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PSYC 3550 (3)
Chapter 1


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PSYC 3550
Igor Kusyszyn

Creativity Psychology Wholeness -Alex Gerber Chapter 1 ~ Education Introduction ➔ “Awakening to wholeness may be the single most important event in anyone's life” ~p. 7 ◦ Wholeness ▪ Example: teens blame parents for a less than optimal life – not looking at the whole picture. • Whole picture → look at how your grandparents brought your parents up. Keep going back to great grandparents and such. Context: A World Blind to the Whole ➔ “(...) humans are now at a turning point. The quality of our collective future on this planet depends upon people becoming conscious of the whole and connecting with it” ~p. 9 ◦ For humans, survival has always come first. ➔ Education ◦ Ongoing process of learning and experiencing in every domain of life ◦ Wholeness can be found through any subject (philosophy, history etc) ◦ Starting with the environment because it sustains every life form ➔ Some facts as examples ~p. 10 ◦ 17 million tons of carbon in the atmosphere due to fossil fuel burning ◦ 169 square miles of forest will be converted for other uses ◦ Agricultural drylands will become desert ◦ More than 74 species will vanish in rain forests alone ◦ Over 3 million tons of topsoil will be lost to water erosion and that does not include the effects of wind erosion as well ◦ 435 chlorofluorocarbons will be produced worldwide ◦ Earth's population will have increased by 77 million ◦ Synthetic airborne chemicals are destroying the ozone layer that is suppose to protect us from UV rays → increase in skin cancer ◦ Global warming ➔ “Another critical environmental issue is deforestation. In addition to ruining something of beauty, with intrinsic value, deforestation leads to topsoil erosion, water pollution, flooding, and species extinction. Since forests are crucial for cloud building, their depletion creates droughts and contributes to global warming. Tropical rain forests are particularly vulnerable and, although they account for only 7 percent of the world's total land mass, more than 50 percent of the species of organisms in the world live there. At the present rate of deforestation, half of the remaining rain forests, along with one-tenth to one-quarter of the rain-forest species, will be gone by 2022” ~ p. 11 ◦ Know the statistics above (Prof said it is important) ➔ Harvard Biologist Edward O. Wilson ◦ We need biological diversity ◦ Humanity versus the Natural World ▪ Example of biodiversity loss • Plant-based medicines and organisms we rely on as healing agents are being wiped out before even being investigated and discovered ➔ Millions of synthetic chemicals are released into the environment every year ~p. 12 • Only 7 percent of this has testing data • 43 percent have no data at all ➔ Organophosphates → insecticide that affects that is toxic and affects the hormones of children ➔ Plutonium → radioactive product that remains poisonous for hundreds of thousands of years ➔ “Destruction of the ecosystem leads to the destruction of human life. In 1993, the Union of Concerned Scientists issued their 'World Scientists' Warning to Humanity' ◦ Human beings and the natural world are on a collision course ◦ Fundamental changes need to be made after reviewing our negative affecting practices ◦ Species loss, climate change, deforestation etc → collapse of biological systems ◦ Need to start making these changes now to save our future ▪ Cannot rely on the government. The community needs to take action ➔ French explorer, inventor and environmentalist Jean Jacques Cousteau ◦ Our future is going straight into a dead end ◦ Running out of options ◦ Demographic explosion, social chaos, death, nuclear delirium, species loss ◦ Our survival is no more than a question of 25, 50, or maybe 100 years Test-Tube Earth ➔ Some feel there is no real crisis ~p. 13 ◦ Instead of people thinking “the sky is falling!” they think it is just a falling acorn because doomsday has not come meanwhile our ozone layer is deteriorating ◦ The majority of accelerated global warming is mainly due to human activities → could lead to an ice age ◦ No one can predict the instability of our life supporting atmosphere so why be so careless? Why not become informed? ➔ The Union of Concerned Scientists ~p. 14 ◦ State that even if we stopped releasing these synthetic chemicals into our atmosphere it would continue to be broken down for years by chemicals already emitted that have not reached a point where it could create damage yet ➔ Paul and Anne Ehrlich of Standford University for Biology ~p. 14-15 ◦ Politicians who say the economy should come before the environment do not know much ◦ Economy is based on natural ecosystems, goods and services are provided by the environment ◦ Politicians do not understand the impact of these threats → failure of education system and of ecologists communicating their understandings to the general public ➔ “While the world's news media are presumably responsible for relaying vital information to the public, most of them have come to be controlled by transnational corporations, a situation that can lead to conflicts of interest. For example, companies whose environmental practices should be exposed may be providing the media with significant advertising revenues or may themselves be divisions of the media's parent companies. Thus it is little wonder that vast numbers of people have received inadequate or erroneous information about the environmental crisis (and other issues)” ~p. 15 ◦ 2 articles in kit about corporations ◦ We need to start listening to these concerned researchers and scientists and not these politicians and such that are trying to make it seem like everything is okay ◦ Some feel that these changes are due to the world taking it natural course towards its end ◦ Under reporting of disabling environmental systems Our Predicament ➔ The economic and political systems of advanced countries are based on the idea that “more is better” ➔ Bigger gap between the rich and poor due to these changes ➔ Wealth in Western culture is the main pursuit in life → expanding the economy ➔ ”Should continual economic growth be the predominant model, the highest purpose of human civilization? Continual growth is one characteristic of cancer that eventually destroys the host. (As we shall see, other options exist, such as steady-state economics, eco-system restoration to the extent possible, and government committed to the well-being of all)” ~p. 17 ◦ Example: 2 cars per family instead of one Fragmentation and Cognitive Discord ➔ People are always trying to tell you what is best and how to do something such as teachers, parents, advertisers etc through aspects like TV, radio, mail etc ◦ This overload of messages creates a blur and becomes meaningless ◦ Fragmentation is society is usually manifested in aspects such as conditions that are out of control → racism, political corruption etc ◦ Fragmentation and Cognitive Discord → are why we only fixate on parts Is There Another Way? ➔ ”The Union of Concerned Scientists states” ~p. 19 ◦ Need a new attitude in terms of becoming responsible for ourselves and the Earth ◦ This ethic must motivate a great movement to cause all these reluctant people to make the well needed changes ▪ If enough people sign a petition in favor of an environmental movement → changes can happen ◦ World Community ◦ Building interest in personal growth – self help, self awareness etc Which “Education”? ➔ Fundamental changes needed – which should come first? ~p. 20 ➔ ”Since millions of people know better, why do assaults on Earth's life-support systems continue?” ➔ ”These questions present a major challenge to education. As we move into the twenty-first century, what kind of world do we really want? What options are available? How should we be educating ourselves and our children? What unifying ethic could benefit all life on the plant?” ◦ Challenges to education ◦ Change → need to educate, cannot rely on politicians passing laws ▪ Example: incentive to bring in garbage because not everybody does it automatically ➔ How can we become balanced and fulfilled in our lives To Be Optimally Effective ➔ R. Buckminster Fuller → an individual's effectiveness is any area is directly related to the ability to perceive and act comprehensively ~p. 21 “Defining” Wholeness ➔ Wholeness ~p. 21 ◦ Cannot be learned or defined ◦ Quality or state of being whole ◦ Refer to everything – the entirety of creation, undivided ◦ Whole- is the word from which health, heal, and holy are derived ◦ Holistic from the Greek holos (whole), refers to understanding reality in terms of integrated wholes whose properties cannot be reduced to smaller units. It also pertains to the integral, functional relationship of the whole to the parts in any context or system (a tree, a body, an ecosystem, a household, a society, a planet) ◦ Wholeness, Oneness, and Comprehensivity → consciousness of the whole ~p.22 ◦ Non holistic approach → doesn't see the forest for the trees ◦ Holistic → values and sees all forests ◦ ”Wholeness also implies integrity, one definition of which is “the state of being whole, entire, or undiminished” ▪ Integrity → personality structure, honest characte
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