April 2010


Philosophy and Psychology24 Apr 2010 04:51 pm

What appears to distinguish humans from the other life which we come into contact with is the degree to which we are self-conscious. Recently we have found evidence that other “higher” animals have impressive levels of self-awareness such as apes and dolphins. Yet, the degree to which humans are aware of their thoughts and feelings seems to be light years beyond all other earthly life.

No matter how intelligent a person is their existence is dominated by self-awareness. Thoughts and feelings make up our life world, are the basis of our human experience. Our current and future decisions are always influenced by our history of thoughts, feelings and perceptions.

The quality of our life is determined to a high degree by what we feel and think, when we feel and think, where we feel and think, how we feel and think, and even who we feel and think.

Though some of us are more reflective than others we are all interested in becoming a better person, in right action or in some form of personal development and growth. We all want to be better, smarter, wiser, happier or kinder today then we were yesterday and even more tomorrow than we are today. This overarching desire to grow, improve and develop seems part and parcel of the human experience.

Scientific research seems to support the idea that a new born does not immediately begin experiencing the world and itself as being separate. There is light, sound and sensation, but there is no I and the world. Yet, rather quickly an infant starts to distinguish between itself and mom, the breast or objects in general.

In this emerging world of human experience an infant starts to develop a sense of self. Many post modern thinkers are fond of saying that we construct our sense of self. Many of these thinkers go on to say that our sense of self is an illusion or a fiction.

While I agree that to a high degree we do develop, and acquire our sense of self (ego), I think it is inaccurate to say that the ego is a fiction. When one claims the ego is a fiction, I usually wonder who that person feels is sharing this insight with me if not their own ego (sense of self).

While it may be true that we do not begin life with a self-awareness or sense of self, it is also true that we do not create the ability to be self-aware. A person or infant doesn’t one day think to himself, “hmm I really think I would get on better in life if I viewed myself as a distinct subject amidst a world”. The ability to have an ego or a sense of self and to divide the world into subject and object is hard wired into us.

Likewise, we do not decide to have language and speech, that ability is inherent in us before our sense of self, and makes that sense of self (self-awareness, consciousness) possible. It would make sense that I and mom or (the breast) come into existence at the same moment. The object of mom is not possible unless I have some inkling of separateness, and the subject of one desiring a breast is not possible until one is aware that the breast exists outside and separate of oneself.

Those who view the ego as a fiction often emphasize that the perception that one is a self-contained, self-enclosed psychological unit is an illusion. I would say that such a viewpoint is an exaggeration for we are never totally complete nor separate from the world. Where we end and the world begins is not a fixed point, and our sense of self is always influenced by our environment.

Similarly, where our consciousness ends and the thoughts of others begin is not set. No man is an island and our thoughts, feelings and opinions are often created and altered by the conflicts and validations of others. Yet, just because there is no true consistent boundary does not mean a person and their sense of self does not exist.

On a biological level my body does not have a harsh and consistent boundary. At each moment heat and moisture leave my body or form a fluctuating energy halo beyond my flesh. Therefore, in many ways my body does not end at my skin. Yet, this fact does not make my body a fiction, but rather just points out that nothing about being human is absolute or final.

On an atomic level the boundaries of every object are in flux and do not conform to their visual forms. Every object and body are forever exchanging electrons and the like. Yet, all these biochemical reactions do not negate the existence of objects, but only speak to the way they exist.

Those critics of the ego often point out how often we misperceive things or the important role the “unconscious” plays in our lives. Yet, the most common way I know that a misconception has occurred, or that I have had a misperception is through an additional thought (concept) or perception. I only know something was an illusion by a new experience (perception, thought) which exposes the previous fallacy or misperception. I only know something was previously unconscious by a conscious recognition of this fact.

A new found insight or perception will stand as true as long as it works or until a better more universal one is found. The human world is one of development and change. Our conscious perceptual existence is neither random nor perfect, but always in a state of increased knowledge and familiarity. These ideas regarding human limitation and consciousness are addressed in length in my book Exploring Intimacy which you can read on this site by going into the Words section.

We are a growth driven, intimate self-correcting mechanism that experiences things from a self-conscious perspective. We have a sense of personal history which makes our concept of life possible, as well as provide us with a sense of meaning and satisfaction. Without our sense of time and space, experience would be impossible. Without limits and boundaries we could not feel growth, anticipation, satisfaction nor meaning. Yet, despite this fact our religious and scientific worlds always seek absolute and eternal truth. No only do they seek Truth, but they try to found all meaning of life on these unattainable ideals.

Like everything about conscious human experience it is temporal. We are finite and so therefore our truth is temporal. It appears to be a factual truth that human beings need oxygen to survive. Now maybe someday human beings and our environment may evolve in such a way that we will not need oxygen to live. Yet, this possibility does not destroy our current temporal necessity for oxygen.

The temporal nature of human truth does not make everything arbitrary. A possibility of humans living one day without oxygen does not make life arbitrary or even oxygen arbitrary. It just means that temporal truths are more human than absolute eternal ones.

Our entire existence and consciousness is made possible by the very fact that we are not complete, perfect or eternal. Our consciousness and self-awareness is more of a process than a thing. In this way the ego, and the unconscious are fictions because they are not objects but processes.There is no ego or unconscious to point to and they are not separate entities housed in different areas of the body.

I am amazed at how often we still refuse to accept and embrace our humanity. We often demonize our humanity or try to find a way to overcome it. Instead of finding happiness, meaning and satisfaction in our temporal self-conscious life world, we seek eternal truth in our science, religion and spirituality which are contrary to the very way we live and experience life.

Four thousand years ago the majority of humans thought many of their most powerful thoughts and feelings came to them from the outside or were a gift from the gods. Though most people experienced their mundane perceptions as their own, they did not see themselves as the true author of their experience. To me it seems a shame that we spend so much of our time and energy attacking and denying the sense of self (ego) we have slowly and valiantly constructed over the eons.

Jim Guido

The following paragraph is written for those with a philosophical background.
Anyone who uses a logically consistent application of phenomenological, existential, or gestalt oriented principles is acutely aware of the practical shortcomings of a positivist world view. Therefore, there is no need to deny or view our sense of self as a fiction. The fiction is an absolute and static sense of self. Yet, any absolute is contrary to anything that lives, feels or thinks.
Eternal consciousness is an oxymoron, for anything that thinks exists and anything that exists is temporal and finite.

Music21 Apr 2010 11:20 am

Here are the lyrics for my last three songs. I hope you enjoy them and it inspires you to check out my music tab where you can choose from some 150 or songs to read and listen to.

The Pleasure of Your Embrace 4/7/10

Mighty is the power of an emotion
It can fill you up or tear you down
It can be as deep and as blue as the ocean
Or drift aimlessly like a billowed cloud

Some let feelings be their master
Jerked about like a puppet on a string
I treat feelings as an artist
Their vast colors paint my being

As I wake I breath in deep
Feel refreshed from my deep sleep
I linger awhile holding you
It sets the mood
provides the glue
for what we do

I feel life dancing at my fingertips
A warm glow pulsing from deep within
I walk about in a state of bliss
The endless joy of making sense of all this

What I feel and what I think
In rich earth tones and relaxing tints
Talk to me of what others seek
I find few answers but plenty of hints

Wallowing
In ecstasy
Is how we live
when we stay
inside the day
find time to play
let love hold sway

Baby, time is a fire that
Kindles our thoughts and desires, yet
Someday we’ll run out of fuel
So precious this makes our every move

Eyes are such fickle companions
The new and the supple attract its gaze
Yet, I can’t imagine another body
My hands would rather touch
or my arms would rather hold

I want to feel the pleasure of your embrace
Be your comfort everyday

I Remember 3/6/10

Somewhere south of Eden a man laughs at his pride
Standing in front of a mirror a woman loathes her smile

The master of his desire is his never aging bride
The goal of her devotion is the light in her child’s eyes

Parched and languid evenings plague the restless mind
Watching her sweet baby to her lover’s gaze she is blind

He so wants to please her the treasure of his life
He yearns to be the hero of his family and his wife

No matter what he does he feels so outside
His presence seems a bother his affections denied

Weak and suffocated by the weight of hubby’s needs
She turns to her children to give life meaning

I remember times feeling free
Running fast and skinning knees
I remember endless motion

I remember days of play
Fewer now than yesterday
I remember becoming me

I remember days of passion
Trapped in the trance of satisfaction
I remember your rosy cheeks

I remember making you glow
Having you laugh giving you hope
I remember being your center

I remember feeling infatuation
Aching so bad for your complete attention
I remember but that’s not all
I don’t have to remember
No I don’t have to remember
Do you?

More Hope Less Expectation 2/15/10

Sometimes I wander out loud
Ask questions to fathom the crowd
Pick out the shiny or gray
Add them to life’s wondrous display

Between the sighs and insipid goodbyes
There are moments that transform the real
It could be smiles or the look in one’s eyes
That supply my heart with wings so dear

What did the heroine say?
Did she say it in a masculine way?
Is that why they’re cheering so loud?
It was never that upside down

I multiply instead of divide
Find joy in the depth of things
Tendencies rise as certainties fall
As change and familiar embrace so dear

Each moment I feel the same
Let’s me see it a different way
More hope less expectation
Give hearts some validation

It’s not really good or bad
Just healthy choices that make me glad
More hope less expectation
Kind words give inspiration

Some say they know
Well I say it flows

Amidst all change
Somehow we remain

We feel life
It’s beauty and its strife

It’s alright
Don’t need no paradise

Every time I love
I give myself a hug

Come sing with me
Create more harmony

The rhythm we awake
Create bonds we celebrate

________________________________
I am currently working on a post which should be up in a few days.
Anyone care to comment on the lyrics? I’d love to hear your impressions.

Jim Guido

Philosophy and Psychology14 Apr 2010 07:34 pm

At the end of the last blog I mentioned that in this post I would finish my thoughts on the components of change in respect to my experiences as an educator and as a coach.
Remember that I said it was beneficial to keep in mind the three dimensions of change and that is:
1) Beginning a new ritual or habit
2) Honoring the emotional or psychological motive behind old habit
3) Replacing the biochemical role of the old habit

In both athletics and academics it is important to develop successful repetition with frequent review.

When teaching a math skill I teach a model which will allow them to solve problems involving that skill such as long division or adding fractions. I will have them practice the model several times on extremely simple problems so that they experience success and can better learn the steps to the model. (I’ll often have them do the exact same problem a few times so that they stay focused on the steps of the model and not on retrieval of math facts).

I will only move on to harder or more complex problems after they have demonstrated mastery over the model being employed. To assist in their committing the model to memory I will often have them verbalize each step as they are writing it. Likewise to reinforce the importance of knowing the model and each of its steps I will often give them more points for doing the steps than getting the answer correct.

Each repetition of the skill and model is making the wiring of the brain and, therefore, memory of the skill stronger. That is why it is important to break down the skill in a way in which they are performing it correctly. If a person is getting the wrong answer over and over again they are committing these mistakes to memory and making these wrong connections strong in the synapses of their brain.

When teaching multiplication tables I will break it down into as small amount as possible so that they can repeat the right answers fluidly, and then slowly add on a few more times tables so that they have a high rate of success allowing the correct math facts to be committed to memory.

Similarly in athletics I use the same technique. I break down a skill such as free throw shooting, or fielding a ground ball into a number of steps to create a successful and efficient ritual for the athlete. When I was growing up we were often made to practice for hours even if our success rate was poor, in fact we were forced to practice a skill longer with more reps when we were in fact failing. This often unintentionally had us become more entrenched in the bad habits which were limiting our success.

Repetition should increase when someone is being successful, for that will allow the good habit to become part of the athletes muscle memory, or a students memorization. When success isn’t occurring one should either take a break for awhile, of the instructor should find a way to break down the skill in such a fashion which will promote success.

In then classroom I’ve never been fond of moving on to the next lesson or skill until the previous one has been mastered. I likewise, will have frequent reviews of previous skills to make sure they are being successfully transferred to long term memory to be available whenever a person may need this skill in their future (kind of like riding a bike).

Though my examples focused on math I employ the same techniques and learning principles for all other subject matter. In all studies success is obtained when one is able to commit information and skills to long term memory, this is best accomplished through repetition, success and review.

In athletics and academics the psychological and emotional motive is usually taken care of by providing the student with success. In most cases as a teacher or a coach you are usually teaching new skills and are seldom replacing old ones, so therefore, you aren’t meeting resistances from old habits and loyalties.

Yet, whether a skill is new or old you sometimes will come into conflict with an emotional/psychological motive. Oftentimes these will appear as resistances to learning or executing a skill or model you are teaching. Maybe a child has a poor batting stance or shooting form due to either learning the skill before their bodies were strong enough to perform the skill correctly or that their old habit remains due to fear or comfort levels.

The solution to this is to be patient with the student and to break down the skill to a level below their resistance and start there building up their trust and comfort through success. Old habits fall away when they are replaced by non-threatening ones which produce success while tending to a fear. Fears in sports are often present in performing skills that could involve a possible painful experience. One should show the person how the methods your teaching insure their safety and are designed to help the body perform at its best. Yet, one should never force such situations. In the end an athlete unwilling to endure a challenge or push their body to another level of achievement has the option to decline. Likewise, a student always has the option to decline instruction. It is our job to create a positive and successful learning environment which will maximize their interest and abilities.

This post will make more sense if you read the previous one.

Jim Guido


Philosophy and Psychology03 Apr 2010 03:00 pm

I have worked with kids and adults in helping, guiding and instructional capacities for the bulk of my adult life. Relatively early on in the process I identified three components of human change which I still adhere to today. It is nice to see a lot of my theories being validated by scientific research especially recent finding in neuropsychology.

My instructional roles can be broken down into three areas, therapeutic, athletic and academic. Most of my professional life has been working in the human service realm.

I have worked at many different residential setting employing various models, I have also worked with numerous families and foster parents. A great deal of my time has been spent helping kids who have been removed from school and/or home successfully return back to mainstream life.

Academically I have worked in public schools, in alternative schools and classrooms in residential settings. I have functioned as a trainer, evaluator and supervisor of residential staff at various therapeutic settings. I have also tutored kids and young adults in math, science and language arts. The last decade I have developed my own techniques to teach basic math skills to very low functioning math students such as children with Down Syndrome or high functioning Autism.

Athletically I have coached children from the age of 6 thru 18 in baseball and basketball, and have included athletic instruction with many of the kids I have worked with in therapeutic settings.

For the sake of brevity I will only talk about the following components when the goal is to replace an old skill or habit rather than learn a completely novel one.

When the goal is personal change and development I have found awareness of these three components to be crucial. In order to effect change in the most quick and efficient fashion while making sure the change sticks one should:

1) Replace old habit, behavior or ritual with a new one
2) Honor and incorporate psychological/emotional motive sustaining old habit into new habit
3) Find replacement for the biochemical payoffs of old habit

I’ll give you examples in all three areas.

Therapeutically it seems obvious that the goal should be to cultivate a new behavior rather than continue the asocial one which has necessitated a child being removed from home or school. Likewise, most people go to therapy or engage in some form of self-help program in order to change something in their life. Whether that be issues they have with anger, weight, addictions and compulsions or overall health. Most issues about change and improvement seem to demand a new behavior.

Yet, in practice this is not necessarily what is done. Instead of replacing an old behavior with a new one, the goal is to just remove or extinguish the old one. This is when we focus on the problem rather than the solution.

This is when we just demand a person to stop lying, stealing or threatening others or just tell them to stop eating so much, or think about the repercussions of their actions. This is also when we expect through counseling or talk therapy that a person’s new found understanding of the reasons why they do what they do will inherently result in their cure.

Its hard to give up an old habit without a new one being offered. Many ex-smokers can testify to the fact that until they replaced smoking with another activity such as chewing gum their efforts to quit were fruitless.

The just not doing something is difficult to accomplish for the mind and will need something else to deflect their attention from reflex habit. If I’m trying to not get angry all my thoughts are focused on anger, while if instead I’m taught a new skill to do when I start to feel frustrated or overwhelmed my focus can go to the execution of that skill or calming technique rather than on my anger.

When teaching parents to help very young children learn to accept no I recommend an intermediary step. For when a parent says “no candy”, the child just hears and continues to think about candy and often has trouble letting go of the issue. Yet, if the parent gives them another enjoyable option than the candy, then the child is usually able to let the candy demand fall by the wayside.

When I’ve worked with kids who had the habit of swearing or making everything into a battle or debate, I have had almost no success by simply criticizing or prohibiting this behavior. Yet, when I have them practice a new behavior they can do to replace arguing and swearing and reward when they engage in the new behavior the rate of success becomes very high.

The advantageousness of developing new habits over focusing on intellectual understanding is depicted in the following example. My wife and I lived in a group home of nine adolescent boys. One of younger boys who came to live with us had already failed at a number of placements and hospitalizations. Within a couple of days it became apparent why he was labeled a nyctophobic (fear of darkness), for once the sun went down his behavior deteriorated as his anxiety climbed.

His first evenings with us were filled with his tantrums and outbursts which resulted in things being broken and his needing to be restrained. A quick perusal of his file explained much of this as his home had a long history of domestic and physical abuse often requiring police intervention.

Since we was far too f to be able to process this through therapy and far too fragile to even looking at his family from an critical point of view we needed to find a relatively quick and safe intervention.

We decided to try and develop evening rituals that would be positive and comforting for the young man. We soon found that an early evening game of basketball followed by an evening shower and the possibility of board games and the reading of a night time story worked well. Through good behavior he was also available to have the radio on to fall asleep to, and he could lend a hand at morning breakfast (he loved to cook).

Though his progress was anything but linear he returned home successfully and despite another hospital visit was free of any more placements or interventions. His nyctophobia was held in check, if not resolved, through his positive growth and new rituals. Even when he returned home he found his new found rituals an oasis even when his family returned to their old habits. I do believe he did find a therapist some 10 to 15 years later who I assume talked to him about his past.

People have psychological and emotional reasons for why they do what they do. A new habit, skill or behavior will have a better chance at being implemented and maintained if the psychological and emotional aspects are incorporated into the new behavior or given an alternative outlet.

The psychological and emotional payoffs for engaging in an asocial behavior can be numerous, but often exist because they work. Some children do find that arguing, having tantrums, and making threats wears down parents and they end up getting what they want. The solution in these situations is to start to have the child get more when they comply then when they resist or act out.

People often engage in asocial acts or have habits they wish they didn’t because they get emotional and psychological payoffs for these habits which they have a hard time doing without. Some people lie, steal, cheat or overeat because it temporarily comforts them, gives them a sense of power or control, or is a source of pride or identity.

The solution would, of course, include finding alternative behaviors which comfort, foster power or control, and produce pride without the downside or asocial attitude. In the above example of the young boy who was afraid of the dark, he acted out to get power and control and to increase his feelings of safety. We, therefore, gave him increased power and input into his environment by complying with our wishes and by doing the new rituals we offered. His new sense of safety was able to replace his old warped sense of safety and control. This allowed him to make the change in a seamless manner rather than us asking him to change behaviors while leaving him in an emotional limbo.

It’s hard to make personal changes and improvements. Yet, it becomes much more doable when your emotional needs and preferences are not harmed or suspended during the transition/learning period.

I remember working with a child with a severe stealing problem. I recall sitting in the office at the group home and having a pleasant conversation with him when he was with us a couple of weeks. I could see him eying a candy bar lying on my desk, so I asked if he wanted it. He denied wanting it. At the end of the conversation I told him that if he did want the candy, he could earn it if he did a couple of small tasks. He declined my offer.

That night, the candy bar was stolen. Since he had a long history of denying ever taking anything, I did not confront him on the theft. Instead, I asked for his assistance and expertise. I told him the candy bar was taken and asked if he had any ideas how someone could have pulled off such a caper. After some time he finally decided to help me make the home more theft proof. In exchange for his assistance he earned many things he wanted, and was able to find a socially acceptable means of exploiting his talent as a thief
In this young man’s case he was a very talented thief. While he failed in school and was generally viewed as mentally limited, when it came to robbery he was nothing short of brilliant.

Through time we found many other problem solving applications for his talent, all of them legal and many potentially lucrative. He wrote a few good great heist stories while he was with us, and learned many ways to use his prowess to engage and entertain those around him. He was not only a thief, but an excellent liar, which he was able to adapt to being a salesman and a promoter.

It is now time to address the third component I had mentioned that being biochemical. The biochemical element is often easy to see in areas of addiction, compulsive or risky behavior, or in asocial behaviors such as lying and stealing, or arguing and having tantrums.

Every thought and experience we have, and every emotion we feel has its own biochemistry. In what ways biochemistry reacts to our experiences and in what ways does biochemistry cause our experiences will be a source of great debate and research for the next few decades.

Yet, when it comes to changing our behavior or developing a new habit an awareness of biochemistry is very crucial to our success. It will the hard to adapt to a new behavior, or stay away from an undesired one if we do not honor our biochemistry.
A person whose metabolism is dependent on the biochemical effects of a substance, experience or emotional state will have a hard time doing without that experience, substance or emotional state. Yet, if the new habit provides the same chemistry or is accompanied by other activities which tend to the desired biochemistry than the chances of success are greatly increased.

A smoker who either gets nicotine or a corollary mimicking that internal experience will not be as resistive to giving up the habit. A drug dealer, thief, gambler, or daredevil who gets a danger high from these activities will be more able to change their ways if they find a more acceptable alternative that still provides them with a similar
biochemical rush.

Emotions and emotional states such as anger, revenge, fear, safety, love, excitement, depression, anxiety, detachment and safety all have their own biochemical states. Likewise so do experiences such as conflict, risk, power, control, subservience, dependence, starvation or overeating. So do most foods and substances cause changes in our biochemistry and not just the obvious ones such as sugar, nicotine, caffeine and alcohol.

This post is going longer than I intended so, therefore, I will discuss the roles of these three components regarding education and athleticism in the next post.

I hope this entry was not too unwieldy or confusing. I just wanted to relate to you the importance and benefit of trying to view personal change from the perspective of these three components.

In my 30 years of helping clients, friends and myself I have found these components to be of crucial value.

1) Find a new habit to replace the undesired one
2) Make sure that your emotional/psychological payoffs of the old habit have new outlets
3) Help your body accept the change by not drastically changing your basic biochemistry

Jim Guido