Mike felt my effort to suggest a class discussion question about clinical workers doing therapy with "psychic kids" was too insulting or callous. As he noted:
>From Mike----------------- To condemn areas, beliefs, etc., with such strongly worded opposition doesn't seem to me to bespeak of an open mind--of inquiry. There is much unknown about the human condition. Spirituality, for example, is a FACT in people's lives. Often poetry, literature and art do have 'healing' properties for the human 'soul'. Although we 'know' objectivity is more a myth than real (which goes for the hard sciences too--and how much more then for the soft ones like psychology) we often don't behave like we know. And often derogatory language is used to condemn such things and we expect people who are invested in such things to take it calmly and look at the 'facts'. Would academics take it calmly if they were so criticized and are invested in their area? *----------------- >From Gary I certainly do not aim to embarrass or insult my students, but I do aim to challenge them and hope they (class AND colleagues) do not take it calmly but begin to think carefully about the issues raised, examine all assumptions, explore biases, and learn how to evaluate the evidence. I try to always be sensitive to the emotional feelings and prior beliefs we all bring to the class, but we are not there to reward everyone's belief and provide warm fuzzies. I love it when people have challenging criticisms about psychology or my area as it can promote useful discussion (especially in the context of a classroom) and I frequently learn about other evidence, enjoy critically examining my own assumptions, as I am sure most tipsters do, etc. The class question I suggested regarding the appropriateness of clinical workers promoting and reinforcing the "psychic experiences" of children opens up important issues regarding the role of such therapy, the ethics of such work, etc. Yes, I feel it can reinforce false beliefs, superstitions, etc. I may or may not use this language in class, but I feel it is defensible in this instance. I think a larger issue here centers on the role and purpose of educators and clinical therapists. I think it is important to respect the cultural beliefs brought to the classroom/therapy session, but feel that ethical and practical challenges arise when dealing with some beliefs and practices that run counter to reason, and real world knowledge. I think the comparison to the repressed memory history is relevant. With the recent popularity of aligning therapies with the cultural/spiritual framework of clients, I was hoping clinical workers on tips might have more to say about such challenges. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
