanations and predictions are not typically possible, scientists carefully specify the confidence levels for their explanations and/or predictions, preferably in terms of statistical probabilities; i.e., they tell what percentage of the time such explanations or predictions could be expected to be correct or incorrect. We will not specify confidence levels for most statements here, but if we state a fact, you can assume credible supporting evidence. In this study, we will use the scientific definition of understanding to carefully but understandably elucidate some major natural laws and principles governing human psychology. Our primary goal is to enable participants to better explain their own thoughts, feelings, and behaviors, to generalize those explanations accurately to other people, and to make better predictions about what they and others are likely to think/feel/do in future situations. Participants will thereby learn powerful concepts and principles for not only understanding the "mysteries of human nature," but also to start developing the ability to use related tools and methods to modify and improve themselves and others. Applying such psychological technology to help solve one's own problems, others' problems, and the problems of the world according to scientific principles represents both understanding and the humanist attributes of personal, social, and societal responsibilities at their very best This series will first finish the introductory level details of how human learning, genes, and trauma actually work, and then address how humans process information about themselves and their universe in general. Next we'll cover the main natural principles of how people receive information from their world, process that information to determine its meaning, use those meanings to make decisions about how to think, feel, and behave in particular situations, and use the consequences of those thoughts, feelings, and behaviors to improve their thoughts, feelings, and behaviors in similar situations in the future. Then finally, as usual, this Comprehensive Module will address ways in which these lessons can be applied to principles and issues in humanism.
Part 1: More Detail on Psychological Genes and Trauma
If you're coming to this Comprehensive Module directly from the Basic Module, you'll easily recall the previous material on human genes, trauma, and learning that determine the development of our psychological repertoires. But if not, we'll briefly summarize each of those before we elaborate further here. In the case of psychological genetics, conception(genetic heritage from our fathers and mothers) gives us our basic DNA codes that endow all intact humans with essentially the same few instincts and millions of genetic predispositions to get our psychological development off to the same basic start. As we develop, however, our specific learning experiences expand on those instincts and select out from all those predispositions the pervasive patterns and specific thoughts, feelings, and behaviors that will constitute our unique psychological repertoires at any particular developmental stage. With adequate genes, normal learning experiences, and not too much trauma, we will develop enough adaptive behaviors to become successful adults. With adequate genes and inadequate learning opportunties, or with inadequate genes and/or too few or maladaptive learning experiences, and/or too much trauma, our normal range potential will be disabled, resulting in some degree of psychopathologies (psychological diseases). To understand better how normal, supernormal, and subnormal development occurs, let's now consider some psychobiological details of exactly how our genes, trauma, and learning interact to produce wonderful people like us-the humans of all colors and statures. The basic genetic mechanisms are these. When conception (meeting of father and mothers'genetic material) takes place, beginning the long and perilous natural process of forming a human life, each parent provides 23 chromosomes (strands of deoxyribonucleic acid, or DNA-the genes) to form a new 46-chromosome genotype, or blueprint for a human being. DNA, in turn, is a complex spiral helix molecule made up of four organic nucleotides: adenine (A), cytosine (C), guanine (G), and thymine (T). These are "rungs on the genetic ladder", supported by a sugar-phosphate structure and bonded by hydrogen into A-T and C-G pairs. The enormous number of combinations of A-T and C-G pairs on the DNA strand constitute the genetic code, which -- just as a chemical formula produces chocolate and a digital code on your compact disk makes music or movies -- constitutes the formula for how to construct all the structural, metabolic, and psychological components of a human being. (Historically, the term psychological was treated as essentially different from the physical body, but since we are asserting that both are equally biologically determined, such distinctions are invalid!) DNA provides the construction blueprint, and RNA (ribonucleic acid) provides the construction materials (chemicals from the developing cell's cytoplasm surrounding the cell's DNA in the nucleus). Together DNA and RNA interact to take the nutrient chemicals supplied by the mother through her body and convert them into the developing baby's structural proteins (which form into cells, which in turn develop into the tissues, organs, bones, and nerves that make up our bodies), and metabolic proteins (like enzymes and hormones) that regulate how our bodies function. Thus, some of these proteins go to make toenails, some go to form hormones, and some go to build the brain's nerve cells (neurons) and neurochemicals (like neurotransmitters) that will eventually produce human thoughts, feelings, and behaviors. All human development is based on an ample supply of correctly organized proteins. Once developed, we call the "fulfilled DNA blueprint" a phenotype. Thus, the DNA genotype + RNA + enough nutrient chemicals = an intact structured, functioning, thinking, feeling, and behaving phenotype = a human being like you or me. If you're not familiar with this material, that's a lot of information and scientific jargon in a short amount of space! Take a break for a few minutes; then re-read the last paragraph before proceeding with this lesson. Just as with any other organ or organ system in the human body, one's DNA and RNA genetically pre-program one's brain and nervous system in the way described above. A normal range, intact genetic code will produce brain cells whose nuclei contain the genetic instincts and predispositions for a normal range of development, meaning a full complement of innate thoughts, feelings, and behaviors the sequence and timing of the development of increasingly mature thoughts, feelings, and behaviors the upper limits on one's physical and psychological potentials (e.g., for height, strength, range of emotions, and intelligence Unlike many animals lower on the phylogenetic ladder, not all of humans' psychological repertoires are set at birth, but the limits and capacities for the number and type of thoughts, feelings, and behaviors we can ever develop are. Put another way, once one's genetic code is set at fertilization, even a perfect learning environment and trauma-free life -- both of which are practically impossible -- cannot improve on our potential development) But these facts may soon be revolutionized by genetic engineering (intentionally changing one's genetic makeup after conception), which we'll address later.
At any point of human development from the moment of fertilization until the moment of brain death, any and all aspects of one's psychological development can be retarded (slowed down), dysfunctioned (made less efficient), disabled (made less complete), or destroyed (taken away entirely) by psychological trauma (damage to the nervous system -- usually to the CNS -- that impairs one's thinking, feeling, or behavioral abilities). Trauma can, of course, occur before or during conception, and we refer to that as a genetic defect. As we stated earlier, trauma -- by definition -- is virtually always bad for one's psychological development, but there are a few exceptions. We previously cited the example of doing brain surgery (cutting away some brain tissue, which is certainly traumatic) for the purpose of repairing some brain dysfunction or disability, and here are two others. Cross-cultural research has shown that low levels of trauma over extended periods of time may actually benefit physical and psychological development. For example, low calorie diets and temperature ranges outside the normal range often produce stronger, healthier, and more disease resistant children (among the survivors!). Likewise, low levels of stress (such as anxiety) often produce enhanced intellectual performances, such as in academic test scores. (This appears to be truer for boys than girls, but it's true nevertheless.)	Fetal Alcohol Syndrome Fetuses exposed to alcohol in utero are at risk for developing Fetal Alcohol Syndrome (FAS), the leading preventable cause of mental retardation. The brains of children with FAS are smaller than normal, resulting in neurobehavioral impairments associated with verbal learning visual-spatial learning attention reaction time executive functions (abstract thinking skills) (Source: U.S. Dept. of Health and Human Services, National Institutes of Health)
We also know that there are cases of "serendipitous trauma," where some slight damage actually can prevent some greater damage later. An example of this would be if a mini-stroke killed a few dozen brain cells (due to oxygen and nutrient deprivation) that were genetically pre-programmed to develop a virulent form of cancer. A few lost memories might be a small price to pay to save one's life from the ravages of malignancy. So while trauma is "by definition" a bad thing, there are instances when serendipity or selectively used trauma can actually produce significant improvements in psychological development.

 

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