How to write an essay: part 2

Many students continue to struggle with essay-writing:  unnecessarily so!

Essays are such a structured method of conveying information, they are easily reduced into a ‘formula’ which can simply be filled in with the required information.  In other words, essays follow a very specific, internally repeating pattern.  As such, they are easily mastered – but only if one understands the ‘formula’!

In part 1, I attempted to explain how to organize one’s thoughts in order to clarify the ideas/information which an essay will convey. Lacking a better term, I called this the ‘why’ of the essay:  as in, ‘why’ is the essay being written (what ideas it is meant to convey).

Here, in part 2, I will provide some practical tools for the ‘how’:  the mechanics of the writing of an essay.  More specifically, I will describe the ‘original form’ of the method which I have tried and used and successfully taught to others.  (There is another ‘form’ of this method, which I have developed with the help of my older son who is an Aspie, and which works well for him….and when I write it up, I will link it here.)

Of course, some essays can be very complex:  here, I am attempting to establish the basics.  Therefore, I will present ‘the essay’ in the ‘barest’, ‘most basic’ form (or, at the level most high-school teachers expect an essay to be written).

OK, let’s begin!

When writing an essay, it is essential that the whole work maintains a central focus. (A formalized statement of this ‘main idea’ will function as the title of the essay.)  That is why it is useful to write the ‘main idea’ or ‘focus’ of the essay in a single expression:  in order to retain the focus throughout the essay, it will be referred to over and over.

In its barest form, an essay can be broken down into 2 parts:

  1. Stating the ‘main idea’/’point of view’ of the essay
    • this will form as the basis of the ‘opening paragraph’ (where it will be ‘introduced’) as well as the ‘closing paragraph’ (where it will be ‘summed up’).
  2. Providing evidence to support this ‘main idea’/’point of view’.  Most essays (at the beginner level) require 3 major ‘supporting’ ideas.
    • these will form the ‘body’ of the essay
    • each of these 3 points will become a separate paragraph
    • the eventual ‘focus’ of each of these paragraphs will be ‘how’ this particular ‘piece of evidence’ relates to the ‘main idea’ and supports the ‘point of view’.

Many students find it useful to put their ideas into a chart – either as ‘single words’ or ‘expressions’ or ‘point forms’.  Turns out, I can’t figure out how to insert a chart into this blog…but, if I could, it would look (with different formatting) something like this:

  • ‘main idea’
    • the focus of the essay:
      • ………………………………………………………………………………………….
    • re-stating the focus in formal way becomes the title of the essay:
      • ………………………………………………………………………………………….
  • ‘main idea’ + ‘point of view’ (step 1 from above)
    • this will form the core of the ‘opening paragraph’ as well as the ‘closing paragraph
      • ………………………………………………………………………………………….
  • ‘supporting evidence’ (usually, 3 pieces are expected)
    • simple list of 3 ‘ideas’ or ‘pieces of evidence’ which support the ‘main idea + point of view’ of this essay
      • ………………………………………………………………………………………….
      • ………………………………………………………………………………………….
      • ………………………………………………………………………………………….

It is a useful exercise to fill this ‘chart’ out before beginning the actual ‘act of writing’ of an essay:  it aids in maintaining focus and disciplines one to keep the arguments clear and concise.  For some students, this will be more than a simple exercise in discipline and focus:  it is the skeleton of the essay which they will go on to ‘flesh out’.

In part 3, I will address the specifics of how the individual paragraphs are to be structured (and the way in which the structure of each paragraph reflects the pattern of the essay).

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Carleton University introduces new course: ‘How to rig an election 101’

Warning:  In order to comply with the CRTC  (CBSC) ruling on a similar situation, please note that the following post may contain sarcasm and may employ facetiousness as a method of criticism.

Press release by Carleton University Faculty of Social Engineering:

For immediate publication:

Following the failure of the progressive students in their attempt to only support research into diseases which are politically correct, it has been deemed necessary to introduce more effective training in social engineering into the curriculum of Carleton University.  We are therefore proud to announce that, the Carleton University Faculty of Social Engineering is introducing a new course, titled ‘How to rig an election’.

The course number is ‘CUFSE 101’ and will be open to all students deemed ‘intrinsically sufficiently progressive’ following an extensive interview process.  If there is sufficient demand, higher-level courses will be designed to follow.

CUFSE 101 Course Curriculum:

This course has been specifically designed to teach students how to ensure that our governments – at all levels – are sufficiently progressive and promote the development of diverse and inclusive society.  In order that proper government policies are developed, it is necessary to teach future progressive candidates how to ensure they will be successfully elected.

To train students in the required skills, the course will focus on the following electoral techniques:

1.  Long term strategic planning:

  • ensuring that the body which supervises the election is stuffed staffed with progressive individuals.  This step must be undertaken by the progressive elements who have been elected, in preparation for future election.
  • ensuring that the wording of electoral rules is sufficiently vague and obscure so that, if necessary, it can be interpreted in completely unexpected ways.  Particular attention will be given to teaching the proper language which will not give any future non-progressive candidates clues as to how these rules can be applied.

2.  Short term measures:

Specialized linguistic training will focus on

  • skills in interpreting electoral rules so as to penalize or disqualify those candidates who have won, but who are undesirable due to their lack of intuitive progressive thought.
  • design of ‘election results’ web page which will obscure the number of votes won by undesirable candidates, or be similarly conducive towards positive reactions to progressive candidates.
  • phrasing of ‘electoral board rulings’ against undesirable candidates in  a way that will raise the least journalistic interest and minimize any attention to the techniques employed to achieve the desirable ends
  • how to engage popular – but not appropriate – candidates in conversations calculated to make them loose temper.  Any resulting ‘strong response’ will be a useful weapon against such a candidate, while an absence of a ‘strong response’ will indicate the best methodology for marginalizing said candidate.

In preparation of this course, a pilot project has trained some progressive candidates in the 2009 Carleton University Student Association (CUSA) elections in these skills.  As can be seen from the CUSA 2009 election results, the pilot was successful beyond expectations!

Points of particular success:

  • Within 4 hours of winning the largest number of votes, the undesirable candidate for CUSA president, Bruce Kyereh-Addo, was notified that he has been disqualified as a candidate, and therefore did not win.
  • To ensure that the ‘progressive candidate’ won, the pilot study graduates outdid themselves in also disqualifying the other non-desirable candidate for CUSA presidency, Cameron MacIntosh.  Thus, Erik Halliwell, the progressive candidate, was the only candidate who was not disqualified, ensuring his election to the post of ‘President of CUSA’.
  • Only anecdotal evidence exists that the electoral board was ‘stuffed’ with Haliwell’s friends, making it easy to dismiss any charges of ‘partiality’ as ‘hearsay’.  The praise here falls on the previous CUSA councillors:  having failed to stop ‘Shinerama’ fundraising to go to support a research into a non-inclusive disease which “has been recently revealed to only affect white people, and primarily men”, they have now redeemed themselves in ensuring that the right people staffed the CUSA elections office – and, more importantly, they have not left tangible trails.
  • The CUSA election rules are so well written, the disqualified and/or ‘ruled against’ candidates were completely unaware of how the election rules could be applied.   This has left them unprepared and unable to effectively defend themselves.  Kyereh-Addo is quoted as saying:  “This is just ridiculous. I can’t believe what’s going on right now.”
  • Had this been a credit-course, rather than a pilot, high marks would have been awarded to the person(s) who devised the successful application of the rule that ‘unapproved Facebook messages sent by their supporters’ – without the candidates’ knowledge or approval’ – are a misconduct’ which earns the candidate(s) a ‘ruling against them’.
  • Another sign of brilliance among the ‘election rule drafters’ is that it is a breech of the rules if there are any posters/promotional materials – or electronic messages, approved or not, by the candidates or their supporters – which promote more than one candidate – or which are posted in ‘non-approved areas’!  Simply brilliant!
  • The ‘linguistic training’ also scored a major success when an electoral board officer managed to involve Mr. Kyereh-Addo in a conversation so frustrating, Mr. Kyereh-Addo lost his temper and punched a wall.  As this was on the grounds of Carleton University, the electoral board promptly charged him with “damaging university property in a physically violent manner”:  and thus supplied the grounds for his disqualification of Mr. Kyereh-Addo as a candidate.  Kudos!
  • Much praise also goes to the pilot programme graduate who managed to handle the press coverage of the event, as can be seen in the ‘Charlatan’ (campus newspaper) coverage of the election.  There is not hint of ‘scandal’, ‘electoral fraud’ or even ‘serious controversy’.  This is success beyond expectation.  When reading the article, please note the successful spin which does not even identify that Mr. Kyereh-Addo simply ‘punched a wall’, but leaves the reader with the impression that he had indulged in wanton destruction of University property.  Well spun!
  • The ‘election results’ webpage:  brilliant!  Conveys the ‘information’ without letting people know what happened, does not even make the appropriate candidate look like a looser!  Not including the ‘total number of votes cast’ per category on the website hides the truth without telling a lie!!!  Faultless!!! Simply brilliant!

The above notes are only a few of the examples of the many successful applications learned by the progressive students in the pilot study on the basis of which ‘CUFSE 101’ was developed.  The Carleton University Faculty of Social Engineering is confident this success will lead to an establishment of a large number of courses in this area in the future.

The instructor for this specific course has not been named yet, though among the leading candidates are such role models as Warren Kinsella, Richard Warman and our own Matthew Crosier.

For any additional information, please, contact the information officer of CUFSE.

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Will all Muslims be caught in the backlash against Islamists?

This post can stand on its own, but it is a loose continuation of my rant from yesterday:  Actions and reactions

In my never-humble-opinion, we are dealing with several things which overlap and muddle all discussions when we discuss ‘freedom of speech’, Islam and the now inevitable clash between the two.  Here is my little breakdown:

1. Islamists – those for whom Islam is not just a religion, but a political movement bent on dominating the world (it is wrong to dismiss the things people say they believe – and want to do, even if it sounds outrageous to our sensibilities).

2. Muslims – these are people for whom Islam is a religion.  It includes people for whom it is nothing more than their personal faith and who wish nothing more than to live in a free, democratic society.  It also includes all the Islamists.

3. Islamists make claims and demands on behalf of all Muslims, whether all Muslims agree with them or not.

4. Making claims and demands is perfectly OK. I know I make enough of them!

5. Legislators are satisfying and accommodating these claims and demands.  This is wrong.

Even if the Islamists DID have a mandate to speak for all Muslims (which they do NOT) it is unwise to grant any demands for special privileges to any group within a democracy, because this sets up official ‘classes of citizenship’. (Do we really want to follow the example of Malaysia, where there is one ministry to deal with the rights of non-Muslim women and then a secretariate to deal with the rights and welfare of only Muslim women, with no agencies permitted to participate in both?)

Also, accommodating the Islamists sets them up as ‘community leaders’ and this special status empowers the individual Islamist leaders.  It physically, financially (as government programs for the community are often administered through them) and psychologically gives them the ability to control most of the Muslims in their community.  Not only is very unfair to those moderate Muslims who want to enjoy democracy, it also, in a very real way, creates a parallel governance structure which is independent of the national government and free to pursue its own goals (which are often not compatible with the national government’s goals of maintaining terittorial sovereignity, and so on.)  

6. By setting Muslims apart from society, and giving them a special, privileged status (real or perceived), a strong resentment against all members of this perceived special group will necessarily happen.  That is human nature – people resent being treated (even if this is just a false perception) as second-class citizens, and, if they feel unable to change the governance structure which instituted this inequity, they will turn their resentment against the privileged group.   This is dangerous.

I am in no way saying this is right, or should be happening.  Rather, I am lamenting that human nature dictates that this is inevitable.

Let us look at what is happening in Europe now. No, let’s not dwell on the players: that is minutia. Let us examine the bigger forces behind the action….

The European Union (EU) has adopted many of the ‘multicultural’ attitudes from the UN.  The UN has, over and over, accommodated lobbying from the Organization of Islamic Conference to accord special status to religions in general and to Islam in particular.  And, regardless of the fact that the Western society is deeply rooted in the European renaissance – whose very existence began by criticizing religion and removing blasphemy from the criminal code… the EU has re-criminalized blasphemy.

In Holland, Geert Wilders, a sitting MP, is criminally charged. The prosecution charged him with making anti-Muslim statements. Wilders claimed he made true, supportable statements and quoted Muslim leaders. Wilders won, the charges get thrown out of court. The prosecution appealed. The appeals court – which over-rules the lower court in every way – ruled (on the day after President Obama’s inoguration – so the mainstream media focus would be elsewere) that the charges should not have been dropped and that the politician must face prosecution in that lower court because he is, in the appeals court’s opinion, guilty and must be punished.

You don’t have to be an accomplished jurist to understand the situation here. The lower court was told by its boss that this guy must stand trial because he is guilty.  So, they have to try him and find him guilty. Even if they do not, the appeals court will over-rule them.  Do you think there is even a tiny possibility this can be an impartial trial?

In Austria, Sussane Winter, a sitting MP, was actually convicted of ‘insulting Islam’.  24,000 Euros in penalties (I wonder what her court costs were in addition to the fine) and a suspended 3 month prison term. Her statements may have been phrased differently, yet the substance of what she said is in complete agreement with what the leading Muslim scholars are saying.

If re-criminalizing blasphemy is not going to plunge Europe into another era of ‘Dark Ages’, then what I found out while digging about on this definitely will!

The story comes from Belgium (and, yes, it does make on recount the Monty Python skit about the contest for the most insulting thing to call a Belgian…).

There, only a few years ago, some very, very strange stuff was happening indeed.

First, I must declare my political bias here – I deplore separatist parties. Frankly, I think it is wrong for a party to be in Parliament, if its main goal is to break up the state. Yet, if this party’s representatives are elected into parliament, I would never prevent them from representing their electorate. In this case, subverting the will of the electorate would be a greater wrong.

OK

In Belgiun, there is was a separatist party of an ethnic minority. This party was – from what I have read – not too nice. But, what happened to it – that is even more ‘not nice’. It would appear that the Belgian Parliament actually passed some laws whose sole purpose it was to make this minority party illegal.

Scary?

Not as scary as what followed…

The party ‘cleaned up’ – at least, on the outside, changed its name (slightly) and is now growing in popularity.

GROWING IN POPULARITY!

Is this the beginning of the backlash?

And if it is, will ALL Muslims be caught up in it, not just the Islamists???  I certainly hope not!!!

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Disbelief

Perhaps it seems counterintuitive to define ‘disbelief’ before defining ‘belief’.  Yet, in this case, approaching things ‘from behind’, can allows a definition of what does not constitute belief.  Since belief is such a complex matter, it may, in fact, be effective to define ‘disbelief’ first so as to better focus on the different concepts we all lump together as ‘belief’.

Disbelief is simply ‘absence of belief’.

If I were to present you with the statement:  ‘my great-grandmother’s eyes were blue’, and if you would have no way of knowing if it is true or not (no facts are supplied along with the statement and there are no means for you to obtain the facts/you do not dig for the facts).  You would now be faced with two choices:

 

1. Believe

Having read some of what I have written, you could conclude that I am a reliable source and that if I say that ‘my great-grandmother’s eyes were blue’, then they truly were.  While this particular belief may not alter your life to any significant degree, you  invest your trust into me  and accept the statement at face value. 

You believe that at least one my great-grandmothers indeed had blue eyes.

 

2. Disbelieve

You may find that even though there is no reason for my statement to be false, without any supporting evidence, there just is not enough there for you to believe the statement. 

The following sub-categories of ‘disbelief’ are in not somehow official, scholarly, or in any way learned from any source.  Please, do not consider these divisions as somehow ‘authoritative’ or based on any specific philosophy (something I chose never to train in – but that is tangential to the issue….) – they are just my way of looking at the principle of ‘disbelief’.  Yet, I hope they will help to clarify the concept of ‘disbelief’, because it seems to me to be terribly misunderstood in current popular culture.

  • Tentative acceptance (conditional acceptance) 

You may decide that the information came from a credible source, so it is likely to be true.  You have no reason to doubt it.  Yet, you reserve committing to belief  in the veracity of the statement: if more information were to come along (like, say, a statement from several people who knew my great-grandmothers, or some other unforseen event which provided contradictory data), you would have no problem changing your mind on the matter.

On an intellectual level, in the absence of further evidence, you tentatively accept the statement as true, but you do not putt any emotional investment into its veracity.  Were you to learn that the statement is false, you might change your opinion of me as a source of information, but it would not greatly trouble you.  Though, for now, you may behave as if the statement were true, the absence of any ’emotional investment’ in its veracity means you disbelieve it.

This is why I contend that Pascal’s wager  does not constitute belief, but tentative acceptance.  Therefore, in my never-humble-opinion, it is a form of disbelief:  it is an acceptance on an intellectual level, but not on an emotional one.  The emotional investment is, in my opinion, necessary to constitute ‘belief’.

The tentative/conditional acceptance is what, in scientific terms, is termed a conclusion.  It is similar to belief, but not quite there.  It asserts that according to the best information currently available, this seems likely – it is the best conclusion from currently available information – yet, this conclusion is open to ammendment as additional information comes to light.  This is as close to belief as science ever gets….and, irritatingly (to me, anyway), many scientists refer to their conclusions as beliefs.  In reality, when a scientist replaces conclusions with beliefs, they cease being a scientist!

  • Possibility/probability assessment

Here, instead of believing the statement, or tentatively (conditionally) accepting the premise pending further data as truth, you may entertain its veracity as a distinct possibility.  Perhaps you might even give it a ‘probability rating’ – whether scientific or subjective.  Whether this probability is 1% or 99%, it is still a probability assessment – not a belief.

Back to scientists:  if a scientist assesses a conclusion to have a  high probability of being true, they may express this.  Again, this is not in any way the same as belief:  it is a probability assessment, without the emotional investment necessary to cross the boundary between possible or probable on the one hand and belief on the other.  Irritatingly, many people (including scientists – most of whom are not really all that up on liguistics and the nuances of expressions, and many of whom are rather deaf to ‘social nuances’ to start off with) erroneously lump this position in with belief when they speak about it – yet they do not, in any way, imply belief in the religious sense..

  • Absence of opinion

You may read the statement, file away in your mind that I had made it, but make no conclusion about its veracity.  You simply do not care enough to believe it.  It’s there, you can recall that this statement had been made, but that is really the end of it for you. 

  • Belief in the opposite

OK, I admit it:  I am uncomfortable including belief in the opposite into the category of disbelief.  Why?  Because unlike the other positions, listed above, it involves holding a belief.  Not a belief in the statement itself, but rather, a belief in the opposite of the statement in question.  What would be the opposite?  Here, you might believe that my great-grandmother’s eyes were green or brown, so long as you believe they were not blue.

This is disbelief=withholding belief with respect to the statement in question, even if it is not general disbelief. 

  • Belief in unknowability

Again, I am not happy to include this positive belief in the category of disbelief, but, it must be included because it constitutes disbelief with respect to this statement.  The positive belief held here is that there is no way of finding out whether or not the statement is true:  that the veracity of the statement is unknowable.

 

This is not a perfect division – and I am aware that not everybody will agree with the lines I have drawn up to distinguish belief from disbelief.  Yet, I have attempted to apply logic consistently throughout.  I would welcome any and all comments which would help enrich this discussion.

 Aside:

If you are interested in a great documentary on the topic of disbelief, I would recommend ‘Jonathan Miller’s Atheism: A Rough History of Disbelief’.  While I am not sure if I agree with everything he says (I’ve only been pondering it for a little over a year – and I am a slow thinker), it is interesting and thought provoking.  It is available for sale, or order over the internet in various places.

Alternately, the 3-hour series can be found many places on the web…  YouTube has many channels which feature it.  One of them has broken it up as follows:

Part 1.1,   part 1.2part 1.3,  part 1.4part 1.5,  part 1.6

Part 2.1part 2.2part 2.3part 2.4,  part 2.5,  part 2.6, part 2.7

Part 3.1part 3.2part 3.3,  part 3.4,  part 3.5part 3.6

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Defining some more terms…

Words matter.

Words matter a lot.

They carry a direct meaning (and, perhaps, an implied meaning) as well as hidden ‘colouring’ with a number of associations, sometimes conscious, sometimes subconscious.

This ‘colouring’ changes and evolves within a culture – and can be quite different in another language.

I am not a linguist.  Yet, during my life, I have picked up a few languages:  some of them I am fluent in, some are shadowy and hiding in the recesses of my memory… and will only come ‘flooding back’ if I immerse myself in that language.  In other words, I am not speaking as an expert, rather as just an observer.  (And, I must admit, misuse and misrepresentation of the core meaning of words causes my blood pressure to rise.)

Yes, in my ever-obsessive way, I have contemplated starting a ‘Wiki’ where people from all over the world could post their particular linguistic and cultural colouring associated with a particular word….  But, at this point, this is just a fun contemplation!

Let me give a few ‘simple’ examples: 

Cat – this word’s plain meaning is rather straightforward:  a domestic animal, felis catus, of the family felidae…  Cute and cuddly, clever and aloof – we have all met cats we have loved, and perhaps a few we disliked (I know I have met both kinds). 

Yet, in English, ‘cat’ can also mean a ‘guy’, when in the context of jazz.  And, calling a woman ‘catty’ is no compliment – it implies she is gossipy, capricious and petty.

Switch to Slavic languages – calling a woman ‘catty’ (or a ‘cat’) means she is graceful in a very sexy way!  By culturally highlighting very different aspects of ‘cat’, it is a compliment, not an insult, to call a woman ‘catty’!

Bitch – the plain meaning means ‘female dog‘:  a domesticated animal, canis lupus familiaris, of the family canidae…  Dog is a loving and loyal companion of humans, the first domesticated animal to be ‘in’ the house, rather than ‘outside’ it… and thus ‘in’ the social sphere of humans, inside our ‘monkeysphere’, rather than ‘outside’ it!  A dog is ‘man’s best friend’!

In English, the feminine form, ‘bitch’ has some very definite negative connotations:  from ‘submissive’ (as in, someone was ‘made somebody’s bitch’) to argumentative and quarrelsome (especially as applied to women).  The explression ‘son of a bitch’ is definitely an insult – and is understood as such.  Curiously, the word ‘bitch’ does not carry any of the positive connotations of the term ‘dog’.  (I wonder why – and what it says about the attitude of the ‘Anglo-linguistic culture’s’ attitude towards ‘female friendships’…but that is going off on a tangent…)

Again, looking at Slavic languages, the word ‘bitch’ has quite unrelated connotations!

In Russian, for example, the direct translation for ‘dog’ is (and I am transliterating – perhaps not perfectly, as my Russian if very rusty) ‘sobaka/sabaka’ (spelled, it transliterates as ‘sobaka’ but due to emphasis, it is pronounced more like ‘sabaka’) is a feminine word.  Thus, the word ‘dog’, directly translated into Russian, becomes ‘female dog’=’bitch’!  Yet (and I would like to be corrected here if I am in error) the term does not carry the negative connotations of ‘bitch’!

In Czech, the most direct translation of ‘bitch’ is ‘psina’, which carries the connotation of ‘having a really fun time – while remaining within the social boundaries of politeness/proper etiquette’.  There are other terms for ‘female dog’, but they are either scientific (‘fena’) – devoid of cultural colouring – or or extremely contrived and ‘artificial’-sounding (psice).  And while I am not fluent in all the Slavic languages, I do speak a few – and in none of the ones I speak (as far as I am aware) does the core expression for ‘female dog’ have negative connotations!

I recall, as a kid, reading books translated from other languages, which contained the insult ‘son of a bitch’:  I was puzzled!  I could not understand why somebody would think this expression was in any way insulting, even though from the context I understood it was meant to be bad….

Therefore, in my ever-obsessive way that cannot let go of ‘patterns’, I find ‘words’ to be important: not due to their primary meaning, but because of what they imply outside of this narrow interpretation.

(Aside:  I suspect that some kids – especially ones who are obsessively concerned with ‘accuracy’ of expressions – may start out learning language naturally.  Then, as they discover that the words have additional meanings they were not aware of – the ‘colouring’ of the word, in my description – they may become unable to use that word any longer as they know they cannot use it accurately, without this additional layer of meaning…  This is just an anecdotal observation, but I would not be surprised if the ‘natural early language development’ followed by ‘regression’ which is sometimes seen in Autistic children was, in some nebulous way, connected to this principle.)

If this ‘colouring’ is so very different, affects so much the non-primary meaning of words as simple as ‘cat’ and ‘dog’, how much deeper are these different connotations experienced – consciously or not – when we talk about concepts as personal and deeply held as spirituality, faith and religion?  They have the power to affect our reasoning without us being aware of it!  Yet, if I plan to present a comprehensive view of ‘The Big Picture’, I cannot avoid the area of influence on individual humans – as well as on the evolution of whole societies – which ‘spirituality’, ‘faith’, ‘religion’, ‘dogma’ and ‘belief’ and their specifics have. 

I must admit – the concept of ‘faith’ and ‘belief’ has always fascinated me.  Perhaps because as an Aspie, I lack the bit of brain structure required for ‘faith’ and ‘belief’ (religious meaning), the ability other people had to ‘believe’, to ‘have faith’, had puzzled and attracted me from when I first became aware of it.  While in my teens, I did a lot of reading up on different faiths.  And even though my education is in Physics, every one of my ‘electives’ was used to study anthropology and sociology of religions (I actually came only 1/2 credit short of a minor in this, but thought a degree in Physics with a minor in Anthropology of Religion was not likely to make me ’employable’… so I made a conscious choice not to take that last course.  Yet, this did not prevent me from doing the reading, plus more…)

Therefore, before I delve into examining the role of various religious beliefs and various religious organizations (they truly are very separate from each other, even if related) on ‘The Big Picture’, I think it essential that I take some time to define a few terms.  Yes, these are not going to be ‘new’ terms…  However, tracing their origins and ‘pure’ meaning, as well as the cultural change they had undergone (and defining in what sense and with what ‘colouring’ I use these terms) is important if I am to convey my perceptions of what is happening accurately.

In the next little while, I will make a post for each of the ‘big’ terms I am talking about, in the hope that this will both aid in linking to them when I use them in my later descriptions of ‘stuff’, but also in order to generate ‘term-specific’ comments, corrections and recommendations.  So, if you have something to add to these upcoming posts, please, do so.  It will be most appreciated!

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Aspie sense of ‘fair play’: kids and ‘rules of the game’

One of the characteristics that many people notice about us Aspies is that we tend to have an overdeveloped sense of ‘fair play’.  This is the first look at how this may manifest itself.

Often – especially during childhood – this takes the shape of very rigid adherence to ‘rules’.  I remember the genuine tears of my kids as other children would play a game ‘wrong’ or ‘with the wrong rules’.  I also remember the arguments of ‘you can’t change that – it’s a rule of …. ‘!

This can lead to difficulties in many social settings.  Aspie kids can be very good at board games or card games, so this is an excellent way to have them interact with other kids.  However, it is important to make sure that everyone agrees to the rules of the game exactly the way the Aspie had learned it…..or the Aspie ‘inflexibility’ and ‘obstinance’ will start a temper tantrum will end the game and result in further ostracism of the Asperger child.

Of course, I do not think of it as ‘inflexibility’ or ‘obstinance’ at all.  Instead, I see it as an issue of ‘right’ and ‘wrong’.  But then again, I am an Aspie…  Whatever the cause, however, the problem – this barrier to social interaction – is still there.

So, how to handle it?

Aspie kids can handle ‘different rules’ in variations of games IF things are presented in the correct perspective.  The key is recognizing WHY they are so opposed to ‘changing rules’.

Imagine yourself living in among a group of people whose language you did not understand.  Then, you begin to discern some ‘patterns’ in behaviour.  If you would indulge me in a personal story to help draw a parallel:

Two friends and I went down to visit another friend in a Spanish-speaking country.  None of the three of us spoke Spanish, but we were staying with our bilingual friend and her family, so we were not worried.  Except…through series of circumstances, our friend had to go to a different town and we were left with her non-English speaking family. 

Much to their credit, they took awesome care of us.  They took us places, showed us things, treated us extremely well.  Except that when they would come and tell us we are going somewhere in the car, we had NO idea whether we were going out for lunch to a fancy restaurant, to a tourist attraction, to a beach, or – as happened once – for a 3-day stay at a beach villa.  We had no idea how to dress, what to bring with us, when we’d be back.

After a bit, I began to notice some patterns – and these were my lifeline!  It set up some ‘rudimentary rules’ we could go by.  We clung to these – when you don’t know what is happening all the time, you feel very vulnerable!

Similarly, an Aspie child has a lot of difficulty understanding social communication.  We take it for granted that people can read and understand our body language and facial expressions (even tone of voice) – and so we do not comprehend just how much we do not actually say when we communicate.  We presume that much is understood from how we say something, not just the words we use to say it.

But Aspies cannot do this.  It is difficult to explain just how difficult it is to comprehend ‘communication’ – one even often questions one’s ability to understand the spoken language.  After all, ‘bad’ means ‘bad’ – but here it means ‘good’….  Without the ability to add body language, facial expressions and tone of voice to the word itself, the ‘rules’ of social interaction and even language can become incomprehensible.  Add to this that for very long time, many Aspie kids do not even know that there is such a thing as ‘body language’ which others understand and they have to learn to look for!

It is like pointing to a picture while talking about an apple – and expecting a blind person to know we are talking about the red apple in the picture.  The blind person does not even know there is a picture…..and does not understand how come everyone else knows the apple in question is red! 

Perhaps this is only one of the ‘contributing factors’, but it is one that is easy to explain as to why Aspies cling to rules they actually know they understand!

And that is they key:  understanding.

Activities like board and card games have very explicitly stated rules – rules that everyone understands before the game begins.  Aspies and therefore not handicapped and can participate on an equal footing with everyone else.  That means a lot.

So, starting to change the rules – that can bring up the whole overwhelming frustration right up!  It’s as if the Aspie is being robbed of the one glimmer of understanding of how things are supposed to be.  No wonder it upsets us to no end.

So, what is the solution?

When you teach an Aspie a game and explain the rules, make sure you explain these are the rules for THIS version of THAT game.  Explain there are MANY versions – we play version …. (name it something the Aspie child can relate to).  Then, you can say there can be versions of the game which have ALMOST identical rules, with just little variations – and that if they go to play the other version, everyone will make sure to teach them the NEW GAME!  Because that IS what it is:  each ‘variation’ is really a different game, with different rules:  they are called the same thing because they are a ‘family of games’ that has ‘similar rules’.  (You can even relate it to family name and first name – different people in the same family…)

This releases the tension of ‘changed rules’!

Instead, you are setting up the expectation of different rules because one is learning a ‘NEW’ (though similar/related) game.  This is a completely different situation – and usually quite acceptable.  Yes, there will be the inherent insecurity by the Aspie, wondering if he/she understands the rules of the new game sufficiently well to play with the others (and the Aspie may select to watch for several turns, precisely to make sure of the rules), but it is not turning the Aspie’s world upside down by negating their rare and precious understanding of at least some rules.

It is important to set this expectation up before encountering the situation, because once that meltdown has started, it is difficult to stop it.  Release of ‘pent up frustration’ is difficult to get back under control, especially in a young child.  So, making sure that the situation is properly framed before it occurs is very helpful.

No, this is not a magic wand that will make it 100% perfect every time – the Aspie may wish to get everyone to play by the rules they are familiar with, because they are more secure when dealing with the understood rules.  But when parents, educators and caregivers understand this, it may affect the way they approach the resolution, so it is more successful. 

My personal experience is that this approach usually results in a positive interaction with other kids and builds an Aspie child’s confidence in their ability to learn the rules of interacting with others.  And as they become more confident in their ability to play successfully with other children, more social skills can be built – and this is a good step towards a successful and happy Aspie child.

What does ‘revenue neutral’ mean?

With all the ‘electioning’ all over the place, there are many promises tossed about by all sides.  Some promises are for tax cuts.  Others are for introducing new taxes – but in a way that will revenue neutral. And while we know that a tax cut means that we will hand less of our money to the government, what exactly does does revenue neutral mean?

Revenue simply means income:  how much money is actually coming in. 

Neutral speaks for itself:  no change.  Or it could mean ‘not positive, not negative’ = 0.

So, when a government changes taxes around, but in a way so that the changes are revenue neutral, it means they will not take in more in taxes than they had before.  It does NOT, however, mean that each taxpayer will still pay the same amount!  To the contrary – if everyone were to pay the same as before, there would have been no point in changing the tax system.  Some will pay more, some will pay less, but the total will add up to the same number.  (And if you believe that, I just happen to have this miracle-cure for….)

Of course, English is a wonderfully flexible language! 

For example, take the phrase ‘You can never put too much water into a nuclear reactor’.  Among others, it could have two rather opposite meanings:

  1. ‘You can never put too much water into a nuclear reactor’ (as in, if there is too much water- kaboom!)
  2. ‘You can never put too much water into a nuclear reactor’ (as in, water makes it so much safer, so pour in as much as you possibly can – it will not be too much)

The phrase ‘I will introduce new taxes, but it will be revenue neutral’ can also be interpreted in several different ways.  Either, as the politician hopes we will interpret it, it could mean that the amount of ‘taxes collected’ would be unchanged (as was explained above). 

However, the ‘it’ might also be referring to my income.  As in, after taxes, my revenue (inome) will be neutral…exactly ZERO!!!

So, next time politicians introduce tax changes which will be ‘revenue neutral’, do not forget to ask them WHICH revenue they intend to neutralize!

Dion unveils plan for a new $3,000,000,000 ‘slush fund’

Would you believe it?

During an interview with Mike Duffy last night, Liberal leader Stephane Dion alleys the fears of advertizing companies in Quebec:  if he is elected, things will go back to the ‘Chretien gravy-train’ days!

See for your self…. About 50 seconds into the interview, he promises to set aside THREE BILLION DOLLAR ‘CONTINGENCY FUND’ – to be used for unsupervised  ‘unforseen boosts’ to the economy.

(Sorry, for not embedding the video – I could not find it on YouTube yet.  If I do, I’ll edit the post to add it.)

Ah, the New and Improved Liberal Spending Party of Canada!

What is the difference?  Under Chretien, the slush funds were kept on the quiet.  Under Dion, they are the centerpiece of their newly unveiled election platform.

I guess Mr. Dion’s communication skills are improving!

Which way does the insult go?

I love Canada.  I am a proud Canadain.  However, nothing is perfect – not even Canada.  And it has made me ache to see my beloved country destroyed from the inside by the ‘tyrrany of the nice’.  Of course, there is nothing ‘nice’ about this tyranny.  It corresponds to ‘nice’ about as much as shadenfreude does to ‘pleasure’.

I speak of nothing else than the encroaching ‘fascism with a smile’The thought police.  And before most of us noticed, they have rotted the core of several of our legal institutions here in Canada – and are having a go in the USA, too.  But, like a wart – the infection gets deeply sunk into the flesh before the outward signs are visible.

More and more Canadians have begun to wake up and smell the poison in our cups.  Mostly regular people, who don’t understand why a person is not allowed to smoke a perfectly legal cigarette where a ‘privileged’ one can openly smoke marijuana.  Or why a priest must never express his views – for the rest of his life – on issues like gay marriage.  (Don’t get me wrong, I think it idiotic and immoral to oppose same-sex marriage.  But somehow, I expect that many priests might have a different take on this – and that is their right.)

And since the calm, laid-back Canadians that we are actually began to discuss this at the watercoolers, coffe-shops and medical clinic waiting rooms (lots of people to talk to there), you know the winds of change are not far behind.  So, how do our social engineers respond?

By sicking their ‘calming sqad’ at us. 

I have trouble reading most ‘mainstream media’ print, because I love the English language and it pains me to see the abuse of grammar so routinely commited there.  But, on occassion, people bring articles to my attention… as Blazing Catfur and FiveFeetOfFury have done here.

It is stories like these that make me question whether there is such a thing as ‘media bias’.  That seems a singularly inappropriate concept – which implies that ‘bias’ is something that ‘could’ be a property of today’s journalism.  Considering the ‘social engineering’ tone of ‘calming the populace’ this article takes, I think its aim is to educate us on what we ought to be thinking.  How could that be referred to as bias?  

It is not a ‘fluff piece’, as some seem to suggest.  To the contrary.  It is a well crafted educational piece, loaded with all the ‘proper’ buzzwords to ‘show us’ what we ‘ought to think’.  To coddle us back into our woolly-headed sleepiness.  Herd the sheep into the corale…   That is the aim of the article – at least, in my never-humble-opinion.

Yet, it seems to have backfired.  Perhaps it went too far in its tone of condescention, or perhaps it came too late.  People were too awake to simply sink back into their slumber.  The comments section reflects this, and is the most interesting part of this article.  I, too, would have left a comment – but there is no way I’m giving my address to any organization that prints drivel like this! 

Ah, yes.  The comments section.  Many of the comments point out that Mr. Warman, the much-admired subject of this article who often sues on behalf of others who – in his mind – ‘ought to’ have been offended but were not (and who is one of the worst offenders the thought police has to offer) is suing ‘some bloggers’ (including FiveFeetOfFury and BlazingCatfur) because, somebody commenting on their site called Warman a ‘Nazi’ (I think). 

What I am not entirely clear about is this:  is he suing because he thinks that calling him a ‘Nazi’ is an insult to himself, or to ‘Nazis’???

It could go either way, you know….

Correction:  Blazing Catfur is not, in fact, being sued by Warman (though she had been threatened with other suits).  This was my misunderstanding.  However, many pro-free speech bloggers are.  I apologize for my mistake.

UPDATE:  The Globe and Mail has not closed the ‘Comment’ section on the article I wrote about in this post.  However, Blazing Catfur has taken some screenshots and these can be accessed HERE!  I wonder if this is simply frustration on thier part, because their ‘education’ had backfired, or if someone had threatened them….

Aspergers: not just ‘extreme male brain’ syndrome

If you have done some reading up on Aspergers, you have likely come across the description of it as ‘an extreme male brain’ syndrome.  It is a ‘quick and easy’, one-phrase explanation that ‘makes sense’ to some people.  I’ve often wondered if this theory is based more on the ‘men are bad at social skills, women are bad at math’ stereotype than on anything actually particular to Aspergers itself. 

It seems I am not alone in being a little uncomfortable describing aspergers as ‘extreme male brain’…to the contrary, many suggest that this description of Aspergers arose because it was only studied in males.  And only in a particular type of males, to boot!

Here is an extremely good rebuttal of that idea, written by Felinophile, a young woman who also happens to be an Aspie:

 

This theory that people with Aspergers have an extreme male brain is sexually-discriminatory, as it is based on studies of Aspergers males and people who fit the Asperger-male sterotype. It completely ignores the way Aspergers manifests in women, which is part of the reason it is seen as controversial.

Like a lot of Aspergers girls, though, I don’t fit the Asperger-male stereotype; while I have difficulty interpreting and expressing body language and facial expressions I have learnt over time to mimic others behaviour and responses, and to form a rough checklist for interpreting other people’s behaviour. While I have good spatial abilities, and do better than non-Aspergers girls in some areas of maths, I never had a gift for mathematics; instead, it was for language, as it is for some other Asperger girls

 

Read the rest here.