the twenty-first century challenges of psychology and education
DESCRIPTION
About the BookMainly special education, drugs abuse, mentally challenged, deviant and other such persons and areas are discussed here. This is written primarily for students appearing in their B.Ed., M.Ed., and Masters Degree in Psychology. This book will also be of significant use to Doctoral and Post-doctoral researchers and other academics. It deals with current major psychological and educational issues discussed throughout the world today. About the AuthorPrincipal, Atman College, Jammu University. She is a psychological consultant, a teacher and reputed writer in Psychology and Education. Professor of psychology. Dr Renu is professionally trained teacher. She is a research supervisor and widely recognized expert in her twin areas of psychology and education with Ph.D. in Psychology, M.Ed., post-doctoral research work in Deviance.TRANSCRIPT
The Twenty-first Century Challenges
of Psychology and Education
2 Renu Gangal
Psychology and Education 3
The Twenty-first Century Challenges of Psychology and Education
Dr Renu Gangal
Principal, Atman College of Education University of Jammu Jammu, J&K, India
Gandhian Centre for Peace and Conflict Studies University of Jammu, Jammu-180006,
J&K, India.
4 Renu Gangal
Copy Right © 2009 Author
Psychology and Education 5
About the Author
Principal, Atman College, Jammu University. She is
a psychological consultant, a teacher and reputed writer in
Psychology and Education. Professor of psychology. Dr
Renu is professionally trained teacher. She is a research
supervisor and widely recognized expert in her twin areas of
psychology and education with Ph.D. in Psychology, M.Ed.,
post-doctoral research work in Deviance.
About the Book
Mainly special education, drugs abuse, mentally
challenged, deviant and other such persons and areas are
discussed here. This is written primarily for students
appearing in their B.Ed., M.Ed., and Masters Degree in
Psychology. This book will also be of significant use to
Doctoral and Post-doctoral researchers and other academics.
It deals with current major psychological and educational
issues discussed throughout the world today.
6 Renu Gangal
Psychology and Education 7
PAGE OF DEDICATION
I Dedicate This Book at the Lotus-feet of
Hakeem Ji
Shukla Bhabhi
and
Our Dearest
Mukteshi Sharma
8 Renu Gangal
Psychology and Education 9
Preface
It is a challenge to our civilised and educated world
when “civilisations clash”, holocaust “overkill”, nations go
to devastating warfare and terrorists ruthlessly massacre.
What follows suit is worldwide decimation of precious
human lives and resulting nightmares bringing forward
diversified disabilities, distresses and disorders primarily
causal in nature vis-à-vis directionless industrialisation and
blindfolded technologicalisation.
This situation is an educational and psychological
predicament. The more ‘scientific’ we are becoming, the
more atrocious and cold blooded we are turning into! That is
why specialised studies in the areas of modern human
psychological and educational problems are needed ever
more than before.
Above mentioned perspectives are the major
concerns of this book. The purpose is to present readable,
scientific and authentic information and analysis about
psychological, philosophical, educational and other related
areas of prevalent problems of school going children as well
as adolescents.
10 Renu Gangal
Apparently, to quote from Robert Frost’s famous
lines, “roads are lovely, dark and deep but there are miles to
go before we sleep”.
Balance is required, as Sigmund Freud also asserts, in
Thantos and Eros or aggression and love – basic instincts in
human beings and nations alike. Disturbed equilibrium with
more weight on either side of the basic instincts will cause
massive upheaval. Neither too much of love nor aggression
is needed. Otherwise, twenty-first century is going to be a
very difficult proposition for the global citizens in the years
to come.
Psychological training of human mind – in league
with psychiatry – is needed today. We need to do it before it
is too late. Modern India is far behind in this matter than
several other developed countries.
Indeed, writing a book is never an effort of a one
single person.
First, I am indebted to my son Purvansh who is just
on the verge of completing his sixth Semester of B.A.,
Psychology (Honours) from Toronto, Ontario, Canada. He,
alongwith his Father, my husband, Professor Anurag Gangal,
has helped me in particular through all the support to me.
Secondly, in reality, everyone in my larger and extended
family has extended unconditional help to me in various
Psychology and Education 11
ways. Such a family is a great blessing providing a constant
source of strength throughout. I feel deeply beholden to my
family for everything they – members of my family – have
done for me.
My publisher, office staff, library persons and
Chairman of Atman College, Shri Sanjay Mahajan and Vice
Chairperson of the Atman College of Education, Mrs Ranjoo
Mahajan and people and friends at the University of Jammu
have also extended full cooperation to me including my
colleagues. I express my heart felt thanks for all that they
have showered upon me from time to time.
Despite all help from various quarters coming to me
in writing this book, I, alone, am responsible for my work
and any mistakes or anomalies that may appear in the book
in spite of all care that has gone into the final publishing of
the manuscript.
Renu Gangal Ph.D.
Author
12 Renu Gangal
Psychology and Education 13
Content Chapters Pages About the Author 5 About the Book 5 Page of Dedication 7 Preface 9 Content 13 1. Introduction: Philosophy of Education 17 2. Developmental Psychology: Major Issues 27 3. Major Educational Issues…Further Education 35 4. Arts Education in …Arts-integrated Schools 47 5. Adjustment and …Disabled Student 57 6. Deviance and …Drug…United Kingdom 67 7. Principles of Mental Hygiene...Adjustment 83 8. Mental Health and…Integrated Personality 97 9. Grandmother’s Psychology: Environment…Health 109 10. Why Self-mutilation as Self-healing! 119 11. Workaholic’s Psychology: Work and Work… 129 12. Conclusion: Twenty-first Century ‘Consciousness’ 139 Select Bibliography 151
14 Renu Gangal
Psychology and Education 15
16 Renu Gangal
Psychology and Education 17
Chapter One
Introduction: Philosophy of Education
18 Renu Gangal
Psychology and Education 19
Chapter One
Introduction: Philosophy of Education
Philosophy brings forth rightful action. Philosophy of
education sets a trend for the teacher and students together. It
provides the real cohesive force and necessary academic
bonding among the students and the teacher. It leads to
evolving of a conducive environ from within and without.
‘Catch them white and dye them hard’ has been the aim of
education in earlier years since time immemorial. This trend
is changing today. Education has become highly pupil
centred in the present day democratic age. Education and
teaching is not just lecturing by the teacher. Creativity has to
be there. Education is no more where ‘rule rules the roost’.
Caning of students is no more advisable. A teacher has to
teach along while remaining as a friend to students.
My Philosophy and Why it is so:
Philosophy is wisdom, knowledge, virtue and truth. It
is paradigmatic from within. It is always there. Philosophy
has an element of timelessness in it. It is dynamic though it
does not change. There is a generally accepted notion that
‘change is the law of nature’. True it is. Yet, this law by
itself does not change. That’s how philosophy does not
20 Renu Gangal
change. Despite this, it is not static but vibrant. Philosophy,
as such, represents a way of life.
Philosophy may differ from person to person because
every individual interprets and understands philosophy of
life in one’s own way. Indeed, the reality of philosophy is
difficult to grasp fully. As many ways of realizing the
ultimate truth are, therefore, amongst us as there are
individuals in this world. The ultimate goal is, however, one
only. This is the goal of knowing one’s own self. This goal is
pursued knowingly and, at times, unknowingly. The later is
the case when we do not know where and in which direction
we are going while living on this spaceship Earth. This
directionlessness is dangerous.
Why I would like to be an Educator:
I have chosen my way of life as education. This is a
life long process of learning, service to community and
continuous achievements for an individual, especially a
teacher. I am sure I will never be bored in this profession. It
unfolds ever new challenges and opportunities to put my
creativity to test almost every minute of my existence.
Above all, it will always keep me in the company of younger
and naturally energized children, adolescents and youth. I
will always feel young and full of energy amongst them.
Psychology and Education 21
A teacher has a distinctive role in education. I am
sure, a teacher, possesses such treasures that can never be
taken away from one’s person – the treasures of knowledge
and virtues. These treasures are such that they always keep
on growing. A teacher is the one who is primarily a
‘Giver’—giving to pupils and seldom even expecting
anything in return. What a teacher like me wants from pupils
is merely an iota of respect and sincerity to their work and
lessons.
How my Philosophy will Influence me:
Philosophy is the essence of life. Life is a learning
process. My unquenchable thrust for seeking knowledge
makes me grope for light even in darkness. This attitude
makes me polite, humble and modest. Therefore, I believe
that the best teaching is through setting examples and not via
hammering of syllabi in pupils’ mind. Remaining a learner
throughout is the most important part of a teacher’s life.
Otherwise, the teacher soon becomes obsolete in the fast
moving world of technology today. Constant refurbishing of
one’s knowledge is necessary.
My philosophy of education will also help me in the
proper use of the following essential aspects and tools in
teaching:
22 Renu Gangal
1. Class Room Structure – This involves not only the
physical, archaeological and demographic size of a class, but
also different contexts of aesthetics, look of the class room
and overall environment created in the class. For
streamlining all these perspectives, an in depth involvement
with one’s own profession of teaching is necessary. This is
possible when a teacher like has near complete commitment
to the job of teaching. My philosophy of education clearly
shows the level of my commitment.
2. Basic Tools of Teaching – Class room structure
and environment can be developed with the help of:
a) rightful and balanced use of skilled and planned
seating arrangement,
b) dynamic and regular use of bulletin boards,
c) providing supplemental materials that may invoke
voluntary interest in teaching subjects,
d) special projects creating some enthusiasm for
studies,
e) day-to-day operations of keeping the class and
school surroundings clean and colourful and lively,
f) motivating students for hard work in such a that
they never loose interest in studies,
Psychology and Education 23
g) creating an inherent urge for discipline by
impressing upon the student community the magical prowess
of a disciplined life style,
h) adopting not just one particular method of
teaching but going for diversified stimulus variation
techniques and skills of teaching that may vary from time to
time and student to student according to the requirement and
potential of every student in a class (Moore 2005),
i) special responsibilities will be voluntarily
bestowed upon students in the class to create and enhance
their inherent leadership qualities.
Conclusion:
However, as regards seating arrangement in the class,
I prefer the semi-circular style for it cerates better eye
contact between pupils and teachers. Understanding with
students is an absolute must. Proper contact and
understanding with students can bring about a successful
teacher.
Otherwise, howsoever qualified a teacher maybe, it is
nearly impossible to be a successful educator. That is why I
always like direct contact with my students. It does not mean
giving them unbridled pursuit of freedom. I will never
compromise on the question of discipline, quality and
excellence. Despite this I am not in favour of military style
24 Renu Gangal
regimentation in the area of education. The best way is to go
for transformation of the individual through a moderate but a
steady way to one’s education.
Education is a field of voluntary action. Planning,
discipline and various skills of leadership are to be imbibed
in the pupil very carefully. Regimented imposition must be
avoided as far as possible. Undue strictness leads to uncalled
for brewing of unnecessary feelings of revolt against the
teacher and the school.
Indeed, this is quite true that ‘All work and no play
make Jack a dull boy, and all play and no work also make
Jack a dull boy’.
Psychology and Education 25
References
Moore, S (2005). Interpreting Audiences: From Theory to
Practice. Thousand Oaks, Sage Publications, 396.
26 Renu Gangal
Psychology and Education 27
Chapter Two
Developmental Psychology: Major Issues
28 Renu Gangal
Psychology and Education 29
Chapter Two
Developmental Psychology: Major Issues
Attempt is being made here to summarize an article
of Wagner’s on “Issues in Developmental Psychology”
(2006). As such, there are four major issues in
developmental psychology today. These are, namely, 1.
Nature-nurture, 2. Early-later experiences, 3. Continuity-
discontinuity and 4. Abnormal behaviour-individual
differences phenomena.
Nature-Nurture
How a personality develops? Are there some inborn
features in every person? Is it mainly nurturing and
education of a person which is more important? There is a
Platonic thesis emphasizing the natural, inherent and
instinctive qualities of man leading to justice and order in
society. Every person is doing one’s own duty in one’s own
station for which one is best suited to do by Nature.
There are others like John Locke who considers that a
person is like a tabula rasa or a blank slate when someone is
born. What is expounded here suggests that a man’s
personality can be moulded into any desired and aspired for
direction and shape through modern means of education.
Empty mind, however, is the devil’s workshop!
30 Renu Gangal
Early-Later Experiences
Similarly, early influences on human mind have a
more lasting and prolonged effect in one’s life. Most of the
psychologists, including Sigmund Freud, believe that
experiences of an early age cause deep imprints upon the
concerned human mind. Experiences are more efficacious
way of shaping up of a man’s than merely the classroom
lessons.
Continuity-Discontinuity
How and at what pace change from birth to life is
taking place? These changes are merely quantitative or they
are qualitative as well? Children at certain stage of
development show more of specific skills than others. Why
is it like this? To grasp these aspects of human growth and
development, it is necessary to go into the Freudian psycho-
sexual, Erik Erickson’s psycho-social, Pavlov’s classical
conditioning, D. F. Skinner’s operant conditioning and
Piaget’s cognitive stages of development theories related to
psychologists through different experiments and experiences.
Abnormal Behavior – Individual Differences
According to developmental guideline chart, if any
child falls even slightly behind the normal standard, parents
become anxious. For modern psychologists, falling behind a
normal yardstick of growth may at times be due to individual
Psychology and Education 31
differences of personality and not due to any abnormalcy on
the part of the concerned person.
All above mentioned issues are mutually interrelated.
They are to be understood in a balanced way. Freud’s
psycho-analytic approach to human growth depending on
psycho-sexual stages, Erickson’s lifespan theory of
development in stages, Pavlov’s environment and mutual
interaction aspect, Skinner’s operant conditioning impact and
Piaget’s focus on development of mental processes, skills
and abilities are all to be known before delving deep into the
developmental psychology.
Analyses and Opinion
This article on “Issues in Developmental
Psychology” pin points major concerns in this field. As such,
the concise nature of this article maybe appreciated. Mainly
four issues raised are related to apparent questions about
importance of a child as a person. What is more significant –
inherent nature, acquired education, social environment or
learned skills -- in bringing about a change in one’s
personality? Answers to such questions are indicated to be
found in different approaches to child growth and
development.
This is, indeed, a thought provoking article for those
who are seriously inclined to find relevant answers to
32 Renu Gangal
problems faced by them in their routine life of dedicated
teachers and parents. The main weakness of this article lies
in its attempt to keep away from finding answers to
highlighted issues. It seems Wagner does not want to impose
her own answers upon readers and practitioners of education
and knowledge. She is just putting before us a few available
options.
An apparent difference is pointed out in this article
between Plato and John Locke anent their views on “nature-
nurture” perspective. This difference is, in effect, not there
when John Locke’s Two Treatises on Government and
Plato’s Republic: Concerning Justice is read more seriously.
Plato discusses the question of “nature” mainly concerning
justice in the city-state. When Plato comes to discussion and
dialogue on education, he also suggests “catch them white
and dye them hard” quite like Locke’s thesis of tabula Rasa.
Otherwise, Wagner’s article is an objective piece of
scientific explanation and learning in developmental
psychology.
Psychology and Education 33
References
Wagner, Kendra Van (2006). “Issues in Developmental Psychology”.
http://psychology.about.com/od/developmentalpsychology/a/devissues.htm
34 Renu Gangal
Psychology and Education 35
Chapter Three
Major Educational Issues in Further Education
36 Renu Gangal
Psychology and Education 37
Chapter Three
Major Educational Issues in Further Education
United Nations Educational, Social and Cultural
Organisation (UNESCO) have distributed quite a few
questionnaires to Governments of its member countries anent
emerging educational issues from time to time. This
exercise, especially during 1985 to 1995, has brought
forward responses from nearly 50 countries. Indeed, it has
highlighted global issues of further education from nation to
nation (Dyankov 1 and 4, 1-53).
Out of about 15 major global issues, the further
education concerns occupied nearly 40 per cent projection
and significance. As such, major contemporary issues of
further education relate to technical, vocational, continuing,
guidance, teaching, learning, methods, material, processes,
staff, general education, training, counselling, access of girls
and women, rural development, further education and
industries, preparation of teachers, institutional interaction
and cooperation, and constant updating of teaching-learning
skills. All these issues are current concern to further
education.
Further Education has, therefore, become not only a
national but also an international movement in view of its
38 Renu Gangal
widespread global application. From among all above
mentioned issues of further education, more important one
appears to be specially the context of retention and
achievement – its ever dynamic enhancement and persistent
maintenance of higher standards. This is not possible without
pupil-teachers -- at City & Guilds Certificate on Further
Education Teaching Stage 2 in United Kingdom – perfecting
their teaching-learning skills. Two questions arise while
writing about this matter:
� What level of retention and achievement
has to be maintained throughout for excellence?
� How teaching and learning can become an
ever perfectible process towards excellence?
According to Learning and Skills Council (LSC),
overall level of retention and achievement generally varies
between 66 to 87 per cent among youth of 16 to 19 years
(Government of United Kingdom, LSC) after due training.
What is more important here is maintaining a
consistent performance on the higher side of teaching and
learning through dynamic and skilful efforts towards an
excellent retention and achievement levels. How it is to be
done?
Psychology and Education 39
S. Wallace has an interesting and revealing
perspective in this matter. This author writes quite
analytically:
For a student teacher, or a teacher at the
beginning of his or her career, it is usually (and
understandably) the case that the focus of his or her
anxieties, and therefore his or her planning, is upon
the performance of teaching rather than upon the
achievement of learning.
I use the word ‘performance’ here
advisedly, because the inexperienced or student
teacher tends to envisage a lesson as a time to be
filled by his or her own activity.
They have to be ‘teaching’ all the time –
which can mistakenly be taken to mean doing all
the talking, making themselves the constant focus of
the class, having to fill any potential silence with
words.
This, ironically, may mean the students have
less opportunity to learn and that the teacher has no
time to focus on whether they are doing so.
If we remember, however, that the primary
objective is about students’ learning and that this,
after all, is what all the teaching is for, we can begin
40 Renu Gangal
to adjust our focus and to recognise that the careful
planning, implementation and recording of
assessment are central to what the lesson is about.
It’s not just about teaching; it’s about learning. The
teaching is only a means to that end (Wallace 64,
Emphasis added through converting this quotation
into paragraphs).
Retention and achievement are clearly related to
teaching and learning skills and maintaining quantitative
alongwith qualitative levels of excellence through further
education, continued and periodic updating of skills, and use
of every possible tool for obtaining information, knowledge,
experience and continuous self-assessment.
How to impart information and knowledge is indeed
extremely important. However, if teaching is also designed
as a process of learning then it proves to be of much greater
success and also an enjoyable educational journey in mutual
sharing and achievements.
There are several approaches to teaching and learning
such as “situated learning”, “constitutional model of
learning”, “strategic approach” etcetera (Bailey 1-7). It is
certainly necessary for trained teachers to obtain information
about the theoretical and practical aspects of teaching and
learning and different prevalent approaches. That is what is
Psychology and Education 41
known as an integral part of updating of information as a
trained teacher.
The “knowledge” aspect must also be given
continuous attention in training of teachers. Retention and
achievement level gains in terms of quality through skilled
analysis, in depth understanding, urge for finding the truth
for the sake of knowing and a devoted attitude for quest for
ever new frontiers of furthering education.
Information and knowledge both together help in
uplifting the level of retention and achievement without
which a student of Further Education cannot move, as it
were, even a twig leaf forward towards sharpening one’s
teaching and learning skills. Only seeking and stockpiling
information does not serve the purpose. This information has
to be utilised in real life situations of teaching-learning
process with the help of tools of knowledge. These tools of
knowledge are inference, logic, analytical grasp, theoretical
understanding and an urge for a quest into the realms of
deeper and fundamental realities. For instance, such reality
that lies beneath the “shadows of the cave”.
Prosser and Trigwell (17) have put forward a
comparison of these aspects of surface and deeper levels of
teaching-learning processes. Marton and Saljo (4-11, 46)
42 Renu Gangal
have also considered this matter: They put their contention in
a tabular format:
Table -- 1
Deep Approach Surface Approach
Intention to understand
Intention to reproduce
Vigorous interaction with content
Memorise information needed for assessments
Relate new ideas to previous knowledge
Failure to distinguish principles from examples
Relate concepts to everyday practice
Treat task as an external imposition
Relate evidence to conclusions
Focus on discrete elements without integration
Examine the logic of the argument
Unreflective about purpose or strategies
First six aspects of above mentioned “Deep
Approach” and first three of the “Surface Approach” are
essential for consistently higher retention and achievement
levels of a teacher being trained for “City & Guilds
Certificate on Further Education Teaching Stage 2”.
Combining the best not only of these two but also going for
the best available information, knowledge and training is
necessary.
Psychology and Education 43
Alongside these attitudes and approaches, self-
assessment skill of one’s performance, level of information
and depth of knowledge is also needed to be developed.
Keeping due track of the formal assessment and feedback
results certainly helps. A trained teacher, however, must
learn to go beyond this formal assessment for continuous
evolution towards excellence.
One must, in this context, learn not to be in love with
what one does, presents, writes and speaks. This is necessary
for professional competence. Objectivity and impartiality
despite all human weaknesses will have to be evolved over a
period of time as a result of training of an accomplished
teacher. Otherwise, continuous process of retention and
achievement cannot sustain the vicissitudes of complacency
in human nature.
A teacher’s training is not complete when it ends in a
course. Teachers need to be committed to lifelong
professional development. Their skills must always need to
remain up-to-date according to learners’ needs and
environment. The first step is to ensure that teachers are
professionally trained and well-equipped at the very start of
their teaching career. This first step must never end
throughout life. There is always ever more and more to learn
44 Renu Gangal
in the teaching-learning process. One life is too short for this
purpose.
Therefore, real and one of the most important issues
in Further Education is the context of retention and
achievement. This has to be looked in a holistic fashion. A
piecemeal approach to this aspect will not do. This issue is
very deeply connected to teaching-learning processes. Both
these are further inter-related to other professional formal as
well as “beyond formal” dimensions of life long process of
teachers training. This inter-linking has to be kept in mind
while looking into any aspect of continued and further-
education. It is a constant process – endless forever.
A line of educational leadership amongst youth has to
be developed. This has to continue. The movement, in this
process, is from information to knowledge and performance
via updating of teaching-learning skills through training in
Further Education.
Psychology and Education 45
References
Bailey, S. (2002). “Teaching students and Supporting Learning
– is it the Same Thing?”, Learning & Teaching in Action, Autumn, Vol.
1, Issue 3.
Dyankov, A. (1996). “Current Issues and Trends in Technical
and Vocational Education”, UNESCO International Project on Technical
and Vocational Education (UNEVOC), Section for Technical and
Vocational Education, Paris, UNESCO.
Marton, F. and Saljo, R. (1976). “On Qualitative Differences in
Learning: I – Outcome and Process”, British Journal of Educational
Psychology.
Prosser, M. and Trigwell, K. (1999). Understanding Learning
and Teaching. Buckingham: SRHE and Open University Press.
United Kingdom, Government of, LSC. (2006).
http://www.lsc.gov.uk, http://www.neighbourhood.statistics.gov.uk, and
http://www.statistics.gov.uk/copyright.asp for more information.
Wallace, S. (2005). Teaching and Supporting Learning in
Further Education, Second Edition, Southernhay, Learning Matters.
46 Renu Gangal
Psychology and Education 47
Chapter Four
Arts Education in Modern Arts-integrated Schools
48 Renu Gangal
Psychology and Education 49
Chapter Four
Arts Education in Modern Arts-integrated Schools
This is an abstract of a summary of an article “Arts in
Education” written by Nick Rabkin and Robin Redmond in
2006 in the journal Educational Leadership. This article
states that arts is proving to be a very effective instrument of
education and shaping up of human mind in modern arts-
integrated schools.
Recent developments in science have shown this
through standardized tests, observation and generalization
based on objective data. The standardized test scores of low-
income struggling students in 23 arts integrated schools in
Chicago rose as much as two times faster than scores of
youth in traditional schools (Rabkin and Redmond, 2006).
It seems, paring of subjects and syllabi with arts such
as writing with sketching and painting while reading with
looking at arts is working its wonders. Interestingly, pairing
between music and maths is also there.
It involves listening to a melody, following the notes
on a musical staff, counting the number of times each
musical note occurs and then putting the results in a graph.
Students in arts integrated schools are, therefore, generally
50 Renu Gangal
focused, attentive and full of excitement for their studies.
Their classrooms buzz with intensity.
Scientists have found that this is happening because
human mind and body form one single cognitive and fully
integrated system. Human mind and body represent the
abstract thought through metaphors that human beings
associate with experience and emotions. Thoughts, as such,
occur well below the level of conscious control and
awareness. Even logical thinking emerges quietly from this
thought process. This is the power of arts – moving from
conscious experiments to inner depths of human mind.
The scientifically proven power of arts is generally
missing in traditional schools. There is little evidence of
learning intensity when these schools are observed. Their
hallways are replete with posters and notices anent rules of
the school. Dominant education policy is evident in the
corridors and classrooms.
These schools assume that high standards and grades
are possible through strict academic regimentation only.
Students in traditional schools also appear persistently
drooping in their seats with utter boredom towards their
studies. They always feel like running away from the school
premises.
Psychology and Education 51
Arts integrated schools are also drawing their
strength from involving wider participation of civil society
and artists, especially, since the launching of such
institutions in United States in 1990. Significant relationship
is developed between teachers, artists in different areas of
arts, low-income students and prescribed syllabi. Community
resources are also properly and meaningfully utilized. Arts
integrated system within the national prescribed syllabi also
helps students raise funds for the school for furthering the
cause of their purposeful education. Even private
philanthropists also find it more interesting to extend their
support to such schools instead of district schools.
These arts integrated schools, however, need much
more attention in the federal education budgetary provisions
for their longer lasting sustenance. This is ever more
necessary because these schools are successfully focusing on
‘learning by doing’ with the help of artists. These artists also
need to be compensated well.
Current federal education budget provides only $35
million out of a total of $70 billion federal education budget
for arts integrated schools in United States. In view of highly
meaningful and widely successful contribution of arts
integrated schools to society and community, present budget
allocation is clearly much less than required. Due
52 Renu Gangal
consideration is needed from the federal government in this
direction.
Personal Opinion and Analysis of “Arts in
Education”
This article is, indeed, an eye opener for me. It has
drawn me highly towards the arts integrated schools,
especially in favour of them. I could never earlier grasp this
reality of our education system in United States. On the one
hand, Rabkin and Redmond bring forth the importance and
meaningful work of the arts integrated schools while, on the
other hand, they also highlight the inherent non-committal
attitude of the federal budgetary policy makers.
This is such a masterly piece on education in general
and arts integrated education in particular that it enlightens
me about so many aspects of education in our country today.
It defines education; It explains the nature of arts integrated
education; It shows what is conventional education; It
scientifically proves its argument; It puts forward scientific
data and study; It points out weaknesses of present day
educational policy and so much more.
I find efforts of the authors of this peace to be highly
commendable. I could not have written in a better way. They
have traversed and covered such vast areas of the field of
education in such a shot write up that they deserve great and
Psychology and Education 53
heart felt appreciation. I agree to every word they have put in
this article. Arts integrated education is clearly necessary,
especially, for low-income struggling students. This
educational orientation is a must for all other communities of
students as well. It is so creative and full of life. The future
of education lies in arts integrated system only.
54 Renu Gangal
References
Rabkin, Nick and Redmond Robin. (2006). “The Arts Make a
Difference”. Educational Leadership, 63/5, ACSD.
Psychology and Education 55
56 Renu Gangal
Psychology and Education 57
Chapter Five
Accommodations and Modifications for the Learning
Disabled Student
58 Renu Gangal
Psychology and Education 59
Chapter Five
Accommodations and Modifications for the Learning
Disabled Student
A disabled student is also just as much of a pulsating
and precious human being as any other normal student. What
goes on in a disabled student’s mind? A continuous sense of
permanent deprivation reels in such a student almost all the
while. Disabled students suffer perennially. They ask
“Why?” every second of their life. When they are alone and
when they are in public and interactive situations – they are
comparing in the depths of their nerves. They are tense from
within most of the time. They are like this even when they
are smiling and laughing and apparently relaxing. This
aspect further adds to their disability and difficulties. They
just cannot come out of their mental frame of what others are
able to do and what they are not able to do.
This is a psychological phenomenon. A teacher and
an instructor or facilitator has to enter the disabled mind. The
life and difficulty of a disabled student has to be felt alive
from within and without. A teacher has at least to imagine
this reality of the special pupil especially in class eight. The
disabled student in this eighth standard is entering into an
adolescent age. This stage throws out so many other
psychological challenges of adolescence as well. Until this
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mundane psychology of the disabled is understood, their
expectations and apprehensions cannot be met fruitfully only
through varied adaptations, accommodations and
modifications (. Latham H, Patricia, 2002).
The list of disabilities is an endless inventory of
deprivations. Even in United States, every fifth person is
eligible to be considered as disabled (Treloar, Linda 1999).
Disabilities relate to numerous personality characteristics
and also several types of impairments. These are physical,
emotional, learning abilities and communication difficulties
etc. (DoDEA, n.d.):
• autism spectrum disorder • blind • deaf • deaf/blind • hearing impairment • other health impairment • orthopaedic impairment • traumatic brain injury • visual impairment
• articulation • fluency • language/phonology • voice • intellectual disability • specific learning disability
There are a number of ways for dealing with learning
of the disabled. These are generally used as Adaptation,
Accommodation and Modifications. For example,
adaptations mean changes introduced into the environment,
Table - 2
Psychology and Education 61
curricula, instruction and assessment etc. for leading a
student learner to success. Adaptations are employed
according to an individual student’s needs. All
accommodations and modifications are adaptations (Fuchs,
L.S., and Fuchs, D., 1998, Winter).
Accommodations provide a student equal access to
learning and equal opportunity to demonstrate.
Accommodations must not alter the content of the test or
provide inappropriate assistance to the student within the
context of the test. Accommodations do not require special
coding on an answer sheet. Accommodations do not bring
any change in syllabus and instructions.
Modifications represent substantial changes. These
may be made in what a student has to learn and demonstrate.
Changes may be introduced in the instructional level, the
content or the performance criteria. All these changes
provide a student with positive learning experiences,
environments, and assessments based on individual needs
and abilities. Modifications include oral reading, signing,
the reading skills test and use of calculators etc. When
preceding modifications are made, due notation has to be
recorded on the appropriate answer sheet (ANU, 1994).
Despite diverse specifics of adaptations,
accommodations and modifications of learning of the
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disabled, every disabled learner has to be considered as an
individual and a distinctive person. Each one – even if
having similar disability – possesses different and individual
centred characteristics. The major challenge is that each
individual disabled learner is wholesomely different and yet
fulsome. These disabled learners are very sensitive. They
cannot be treated as patients in hospitals. Special education
and individualized creative attention is needed for them.
That is why experts in this field of study seldom
agree to provide any mutually agreed definition of ‘learning
disabilities’. This term, for them, is an “umbrella term”
covering a wide area of disabilities. But each disability is so
distinct in nature and depth that it has to be given highly
individualized concern and very humanistic attention.
Learning disabilities are beyond any ambit of definitions and
generalized categorization. Scientific surveys and
questionnaire are no doubt distributed for scientifically
collecting data in this perspective. They have their own place
and value. Learning disabilities, despite attempts for
developing generalized knowledge bank in this matter,
cannot be fully grasped merely by scientific tools and
methods. A visionary approach and sensitive concern for
human person is required more.
Psychology and Education 63
What type of visionary approach can there be? It
means showing effective, meaningful and humanistic
concern for the disabled learners. First, as it is an accepted
practice now, they generally have to be an integral part of a
normal class. Secondly, this integration of theirs is merely
partial until their inner sense of deficiency is tackled in a
very sensitive way. Thirdly, all possible and considered
adaptations, accommodations and modifications are executed
in such a manner that special treatment given to them does
not become a hurdle in their overall development.
If some student, for example, is not generally able to
read the course book in the class properly, then a situation
should be created where the concerned student becomes
hassle free while reading in the class. There are times when a
student may feel, by nature, too tense while sitting in written
examinations. Here, several measures may be adopted after
due thinking and team work on the part of instructors and
teachers. The most important aspect, in every situation of the
learning disabled, is the question relating to creating
necessary psychological environment congenial to aspired
for purpose. Indeed, ‘there are miles to go before I sleep’ and
‘the forest is [dense, dark and deep]’.
64 Renu Gangal
References
Australian National University (1994). “Guidelines for Working
Effectively with Students with Learning Disabilities”,
http://www.anu.edu.au/disabilities/resources_for_staff/guidelines_lea
rning_difficulties.php
Defense Education and Activity, Deptt. of. (n.d.).
http://www.dodea.edu/instruction/curriculum/special_ed/index.htm
Fuchs, L.S., & Fuchs, D. (1998, Winter). “General Educators’
Instructional Adaptation for Students with Learning Disabilities”.
Learning Disability Quarterly, 21(1), 23-33.
Latham, Patricia. H. (2002). “Defining Learning Disabilities –
The Challenge”.
http://www.ldonline.org/ld_indepth/general_info/ld_definitions.html
Treloar, Linda. (1999).
http://www.mcli.dist.maricopa.edu/LF/Spr99/forum4.html
Williams, Jane. (2001).
http://www.nichcy.org/pubs/bibliog/bib15.pdf
Psychology and Education 65
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Psychology and Education 67
Chapter Six
Deviance and Social Control:
Drug Usage in United Kingdom
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Psychology and Education 69
Chapter Six
Deviance and Social Control:
Drug Usage in United Kingdom
Deviance and social control are mutually
interdependent terms. Social control is immediately required
when socially threatening acts of deviance start occurring on
a wider social plain – such acts as drug usage and its
disturbing social impact. United Kingdom is suffering from
this drugs use and abuse for several years now. How this
drug usage is to be controlled more effectively? Is this social
control really necessary in one of the oldest and most
successful democracies of the world? Should social use of
drugs be regarded as dangerous deviant behaviour?
Deviance
One way of deciding diverse social controls in
society is the perspective of existing established social
norms. Any deviation from them is deviance. The nature of
social norms in a given social milieu determines the
acceptable and unacceptable levels of social behaviour. The
intolerable and unacceptable part of social conduct is
branded as “deviance” or “deviant behaviour”. The utterly
improper instances of social behaviour have to be subjected
to social control. The nature of social norms is the primary
70 Renu Gangal
yardstick to unfold generally acceptable standards of social
behaviour. Transgression of these norms enters into the
realm of deviance. Socially unacceptable behaviour requires
the use of social control for social harmony and societal
health and cohesion.
The nature of socially acceptable norms differs from
society to society and place to place – at times – from family
to family also. Reasonable or permissible consumption of
alcohol is necessary almost daily in colder regions of the
world like United Kingdom and others. In quite a few other
warmer regions and their highly traditional societies, on the
other hand, alcohol consumption is a social taboo not only in
routine life but also during religious and other festivals. This
is specially true in traditional Indian Hindu families and
conventional Chinese Buddhist households. However,
modern Hindu and Buddhist homes have now come to terms
with alcohol in their routine life styles.
Need for Social Control
Standards of deviant behaviour differ according to
time, place, societal practices and familial understanding at a
given moment ant social environment. Indeed, certain
questions emerge here. Is deviance, as it were, in the eyes of
the beholder? How to judge who is a deviant? Who are to be
considered as deviants? Who will decide who is a deviant?
Psychology and Education 71
Do deviants threaten normal social existence and behaviour?
Is deviance socially bad? Is it necessary to have social
control of deviant behaviour?
Every human person is an original being with
personality specific distinctive traits. As such, for every
individual every other person may appear to be a deviant
person. However, the concept of deviance is mainly a social
concept involving social norms and behaviour. An
individual’s distinctiveness and idiosyncrasies are not in its
purview as long as they do not affect social perspectives,
norms and order. Despite this, it is true to a great extent that
‘deviance lies in the eyes of the beholder’. Beholders here
are society, social norms and law of the land – law as
derivative of established social norms and behaviour.
Deviance is an area where law does not prove to be
meaningfully effective. Deviance is often a socially
dangerous practice adhered to as a matter of habit formation
and not so much as a crime or criminal behaviour. No doubt,
long term effects of threatening deviant behaviour like
addiction to drugs on an increasing scale can be more
hazardous than the murder of an individual. Yet, deviance is
not so easy for law of the land to deal with without social
control of behaviour.
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Deviance Defined
Non-conformity of behaviour to established social
norms is deviance. Deviance is ideational and behavioural
both. This scale of non-conformity can vary from location to
location and even otherwise also. In United Kingdom it may
be different in comparison to Spain and Italy etcetera.
Deviance is the result of numerous interactive and
mutually overlapping variables such as home, environment,
peer groups, adjustment, interpersonal relations, socio-
economic status, religious practices, school, family,
institutional climate etcetera. Even most of the creative
writers, painters, novelists, poets, dramatists and other such
persons are generally deviants in varied aspects of their
behaviour. Their deviance, however, is self-affecting and not
dangerous to society. When any type of deviant behaviour
becomes socially harmful then it is regarded as really deviant
and threatening to community in general. It is at this stage of
deviance that social control of harmful deviant behaviour is
taken recourse to. This has to be observed, diagnosed, treated
for the present and also prevented for future.
One of the most pernicious types of deviance that is
playing the role of termites hollowing young and dynamic
citizens’ life and careers is the increasing use of drugs in the
Psychology and Education 73
name of preventing diversified mental stress among youth of
United Kingdom in particular and the world in general.
Drug Usage in United Kingdom
Drug use and its addiction amongst children and
adolescents is common factor and instance of dangerous
deviance the world over. It is difficult to come across a
society and community where such drug usage is regarded as
an act of normal and socially acceptable behaviour. Indeed,
this is one of the worst aspects of social deviance spreading
amidst children in the age group of six to sixteen.
United Kingdom Threat Assessment (UKTA)
produced by the National Criminal Intelligence Service
(NCIS) describes and assesses threats to the UK from serious
organised crimes including drug usage and addiction and its
related aspects. Newly created Serious Organised Crime
Agency (SOCA), from 01 April 2006, has also joined UKTA
and NCIS in their endeavour to streamline this challenge of
increasing drug use in society. According to yet another
2005 report on drug use in UK:
“[In a] …survey of 10,000 children aged 11 to 15
carried out by the National Centre for Social Research and the
National Foundation for Educational Research, 8 per cent of
11 year olds and 38 per cent of 15 year olds in England had
used drugs in the last year. Although cannabis was the drug
74 Renu Gangal
most widely used by pupils, 4 per cent of the sample reported
having used a Class ‘A’ drug in the last year... In addition to
concern at the overall level of illegal drug use on the part of
young people within the UK there has also been concern at the
young age at which some people are starting to use illegal
drugs. [In another survey] …2,318 children aged 10 to 12 in
Glasgow and Newcastle… a third of the children had been
exposed to illegal drugs, almost one in ten had been offered
illegal drugs and one in 20 had used illegal drugs in the past; 2
per cent had done so within the last month. Whilst such
surveys report important data on the overall level of illegal
drug use on the part of young people, much of the drug use
involved relates to cannabis and it is likely that only a
minority of these children will go on to develop a pattern of
longer-term drug misuse. Over the last few years it has also
been evident that the level of illegal drug use on the part of
young people in the UK is higher than that amongst many
other European centres” (McKeganey et al., 2004).
In such cases of drug use and widespread
involvement of children in this activity, only legal remedies,
laws and rules and strict regulations cannot really serve the
social cause of rehabilitation of affected children. Laws of
the land have their own place and role. They can be more
effective in prevention of drug use instead of rehabilitation
of drug addict children. In this matter, concerned families,
non-governmental organisations, social service and social
welfare institutions can be more useful.
Psychology and Education 75
Random Testing and Drug Usage
In February 2004 Prime Minister Tony Blair, in an
interview to News of the World said: “We cannot force them
to do it but if heads believe they have a problem in their
schools then they should be able to use random drug testing.”
The announcement of prime ministerial
support for drug testing pupils on a random basis
caused great surprise amongst experts in the field
and some sections of the media, not least because
there had been little prior indication that the
government was considering this policy. Within the
United States, by contrast, drug-testing programmes
have been developed across the country and there
has been a flourishing political, legal and public
debate over the pros and cons of testing school
children (Caulkins et al., 2002).
Random testing of pupils is a very sensitive matter. It
will create a constant sense of psychological mental burden
upon British children and adolescents of being watched all
the while. Before applying this policy, vast surveys upon its
short term and long term repercussions should have been
conducted. This policy of random testing has a positive
feature within an inherent dimension of creating lingering
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feeling of fear in the minds of upcoming children. Such tests
are to be conducted at random upon drug addicts and normal
children alike in effect.
Only about 4 to 40 per cent of schooling children are
currently under the influence of drug use. Remaining 60 to
84 per cent children will also have to face this ordeal of
random testing. What will be its impact upon them? Only
future can tell.
One positive impact of this random testing will
certainly be two-fold. Most of the drug taking children will
be more akin to be detected about their drug usage practice
much sooner than otherwise. In this sense, the scope of
rehabilitation of more and more children may take place on a
larger scale.
Russell Newcombe points an interesting feature of
drug usage in United Kingdom. For him, only a very small
minority of drug users constitute “problem drug users” (Phil
Rees, 2005). Earlier, before random testing, British
Government was doing other experiments. Random testing is
the most recent one. Phil Rees from British Broadcasting
Corporation (BBC) quotes Newcombe:
“I don’t think there’s any other area of social
policy where we would apply the same policy year
in year out for decades only to show that the
Psychology and Education 77
problem got worse every year, and yet still continue
with it saying well if we keep doing it, it might
work one day” (Phil Rees, 2005) .
Indeed, Tony Blair must still be given a clean chit for
his entire purpose appears to be benevolent and socially
uplifting in the interest of larger society and happier and
healthier British citizens. When this aim will be realised? It
is difficult to answer this obvious question.
The annual British Crime Survey of recent years has
shown increasing use of different drugs by British citizens
ranging from 16 to 59 age groups. It is not easy to clearly
bring out the addicts and recreational users through such
anonymous surveys. Varied use of drugs has certainly come
to light. Cocaine, heroine, crack, diazepam, opium, cannabis,
and ecstasy are popular drugs in use in United Kingdom.
Social Control and Drugs
There is a well known oft quoted phrase used by
Bruce G. Charlton from Department of Psychology,
University of Newcastle upon Tyne about diazepam as a
favourite drug among British. They use it as, “Diazepam
with your dinner, Sir”. Drugs are also becoming a sign of life
style, self-medication for tension and even a matter of social
courtesy during dinner parties, picnics, and birthday
celebrations etcetera.
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Therefore, there is a fertile social ethos making space
for drugs in modern British culture. Lifestyle is often the
trend setter. Hence, Tony Blair’s random testing will bring
results of widespread drug addiction among larger populace
of the British isle. Whether there are addicts or not – it will
be difficult to find. Yes, massive use of drugs may come to
new light because general surveys could never really bring
out the vast pastures of drug abuse in Britain fully.
The overall situation is more alarming than what it
appears to be. Instruments of social control such as family,
peer groups, schools, social trusts and other such institutions,
non-governmental organisations, voluntary rehabilitation
centres, governmental and other improvement centres
etcetera are obviously run by modern victims/consumers of
drugs – one way or the other – specially in view of vast and
inherent ‘networking’ of present-day depression, stresses and
tensions of a fast moving lonely lifestyle. Wither do we find
a tree without fruition of drugs on its branches today!
How this social control of drugs will be possible
when everyone appears to be enjoying drugs in some way.
Despite this, optimism must always continue to encourage in
solving modern dilemmas. There are of course six social
control strategies such as target removal, target devaluation,
target insulation, offender incapacitation, offender exclusion
Psychology and Education 79
and identification of offences and offenders. These
techniques often work wonders when applied properly.
However, if these techniques are also provided required
moral and inner force, then there cannot be any doubt about
their success.
Conclusion
Technology and techniques are very much there. The
moral force to properly utilise these techniques is missing to
a great extent. Social control from a point of weakness under
the garb of legalities is not as much desirable as from a point
of moral strength and inner determination.
Why certain types of intoxicating drugs are made
easily available in open markets? Is it necessary to equate
this freedom with fundamentals of democracy? Long term
freedom for usage of drugs is actually giving the right to
commit suicide as a coward under the influence of drug
induced sensationlessness. Is it really worth giving a try?
80 Renu Gangal
References
Caulkins, J., Pacula, R., Paddock, S. and Chiesa, J. (2002)
School-Based Drug Prevention: What Kind of Drug Use Does It
Prevent? http:// www.rand.org/publications/MR/MR1459/
http://www.jrf.org.uk/bookshop/eBooks/1859352839.pdf
McKeganey, N., McIntosh, J., MaCdonald, F., Gilvarry, E.,
McArdle, P. and McCarthy, S. (2004) ‘Preteen children and illegal
drugs’, Drugs: Education, Prevention and Policy, Vol. 11, No. 4, pp.
315–27.
Rees, Phil. (2005) “The Failure of UK Drug Policy”,
http://news.bbc.co.uk/1/hi/programmes/4138371.stm
Russell Newcombe is a Senior Lecturer with a Ph.D. working at
Drug Use and Addiction Programme of John Moores University in
Liverpool.
Psychology and Education 81
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Psychology and Education 83
Chapter Seven
Principles of Mental Hygiene and Implications of
Effective Adjustment
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Psychology and Education 85
Chapter Seven
Principles of Mental Hygiene and Implications of
Effective Adjustment
Mental health is possible only through mental
hygiene. The process of overcoming mental illnesses is
known as mental hygiene. Mental hygiene provides the
means to attaining the end of mental health.
Concern for mental hygiene developed into a
movement surging ahead for securing mental health in 1908
with the publication of Clifford Beers, A Mind that Found
Itself. Beers, a graduate of Yale University, became mentally
ill under strain and undue stress resulting in a suicide attempt
out of sheer disgust. He was then treated for his mental
illness. After recovering from his illness, Beers wrote above-
mentioned book about his treatment. Then the first Society
of Mental Hygiene was established in 1908. National Society
of Mental Hygiene was then established in 1919. This, at a
later date, became International Committee for Mental
Hygiene. This Committee also publishes Mental Hygiene
journal.
Meaning of Mental Hygiene
Mental hygiene helps widen the gamut of awareness
about the need of having a healthy mind. Mental health is
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rest assured on the realisation of mental hygiene. There are a
number of processes involved in realising mental hygiene.
The very process of mental hygiene defines its
nature. Mental hygiene is, therefore, to be defined as
necessarily a dynamic concept involving broadly two-
dimensional perspectives. One is Physical and the other is
Psychological.
First, mental hygiene requires regular and disciplined
physical regimen and life style with daily exercises, bath,
cleaning of self, necessary rest, work, proper eating and
sleeping habits and clean surroundings. Secondly, mental
hygiene involves psychological management and adjustment
of diversified stresses, tensions, work pressures and mental
illnesses arising in modern life from time to time.
Definitions of Mental Hygiene
� According to D. B. Klein, “Mental
hygiene is a study of ways and means of keeping
mind healthy and developing.”
� For Bernard, “The purpose of mental
hygiene is to assist people in the realisation of
fuller, happier, more harmonious and more effective
existence.”
Psychology and Education 87
� Benjamin B. Lahey (1998, pp.433 – 434)
suggests that the field of mental hygiene is now
converging since 1978 into the area of Health
Psychology relating to “coping” and mental
illnesses. For him, “ The field of health psychology
has emerged within psychology over past 20 years
to promote healthy behaviour and reduce the impact
of illness.”
� Mental health and mental hygiene are
both integral aspects of modern and recent field of
health psychology. It means, “The study of the
relation between psychological variables and health
reflects that both mind and body are important
determinants of health and illness” (Robert A.
Baron, 2001 and 2002, p. 490).
All these definitions indicate that mental hygiene is
an essential part of the larger field of health psychology.
Mental hygiene deals with physical and psychological
contours for ensuring mental health.
Concept of Mental Hygiene
Basic concept of mental hygiene fundamentally
involves a positive approach of psychologists to deal with
recurring threats to a normal and healthy life for all human
beings. This concept goes beyond merely physical
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perspectives. Psychological health is equally important in the
present-day world. Streamlining suicidal tendencies, stresses,
strains and work pressures provide the fundamental basis to
this concept of mental hygiene. This concept has in its fold:
i) Positive and determined effort of
psychologists and educationists to cope with mental
disturbances.
ii) Sincere will to remove dangers to
mental disorders and illnesses and
iii) Serious attempt to know the
vicissitudes of present-day world and people living in it.
iv) Modern life styles, perversions of
increasing promiscuousness, materialism, environmental
threats and ever growing automation in every sphere of
human existence further call for carefully planned mentally
hygienic pattern of human behaviour and thinking.
Principles of Mental Hygiene
a. Mental hygiene is an important feature of a
healthy life.
b. Adjusting to daily conflicts is a must for a healthy
living.
c. Suicidal tendencies need to be cured.
d. Sufficient level of “coping” behaviour has to be
developed through mental hygiene clinics.
Psychology and Education 89
e. Mental hygiene is necessary for complete health.
f. Mental hygiene is closely linked to surroundings,
attitudes, work and living conditions etcetera.
Mechanism of Adjustment
Mechanism of adjustment for maintenance of mental
hygiene is three-fold in essence.
First, it is Cognitive related primarily to mental
processes and patterns.
Secondly, it is Affective concerning emotional facets
mainly.
Thirdly, it is Conative anent physical aspects largely.
Needless to say that all these categories are interlinked,
interrelated, interdependent and mutually acting, reacting
and interacting while influencing one another in latent,
manifest and subtle fashion.
Cognitive:
1. Repression is pushing out or forgetting
unpalatable and unfavourable contexts from memory and life
to the best possible extent.
2. Rationalisation is to justify an over-
indulgence with an apparently rational and logical
framework or reason.
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3. Regression is responding to a threatening
situation in a way appropriate to an early age or level of
development.
4. Identification is to glorify and satisfy ones
dreams, aims and unsuccessful aspects of life by aligning
with some noted person or institution.
5. Digression is an inbuilt mechanism helping in
ignoring unpleasant sequences and events while
concentrating on more positive options.
Affective:
1. Refusal to accept or acknowledge an anxiety-
producing piece of information is Denial.
2. Aggression is a typical hostile response to a
situation or a sense of frustration.
3. Negativism is constantly being involved in
pejorative, critical and derogatory perspectives of life.
4. Day dreaming concerns the fantasies
constructed by the people during their waking hours due to
the unavailability of certain resources.
5. The process of running away from certain
problematic situations or responsibilities is called
Withdrawal.
Psychology and Education 91
Conative:
1. Sublimation is the defence mechanism on
which threatening unconscious impulses are channelled into
socially accepted forms of behaviour.
2. Displacement is the process of redirecting an
emotional response from a dangerous situation to a safer one.
3. Retaliation is considered as a violent physical
response to a situation or comment.
4. Projection is the process of transference of
certain unacceptable motives and impulses on others.
5. Compensation is the process of making up for
our previous mistakes by performing exceptionally well in
certain tasks.
Diagram/Table 3.
Mechanism of Adjustment for Mental Hygiene
Cognitive Affective Conative
Denial Aggression Negativism Day Dreaming Withdrawal
Repression Rationalisation Regression Identification Digression
Sublimation Displacement Retaliation Projection Compensation
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Implications of Adjustment
Aforesaid mechanisms are inherent and natural
instruments in a human person. Individuals naturally act,
react and interact within the broad parameters of this
framework. However, there emerges a very special role of a
Counsellor in view of such inbuilt mechanisms of adjustment
of mental hygiene. That is why Counsellors must be
extended ever more opportunities to come forward in a civil
society for offering proper guidance and counselling and
providing right type of direction to uncontrolled impulses in
human nature.
Cognitive, Affective and Conative mechanisms of
adjustment in mental hygiene are general guided by natural
impulses of human being. Such natural working of human
mechanisms of adjustment leads to prolonged predominance
of a particular sub-mechanism within the larger three-fold
system. This is often proving to be harmful to mental
hygiene. These circumstances end up in the formation of a
high level of Depression and at times Schizophrenia.
Such dangerous situations can be prevented
through an all time available Counsellor. Therefore, it is high
time when positions of trained Counsellor must be given a
special place and importance in present-day modern society
so full of stress otherwise.
Psychology and Education 93
Mental hygiene has two primary dimensions,
namely, physical and internal. Both these aspects need to be
given proper care. Aristotelian principle of mean appears
very significant here. Limits must be realised in every action
and thought. Frontiers of normal human living must not be
crossed. Otherwise, mental hygiene and mental peace will be
affected adversely.
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References
Baron, Robert, A. Psychology, Fifth Edition, Replica Press, New Delhi, 2002. Bernard, H. W., Mental Health in the Classroom, McGraw Hill, New York, 1970. Das, J. P., The Working Mind: An Introduction to Psychology, Sage Publications, New Delhi, 1998. Gates, I., Educational Psychology, Harcourt Brace, New York, 1954. Lahey, Benjamin B., An Introduction to Psychology, Tata-McGraw Hill, New Delhi, 2003.
Psychology and Education 95
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Psychology and Education 97
Chapter Eight
Mental Health and Development of Integrated
Personality
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Psychology and Education 99
Chapter Eight
Mental Health and Development of Integrated
Personality
Healthy mind is a pre-requisite of an integrated
personality. Mental health means a balanced and rational
mind under different situations and challenges of life. An
integrated personality also depicts patience and rationality of
behaviour. There is clearly an inherent link between mental
health and an integrated personality. Mental health is equated
with happiness, satisfaction and normal behaviour. It shows
one’s way of thinking, adjustment in life, relationship with
others and effective functioning in different roles of life.
Mental health is harmonious working of human mind
resulting in an integrated personality.
Concept of Mental Health
Mental health is a dynamic concept involving
rationality, health, normalcy, versatility, conformity to social
norms and balanced personality of an integrated human
being. For Sigmund Freud, “Healthy person is one who can
both love and work.” Clearly there is a close link between
personality and health – be it physical or mental. Mental
health relates to near completeness of a human personality.
Robert A. Baron (2002) regards mental health as a holistic
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concept. It cannot be understood as a piecemeal
phenomenon. It is useful only when grasped in its totality
and wholesomeness. It includes physical, mental, social,
rational, logical and other interdisciplinary perspectives. All
these must interact in a balanced way one with another for
securing a healthy integrated personality.
Main features of Mental Health
M. Dash and Neena Dash (2003) specify six main
characteristics of mental health:
1. Environmental efficacy of a personality
signifying that a mentally healthy person has the ability to
love; adequacy in interpersonal relationships; capacity for
adaptation and adjustment; competence for love, work, play
and problem solving; and an aptitude to deal with different
situations of life.
2. Perception of reality including outlook towards
reality; empathy and social sensitivity.
3. Integrated personality includes balanced human
psyche or psychological forces; amalgamating and
integrating attitude to life; and capacity of minimising stress.
4. Autonomy and independence of making
decisions; regulating one’s behaviour from within; and
capacity to act independently.
Psychology and Education 101
5. Growth in healthy mind means proper and four-
fold development of one’s own self; balanced self-
actualisation; and self-motivation.
6. Reasonable attitude towards “self” including self-
awareness; self-acceptance; self-correction; and a sense of
identity.
Integrated Personality
A healthy mind with aforesaid characteristics can
lead to an integrated personality. Balanced development of
body, mind and soul constitutes an integrated personality. An
integrated personality is in conscious control of one’s life. A
healthy mind provides a fertile ground for the evolution of an
integrated person. Social conformity of behaviour, emotional
strength, proper value and reasonable philosophical
orientation, good habits, adaptability and required physical
health are a few essentials of an integrated personality.
How to Develop an Integrated Personality
i. Balanced Attitude and Thinking: Mental health
is a multi-fold integral process entering into diverse areas of
human life. This wide variety of human involvement brings
in its wake multiple challenges. Patience, mutuality and
thoughtful caring responses to one another help develop
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balanced attitudes. This approach must be followed under
every type of situation.
ii. Positive View of Life: Bestowing truthful praise
and appreciation upon others is a must for every individual
possesses at least some positive qualities. The feeling of
jealousy must not be allowed to creep into one’s personality.
Good things happening to others must be duly acknowledged
and encouraged.
iii. Conformity to Social Norms: Social systemic
norms have to be followed and observed. This is of utmost
importance. Otherwise the social system can collapse. This
may lead to a civil war and absolute normlessness. Social
relations and institutions form the backbone of a healthy life.
Character building is one of the foremost
requirements of social conformity and mental health. This
character building is possible through observing all the seven
tools of developing an integrated personality explained in
this lesson.
iv. Daily Physical Work Schedule: Open and
healthy mind needs regular physical exercises to receive
necessary amount of fresh air and oxygen for our body pores.
This helps keep human physique in shape and properly
Psychology and Education 103
mobile. It also helps uplift our mind and spirit. This boosts
our sources of energy and versatility.
v. Meditation: Physical work combined with self-
study and meditation produces a balanced personality. This
self-study must include a regular process of self-realisation
and wider reading and thinking alongwith a process of self-
analysis.
vi. Taking Care of Daily Physical Hygiene:
Taking regular bath, exercises, rest, meditation, self-studies,
relaxation, self-analysis etcetera are steps to proper hygiene.
vii. Continuous Self-Assessment: Objective and
ruthless self-analysis and assessment are necessary at the end
of the day daily. Help of other friends can also be taken in
this context. But own assessment can best be done by one
self only. This helps us know our follies on day-to-day basis.
Thus giving us an opportunity to improve ourselves.
Let Us Sum-up
Mental health is a dynamic concept and process.
Rationality is its first necessity. It has to be preserved
through a well-planned regimen. An integrated personality is
generally a mentally fit and healthy. If the above-mentioned
tools of developing an integrated personality are observed
and followed in daily routine, mental health will always be
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there in one’s life. Mental health is a must for a normal
human society and being.
Psychology and Education 105
References
Baron, Robert A. (2002) Psychology, Fifth Edition, Replica Press, New Delhi.
Bernard, H. W. (1970) Mental Health in the Classroom, McGraw Hill, New York.
Das, J. P. (1998) The Working Mind: An Introduction to Psychology, Sage Publications, New Delhi.
Gates, I. (1954) Educational Psychology, Harcourt Brace, New York.
Lahey, Benjamin B. (2003) An Introduction to Psychology, Tata-McGraw Hill, New Delhi.
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Psychology and Education 107
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Psychology and Education 109
Chapter Nine
Grandmother’s Psychology
Environment, Culture, Ethnicity and Health
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Psychology and Education 111
Grandmother’s Psychology
Environment, Culture, Ethnicity and Health
This maybe treated as a grandmother’s interview –
the interviewed person can be anyone’s grandmother – for
purposes of understanding the purpose of our study. As such,
when I asked my grandmother, Margarita, an octogenarian,
to find time for extending an interview of hers, she appeared
outwardly very reluctant. I could, however, observe that she
was finding this exercise for an interview to be of great
interest and uniquely intriguing. You know, there emerged a
twinkling naughtiness and a sense of mischievous self
importance in her eyes.
Environment
She is having completely gray/white hair, long and
waist length. Margarita is her name. Margarita is very
talkative and clear in speech when her dentures are fitted
properly in her mouth. She is fair of complexion with five
feet of height. Her weight is only 100 pounds. Face is a bit
wrinkled though charming with a perennial smile all the
while. She is very caring in nature. This part of her nature is
often interpreted as “too interfering”. That is why, most of
her children and grand children, leave her alone in her house
time and again.
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Margarita has adjusted to fast changing familial
socio-psychological paradigmatic dynamics of modern life
styles. She has even learnt computers. Her house is having
all modern and technological gadgets and facilities and
comforts. She served as a teacher in a public school about
twenty five years earlier. The name of her birth place is, as it
were, Canada.
Her living conditions are relatively quite comfortable
and modern. She is still very traditional like any other old
timer. She is very fond of talking about her way of life in her
own time: simple, straight from the heart, life full of inner
contentment, away from flaunting patterns and
exhibitionism. As she said, “People and not gadgets mattered
in her time”.
Culture
Margarita is from a family of conventional clan
producing teachers generations upon generations -- the old
style of traditional teachers. For such teachers, education
meant knowledge and virtue and not so much of modern day
money churning industry and pluses and minuses of
performance in twice in a year examinations. Their
educational upliftment was based on continuous lifetime
self-assessment process where the examinee was also the
examiner. A teacher seldom taught his pupils in such a
Psychology and Education 113
system. It was a process of learning through setting real and
actual examples.
My grandmother had come from such a cultural
background. Her clothing and style of wearing them was
extremely graceful. Robert Herrick’s “Liquefaction of
clothes” (Pollard 77) was regarded as a sign of beauty and
grace in her time. Classical singing of great epics was treated
equal to scientific worshipping of God for direct God
contact.
Modern contemporaneous allopathic medicine
system was considered inappropriate for treating various
diseases in her days of youth. My grandmother, therefore,
has had a number of ready to use home-made medicinal
formulae
to maintain health and preserve youthful zest. She
thinks that her formulae can keep one healthy and full of
vitality and energy in dealing with the routine rendezvous
and challenges of modern stressful daily life.
Ethnicity and Beliefs
My grandmother’s country is Canada. Hence, her
ethnicity (Smith 1986) and origins lie in the Canadian
region. She is from mixed South Asian, Asian Pacific and
East Asian community. Her ancestors were traditional
martial arts and spiritual teachers practicing their own ages
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old scriptures and sciences. My grandmother is the first one
to go for inter-ethnic marriage. She has faith in Christian,
Hindu and Buddhist religions. She maintains her health
through her disciplined eating habits.
She believes in birth after death. She says she knows
the time of her death. She worships God in temples,
Churches, Pagodas and Monasteries. She wants that after her
death, her body should be buried. She says that her inner self
is always directly connected to God. She believes in Hindu
practices of God worship also.
Health
For my grandmother, health depends on simply our
eating habits and establishing a balance between modernity
and traditions. It means we must keep away from extremes
and extremities in eating behaviour and life styles.
She says that diseases like rheumatoid arthritis or
painful swelling of body joints can be cured in 90 per cent
case simply by keeping away from protein diets. A regular
diet of green vegetables, properly boiled, can cure this
disease.
For her, chronic constipation is generally cured
through a commonly available regular necessary intake of
dried, crushed and refined powder of the stem of a plant
called picro hiza.
Psychology and Education 115
She even suggests that widespread modern problem
of shooting blood pressure is curable through commonly
available necessary and regular doses of soda bicarbonate
powder. She opines that we at times feel alarmed and start
thinking on the lines of considering ourselves established
heart patients due to this apparent disease. For her, when our
diaphragm is pushed a little upwards due to gastric pressure,
we including our modern scientific physicians, start thinking
on the lines of there being a possibility of a heart attack.
While, in reality, it is simply the pressure of gas pushing our
diaphragm upwards!
She said that she learnt all this from her mother.
However, her own children are not ready to learn from her.
They rather make a mockery of hers.
At this point I had to stop her from going on
endlessly telling her such wonderful formulae and usual
home made medicines. I then paid my respect to her and
came out from her house after promising her to come back
for another session of this interview.
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References
Pollard, Alfred. Ed. (1891) Works of Robert Herrick. Vol. II.: Lawrence and Bullen, London. My Grandmother even narrated a poem of Robert Herrick entitled “Upon Julia’s Clothes”:
“WHENAS in silks my Julia goes, Then, then, methinks, how sweetly flows That liquefaction of her clothes. Next, when I cast mine eyes and see That brave vibration each way free; O how that glittering taketh me!”
Smith, Anthony, D. (1987) The Ethnic Origins of Nations, Blackwell, Oxford.
Psychology and Education 117
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Psychology and Education 119
Chapter Ten
Why Self-mutilation as Self-healing!
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Psychology and Education 121
Chapter Ten
Why Self-mutilation as Self-healing!
This is an attempt at summarizing Max Malikow’s
(2006) article in Education Digest. His is a challenging
theme anent self-cutting by students in schools. Not too
many psychologists have dared tread this highly sensitive
area of research and immense human importance.
About two million students in United States schools
deeply cut their skin from a part of their body. How really
painful this has to be. They do not think, fear or bother about
this resulting pain when they go for cutting.
Why this painful cutting is taken recourse to? Does
this behaviour show an increasing social suicidal tendency?
Does it mean our children are subject to dangerously
growing societal and familial tensions today? Malikow
presents here a psychologist’s view. Psychiatrist A. Favazza,
accordingly, says that psychologists are “intrigued by the
possibility that some forms of self-mutilation represent an
attempt at self-healing."
Cutting behaviour is an off shoot of intensity. ‘Silent
clamouring around of human feelings and their gathering
momentum over a period of time from within’ leads to acts
of self-cutting, self-harm and giving pain to one’s own self.
This is like the sudden bursting of an erstwhile apparently
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sleeping volcano. The gathering momentum is released. The
damage is also done. The road to normalcy is also seen more
clearly after this volcanic outburst! The damage is physical.
Relief is emotional. The question of return to normal life
relates to social context.
Indeed, “Cutters are determined to hide the self-
abusive behaviours and are adept at doing so. They fear
discovery and being thought of as being crazy. Parents often
deny this behaviour” (Malikow, 2006).
This attitude of denial and fearfulness needs to be
curbed. Do not cut cutters. Prevention of cutting behaviour is
essential. Removing its causes is essential.
Teachers in schools and parents of cutters must know
that cutters need not be treated as having suicidal tendencies.
They are merely neurotic. They fear social humiliation. They
must not be ignored and put aside. More creative and
thoughtful consideration of their behaviour is required. Their
feelings must be given a fulsome opportunity for fuller
expression. ‘Rejection’ is the most fearful proposition to
cutters. They need attention without being to overt about
this.
Three major reasons are extended for cutting
behaviour. These are distraction, dissociation and
Psychology and Education 123
symbolism. They are distracted towards self-injury for they
fear what they feel. Their numbness of physical sensations
and emotions occur due to pressure and intensity of feelings.
This creates in them disassociation and de-personalization.
This leads to self-injury.
The experience of pain reassures cutters they are
alive and human. Depersonalization can be stopped by self-
injury. After self-injury, flowing of blood is an outward
expression of an inner release of undesirable emotion. Blood
and physical pain appear as a symbolism for release of
intensity, tension and fear.
This tendency of cutting must be treated through a
teacher who can render valuable support to a self-injuring
student. The treatment includes behavioural therapy,
cognitive therapy, and medication. The last technique of
medication must not be resorted to as far as possible. Public
condemnation of cutters must never be there. For B. F.
Skinner, they must be given sympathetic hearing. Exclusive
assignments must be given to them. They must never be
ignored. Patience and perseverance of a teacher will pay
here.
Personal Opinion and Analysis
A sympathetic approach to cutting behaviour and a
positive way of looking at this phenomenon must be
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appreciated. It is only through this attitude that several other
challenges to this world can also be properly looked into.
Wide spread practice of self-injury among schooling going
children, specially adolescents, is a very serious issue for
educationists and others.
A positive outlook and considerate stance is
necessary for treating and preventing this apparently
negative happening among students.
However, any negative act must never be given a
positive perspective in social and individual context.
Violence against humanity in any form has to be negated. Its
treatment may be prescribed after looking at the concerned
problem from every possible angle.
Creative and positive attitude is required here. This
does not mean that we change the meaning of a thing act.
Bad is bad. Good act is good. Yes, at times, a debate can be
their on what is good and what is bad. Cutting act is bad. It
must not be treated as something good because it helps
release accumulating intensity of feelings.
Students involved in this act will have to given due
regard and consideration. Yet the real cause behind the
problem has to be treated. This real cause lies, as it were, in
the vernacular, in social and other tensions of a fast moving
modern world. In this modern world, time is money.
Psychology and Education 125
Emotions, mutual love, human values and other related
aspects have secondary priority. The first priority is the
principle of “time is money”. How can this be changed?
What we need is not just a symptomatic approach.
Holistic perspective is needed to deal with such challenges as
the act of cutting behaviour among students. Short cuts to
solutions need to be coordinated with holistic alternatives.
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References
Max Malikow. (2006). “When Students Cut Themselves”.
Education Digest. Volume 71, No. 8. Prakken Publications, Inc. pp. 45-
50.
Psychology and Education 127
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Psychology and Education 129
Chapter Eleven
Workaholic’s Psychology
Work and Work All the Way
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Psychology and Education 131
Chapter Eleven
Workaholic’s Psychology
Work and Work All the Way
This is an attempt to summarize an interesting article
in Psychology Today entitled “A Field Guide to the
Workaholic” (Goodman, 2006). Brenda Goodman has
discussed Brain E. Robinson’s and Gayle Porter’s analyses
of those who are almost always busy with their work. They
seldom find time for any other aspect of their life. For them,
work is life and vice versa. They treat work as worship
Such persons often feel uneasy at social places. Why
they feel so? It is because they are over obsessed with their
work. They keep imagining their work and office all the
while. They are akin to function like this even at the cost of
their family, health and a good night’s sleep! Any place other
than their place of work does not augur well with them.
Workaholics
Such wild workers are labelled as ‘workaholics’ and
‘workophiles’. They live in their own wilderness of their
work castles. Work becomes their only source of fortitude,
security and identity.
Their place of solace is work and work alone. Work
also helps them escape from the world. Work emerges as a
shield for them. There is only one track of life for them. To
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paraphrase Bible, “Live thy life by the sweat of thy work” –
evolves as the most fundamental principle for them.
“Workaholics are out of balance” for, as hard worker,
they “…will be at …[their] desk, thinking about the ski
slopes….workaholic[s] will be on the ski slopes thinking
about …[their] desk" (Goodman, 2006).
This ‘workaholic’ pattern is coming up as a potential
disease in United States where some institutions tend to work
nearly 24 hours a day for seven days a week! Here, primary
concerns are efficiency, customer satisfaction, and the wide
spread principle and belief that stresses for “time is money”.
This trend is eating on the nerves of almost every modern
United States (US) citizen.
Workaholics Types
About four types of workaholics are there in US
today. First, there are those who do their work quite near to
perfection.
Secondly, those who just remain at work place
without doing much of their work.
Thirdly, there are those who keep on making careless
mistakes for they have not learnt to say “no”. They will not
stop even for a while. They will just go on doing their work
relentlessly.
Psychology and Education 133
The fourth types are those who are always busy with
finding deepest details of their work even if such details are
not required.
The result is endless surging ahead of diversified
individual and social stresses, tensions and uncalled for
socially harmful tendencies like recurring personality
complexes and likely suicidal possibilities leading to
personality imbalances and social disharmony. For Gayle
Porter, workaholics quite incapable of institutional team
work and leadership.
They try to concentrate all work in their hands only.
They start considering work as their source of power
apparently. They thus become highly emotional and
possessive and obsessive about their work. As such, varied
crises emerge. The workaholic tries to utilize this situation to
his own advantage without much of an achievement and
accomplishment levels.
Workaholics suffer a lot due to their idiosyncrasies
and esoteric whims. Instead of workaholics’ obsession, those
workers are able to do much better work in terms of quality
and quantity who go for normal off days and permissible
holidays for relaxation and enjoyment. Any type of
obsession does not serve a positive purpose. Normal
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performance and steady progress of work leads to productive
results.
Opinion about the Article
This article is an analytical piece of work. It serves its
purpose of highlighting pejorative effects of obsessive
patterns of behaviour and working trends. Its emphasis on
the need to function in a balanced way is also appropriate.
The overall style and tenor of this piece is highly
edifying for it warns against work and administrative
excesses. This article also points to human questions of work
ethics when it states, “When a child comes home with a
drawing of her family that doesn't include her father, he may
finally alter his schedule” (Goodman, 2006).
Brenda Goodman indicates a trend. A process of
prolonged alienation of the obsessive worker is brought
forward very powerfully.
However, quite a few related aspects are not touched
in this article. Why this obsessive behaviour is coming up?
Why this alienation is their?
It is not their just due to whims of a workaholic.
Other reasons are also there. Modern world and its rat race
for acquiring ever new gadgets and ever widening network
of acquisitive instincts also contribute to threaten normal
behaviour of human beings. This type of modernity can also
Psychology and Education 135
be one of the important causes of increasing extra-normal
behavior amongst individuals today.
Psychology of modernity leading to different types of
obsessions in the minds of modern men must also be
considered. This article has great implications and meanings.
Various modern tensions by themselves can push any normal
human being to a corner where there could be no other
option but to go for obsessive behaviour in many directions
of life.
Contemporary unbridled pursuits of power and wants
are leading the world to numerous types of decay threatening
extinction of human species. Workaholic aspect is just one
dimension from among the many.
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References
Goodman, Brenda (2006). “A Field Guide to the
Workaholic”, Psychology Today. May/June, Volume 39,
No.3 Sussex Publishers Inc. pp. 40-41.
Psychology and Education 137
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Psychology and Education 139
Chapter Twelve
Conclusion
Twenty-first Century ‘Consciousness’
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Psychology and Education 141
Chapter Twelve
Conclusion
Twenty-first Century ‘Consciousness’
Psychology is generally considered as a study of
human behaviour and mind. Human behaviour and mind by
themselves are meaningless machines and mechanical stuff
inclusive of actions like a non-thinking computer
reproducing “garbage upon garbage”. The real life to human
body and processes emerges when it comes alive with human
‘consciousnesses’. This debate is ages old as well as recently
emerging – in a different sense and focus than earlier -- as
the latest trend in the study of psychology and education.
The quest here is, indeed, interdisciplinary.
Twenty-first Century Needs
Quite a few psychologists have raised such concerns:
According to the theory of evolution, human
beings are the result of an evolutionary process
beginning millions of years ago with a simple life
form. In general terms, each of the physical
characteristics of human beings can be related in
some way or other (directly or indirectly) to their
adaptation for survival and reproduction. It seems
reasonable to assert that consciousness, which is
presumably also the result of an evolutionary
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process, is similarly somehow related to the
adaptation of human beings for survival and
reproduction… [Here] a mechanistic brain could
work without consciousness. Accordingly, unless
consciousness is merely a by-product of a
mechanistic brain of some complexity,
consciousness itself must make a difference, so that
the brain is not mechanistic.
This argument … [is] advanced in support
of anti-materialist positions …However, I think
there is more to be said about it. I begin with a
general statement of the argument, and then look at
various answers to it: in the course of this, I
consider what could be the advantages of
consciousness which may have led to its selection
by evolution….
Nevertheless, evolution has apparently
favoured consciousness, not merely by giving rise
to organisms with consciousness, but also by
equipping them with mechanisms to ensure that in
times of danger or crisis, or otherwise requiring
important decisions to be made, full conscious
attention is brought to bear on the problem
(Hodgson 1991 157).
Psychology and Education 143
Consciousness, Mind, Behaviour
When consciousness and sub-consciousness are able
to connect human mind and body, then human behaviour
remains properly functional. Not otherwise. It is here that
Psychology has to concentrate upon to really grasp human
realities of human behaviour.
Picture 1.
Source: Journal of Consciousness Studies with thanks
One cannot just assemble human body parts, heart
and mind for bringing it to life and work.
Psychology is engaged primarily in animal and
human behaviour as main focus of its study and the
‘consciousness and sub-conscious’ constitute merely
subsidiary and concomitant aspects of its explorations.
This focus must turn around now. Main focus must
be the scientific study of ‘consciousness and sub-conscious’
while other things following suit as logical corollary of
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thematic relevance, objective and purpose. Just see what
Steven Pinker is saying recently:
The young women had survived the car
crash, after a fashion. In the five months since parts
of her brain had been crushed, she could open her
eyes but didn't respond to sights, sounds or jabs. In
the jargon of neurology, she was judged to be in a
persistent vegetative state. In crueller everyday
language, she was a vegetable.
So picture the astonishment of British and
Belgian scientists as they scanned her brain using a
kind of MRI that detects blood flow to active parts
of the brain. When they recited sentences, the parts
involved in language lit up.
When they asked her to imagine visiting the
rooms of her house, the parts involved in navigating
space and recognizing places ramped up. And when
they asked her to imagine playing tennis, the
regions that trigger motion joined in. Indeed, her
scans were barely different from those of healthy
volunteers.
The woman, it appears, had glimmerings of
consciousness…..The report of this unusual case
last September was just the latest shock from a
Psychology and Education 145
bracing new field, the science of consciousness.
Questions once confined to theological speculations
and late-night dorm-room bull sessions are now at
the forefront of cognitive neuroscience.
With some problems, a modicum of
consensus has taken shape. With others, the
puzzlement is so deep that they may never be
resolved. Some of our deepest convictions about
what it means to be human have been shaken.
To make scientific headway in a topic as
tangled as consciousness, it helps to clear away
some red herrings. Consciousness surely does not
depend on language.
Babies, many animals and patients robbed of
speech by brain damage are not insensate robots;
they have reactions like ours that indicate that
someone's home. Nor can consciousness be equated
with self-awareness. At times we have all lost
ourselves in music, exercise or sensual pleasure, but
that is different from being knocked out cold
(Pinker 2007, Emphasis added with more number of
paragraphs than the original).
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Consciousness and Dignity
Consciousness as such does not bestow upon
apparently normal individuals to brand a ‘challenged’ person
as a ‘vegetable’ even if someone appears to be like this. That
is why with the purpose of especially securing emotional
security and dignity of every affected individual, it becomes
ever more necessary to mould the direction and emphasis of
scientific psychological studies towards newer fields of
human and animal ‘consciousness’ and ‘sub-consciousness’.
Relevance of Consciousness Studies
This does not mean the revival of the older
psychological focus on ‘super natural’ ‘spirit’ and ‘soul
orientation’. It means more central and fundamental focus on
human consciousness as the basis and purpose of most of the
prospective scientific psychological studies in almost every
area and branch of psychology and education.
Picture 2. From Time – Source in References
Psychology and Education 147
The need is to see this perspective as the scientific
need of the twenty-first century for conjoining
‘consciousness’ studies as an integral part of human
behaviour, mind and body concerns – be they individual,
institutional or corporate in nature.
Consciousness by itself is closely related to the
twenty-first century’s major concerns of psychology and
education – as discussed in earlier chapters of this research
work. Clearly, it is the psychological and phenomenological
consciousness that is required to be put as top priority for
psychologists and educationists in their studies. Such studies
will have to become inherent and compatible part of
‘experimental psychology’ (Mathew n.d.; Seager 1999 01).
148 Renu Gangal
References
Hodgson, David (1991). The Mind Matters:
Consciousness and Choice in a Quantum World. Clarendon
Press. Oxford.
Mathew, V. George (n.d.). “Psychology of
Consciousness”. http://www.psychology4all.com/PsychologyofConsciousness.htm
Pinker, Steven (2007). “The Mystery of
Consciousness”. Time, Friday, 19 January. London.
Seager, William (1999). Theories of Consciousness.
Routledge. London.
Psychology and Education 149
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Psychology and Education 151
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Psychology and Education 153
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American Psychiatric Association (1994). Diagnostic
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