Boys are Not Girls

This article was previously posted on Al Fin Next Level

Are boys and girls the same on the inside? Are their hearts, lungs, and brains the same? Should we expect to see identical achievement and performance from men and women, once the playing field is leveled?

Perhaps twenty or thirty years ago an educated person might have been excused for denying any differences in structure and function between the brains of human males and human females. But things have changed.

… over the past 15 years or so, there’s been a sea change as new technologies have generated a growing pile of evidence that there are inherent differences in how men’s and women’s brains are wired and how they work. __ Neurobiologist Nirao Shah

SEX ON THE BRAIN: A mammalian embryo is female by default. Males develop when the Sry gene of the Y chromosome is expressed, spurring the development of testes. During fetal development, the testes produce large amounts of testosterone, much of which is converted to estrogen. Both hormones then act on the brain, inducing the cellular process of masculinization.
https://www.the-scientist.com/features/sex-differences-in-the-brain-34758

If not for the Y chromosome gene Sry, no embryonic testicles would be produced. If not for embryonic testicles and their large-scale production of testosterone, no males — and no male brains — would be produced.

Many sex differences in adult brain structure and behaviors are the result of in utero organizational effects of gonadal steroid hormones, in particular androgens and their aromatized derivatives, estrogens, both of which are present in substantially higher concentrations in male fetuses due to testicular steroidogenesis. Brain differences between the sexes can also arise from diverse factors, including the expression of genes carried on the sex chromosomes and discrepancies in maternal treatment of male and female progeny. Together, these factors mediate differences in neurogenesis, myelination, synaptic pruning, dendritic branching, axonal growth, apoptosis, and other neuronal parameters. __ Neuroscientist Margaret McCarthy in The Scientist

Neuroscientists have been homing in on brain differences between men and women for many decades. Thanks to better tools for brain imaging and genetic analysis, our understanding of these stark sex differences is growing clearer and more detailed.

Sex differences in lower animals often reflect sex differences in humans, providing a clue that a large part of human sex differences in brain and behaviour have been programmed in by long periods of evolution.

… animal-research findings resonated with sex-based differences ascribed to people. These findings continue to accrue. In a study of 34 rhesus monkeys, for example, males strongly preferred toys with wheels over plush toys, whereas females found plush toys likable. It would be tough to argue that the monkeys’ parents bought them sex-typed toys or that simian society encourages its male offspring to play more with trucks. A much more recent study established that boys and girls 9 to 17 months old — an age when children show few if any signs of recognizing either their own or other children’s sex — nonetheless show marked differences in their preference for stereotypically male versus stereotypically female toys.

… “These findings have all been replicated,”… Women excel in several measures of verbal ability — pretty much all of them, except for verbal analogies. Women’s reading comprehension and writing ability consistently exceed that of men, on average. They out­perform men in tests of fine-motor coordination and perceptual speed. They’re more adept at retrieving information from long-term memory.

Men, on average, can more easily juggle items in working memory. They have superior visuospatial skills: They’re better at visualizing what happens when a complicated two- or three-dimensional shape is rotated in space, at correctly determining angles from the horizontal, at tracking moving objects and at aiming projectiles. __ Stanford Medicine

A large meta-analysis of brain volumetric studies recently established that there are significant sex differences in the volumes of various compartments of the brain.

On average, males have larger total brain volumes than females. Examination of the breakdown of studies providing total volumes by age categories indicated a bias towards the 18–59 year-old category. Regional sex differences in volume and tissue density include the amygdala, hippocampus and insula, areas known to be implicated in sex-biased neuropsychiatric conditions.

… On average, males have larger grey matter volume in bilateral amygdalae, hippocampi, anterior parahippocampal gyri, posterior cingulate gyri, precuneus, putamen and temporal poles, areas in the left posterior and anterior cingulate gyri, and areas in the cerebellum bilateral VIIb, VIIIa and Crus I lobes, left VI and right Crus II lobes. Females on average have larger volume at the right frontal pole, inferior and middle frontal gyri, pars triangularis, planum temporale/parietal operculum, anterior cingulate gyrus, insular cortex, and Heschl’s gyrus; bilateral thalami and precuneus; the left parahippocampal gyrus and lateral occipital cortex (superior division). __ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3969295/

These results can only be considered preliminary, although they came from a large set of compiled data from 126 detailed scientific studies of male and female brain and brain compartment volumes.

Human Males and Females Have Complementary Brain Talents

The study below used brain tensor imaging to look at the brains of 428 young human males and 521 young human females.

Sex differences are of enduring scientific and societal interest because of their prominence in the behavior of humans and nonhuman species (1). Behavioral differences may stem from complementary roles in procreation and social structure; examples include enhanced motor and spatial skills and greater proclivity for physical aggression in males and enhanced verbally mediated memory and social cognition in females (2, 3). With the advent of neuroimaging, multiple studies have found sex differences in the brain (4) that could underlie the behavioral differences. Males have larger crania, proportionate to their larger body size, and a higher percentage of white matter (WM), which contains myelinated axonal fibers, and cerebrospinal fluid (5), whereas women demonstrate a higher percentage of gray matter after correcting for intracranial volume effect (6). Sex differences in the relative size and shape of specific brain structures have also been reported (7), including the hippocampus, amygdala (8, 9), and corpus callosum (CC) (10). Furthermore, developmental differences in tissue growth suggest that there is an anatomical sex difference during maturation (11, 12), although links to observed behavioral differences have not been established.

The study revealed fundamental sex differences in brain structural architectures of young human males and females. Such structural differences will need to be correlated with behavioural differences — such as the differences in choices of occupations which have proven to be so troubling to feminist academics and policy-makers.

Larger Study in Brains of Grown Men and Women Reveals More Sex Differences

In the new study, a team of researchers led by psychologist Stuart Ritchie, a postdoctoral fellow at the University of Edinburgh, turned to data from UK Biobank, an ongoing, long-term biomedical study of people living in the United Kingdom with 500,000 enrollees. A subset of those enrolled in the study underwent brain scans using MRI. In 2750 women and 2466 men aged 44–77, Ritchie and his colleagues examined the volumes of 68 regions within the brain, as well as the thickness of the cerebral cortex, the brain’s wrinkly outer layer thought to be important in consciousness, language, memory, perception, and other functions.

Adjusting for age, on average, they found that women tended to have significantly thicker cortices than men. Thicker cortices have been associated with higher scores on a variety of cognitive and general intelligence tests. Meanwhile, men had higher brain volumes than women in every subcortical region they looked at, including the hippocampus (which plays broad roles in memory and spatial awareness), the amygdala (emotions, memory, and decision-making), striatum (learning, inhibition, and reward-processing), and thalamus (processing and relaying sensory information to other parts of the brain).

When the researchers adjusted the numbers to look at the subcortical regions relative to overall brain size, the comparisons became much closer: There were only 14 regions where men had higher brain volume and 10 regions where women did. __ Sciencemag

The point is not that men have larger brains than women. The important thing is to look at specific brain regions where men’s brains seem more developed, and compare this with the specific brain regions where women’s brains seem more developed. Then you can move forward in the attempt to correlate brain developmental and functional differences with the abundant real-world behavioural differences between men and women.

A Closer Look at the Above Study

… performance on mental rotation tasks (Maeda and Yoon 2013) and physical aggression (Archer 2004) are on average higher in males, whereas self-reported interest in people versus things (Su et al. 2009) and the personality traits of neuroticism (Schmitt et al. 2008) and agreeableness (Costa et al. 2001) are on average higher in females. A full explanation of these cognitive and behavioral phenomena might benefit from a better understanding of brain sex differences.

… There is more to sex differences than averages: there are physical and psychological traits that tend to be more variable in males than females. The best-studied human phenotype in this context has been cognitive ability: almost universally, studies have found that males show greater variance in this trait (Deary et al. 2007a; Johnson et al. 2008; Lakin 2013; though see Iliescu et al. 2016). This has also been found for academic achievement test results (themselves a potential consequence of cognitive differences, which are known to predict later educational achievement; Deary et al. 2007b; Machin and Pekkarinen 2008; Lehre et al. 2009a, 2009b), other psychological characteristics such as personality (Borkenau et al. 2013), and a range of physical traits such as athletic performance (Olds et al. 2006), and both birth and adult weight (Lehre et al. 2009a). __ Cerebral Cortex Ritchie et al 2018

The greater variance in cognitive ability in males as compared to females is another source of concern for feminists in academia, politics, and in both governmental and non-governmental bureaucracies.

Men Dominate at the Highest Levels

Whether looking at the number of male vs. female CEOs of large corporations, leaders of governments, winners of Nobel Prizes and Fields Medals, top chefs, most skilled chess grandmasters, the best aircraft pilots, the most dominant athletes, top surgeons, best violinists, most successful entrepreneurs and venture capitalists, etc. etc. — males tend to outnumber females.

Charles Murray’s masterful book “Human Accomplishment” looked at the achievements of top mathematicians, scientists, artists, etc. between the years 800 BC and 1950 CE. Murray discovered that — just as in contemporary Nobel Prizes and Fields Medals — men vastly outnumber men when it comes to historical accomplishments.

Murray found that women consistently make different career choices than men, which divert them from the path of great achievement time after time.

The women with careers were 4.5 times as likely as men to say they preferred to work less than 40 hours a week. The men placed greater importance on “being successful in my line of work” and “inventing or creating something that will have an impact,” while the women found greater value in “having strong friendships,” “living close to parents and relatives” and “having a meaningful spiritual life.” As the authors concluded, “these men and women appear to have constructed satisfying and meaningful lives that took somewhat different forms.” The different forms, which directly influence the likelihood that men will dominate at the extreme levels of achievement, are consistent with a constellation of differences between men and women that have biological roots.

… Men take more risks, are more competitive and are more aggressive than women. The word testosterone may come to mind, and appropriately. Much technical literature documents the hormonal basis of personality differences that bear on sex differences in extreme and venturesome effort, and hence in extremes of accomplishment–and that bear as well on the male propensity to produce an overwhelming proportion of the world’s crime and approximately 100% of its wars.

But this is just one more of the ways in which science is demonstrating that men and women are really and truly different, a fact so obvious that only intellectuals could ever have thought otherwise. __ Charles Murray

And yet, both intellectuals and pseudo-intellectuals in positions of influence and power continue to force destructive policies on institutions such as universities, government agencies, corporations, and others — and are fully backed by the inferior intellectuals and pseudo-intellectuals who infest most mass media outlets.

In sports, a dominant female athlete such as Serena Williams would be lucky to reach a male rank of 700, in terms of tennis skill and endurance on the men’s circuit. Men play longer and harder games. In fact, Serena and her sister Venus were both soundly trounced by a smoking and beer-drinking german male tennis player years ago, when both women were stronger and faster.

…the two siblings had something of an inflated understanding of their abilities, developed from their being fresh-faced, and still in need of a few life lessons learned. So they marched themselves into the men’s ATP office to announce rather confidently they were ready to beat any tour player ranked around the Top 200 if someone wanted to take the challenge.

It just so happened that Karsten Braasch of Germany, once a top-40 player, but at the time ranked 203rd, was in ear shot. He thought it would be fun so stepped up to say he’d be happy to take them on.

The date was set and the day arrived. Braasch played a warmup round of golf in the morning, then came to Melbourne Park. The threesome went out to a back court where each sister would have a one-set shot at Braasch. Word had spread around the grounds that the event wsa taking place, which caused tournament officials to restrict admittance to the area to only those with badges.

Braasch would smoke cigarettes and sip beer during the changeovers, and to be honest no longer looked the part of a fit professional athlete. It made no matter. Braasch led 5-0 over Serena before winning the set 6-1, and then posted a 6-2 set victory over Venus.

Society cannot afford to live in a make-believe world where its best women are just as capable in all areas as its best men. It isn’t true, and it is a great waste of talent from both sexes to try to prove the egalitarian ideal.

84% of women fail watered down physical fitness test

And so we are faced with a world that needs the best of all of its talented people — male and female. But our bureaucratic planners and policy-makers refuse to allow our best people to do their best. Instead, these functionaries insist on quotas, mandates, affirmative actions, and a long list of other ruinously expensive and damaging regulations and policies that handicap us from doing our best.

In a large sample of mathematically gifted youths, for example, seven times as many males as females scored in the top percentile of the SAT mathematics test. We do not have good test data on the male-female ratio at the top one-hundredth or top one-thousandth of a percentile, where first-rate mathematicians are most likely to be found, but collateral evidence suggests that the male advantage there continues to increase, perhaps exponentially. __ Charles Murray

A strong dose of reality at the highest levels is needed, but it is not clear who will do the dosing — and whether anyone in need of the dose will be capable of learning anything from it.

Dangerous Children can provide a useful antidote to the zombie world of widespread academic lobotomy and politically correct drone minds that dominate in media, academia, government, corporate bureaucracies, activist groups, and other social institutions.

Social engineers would like to destroy the past and start afresh, programming young minds with the new agenda. But the past is written in our genes and manifest in our brains and bodies, generation after generation. The “new agenda” of the social engineers contradicts what any discerning person can see before their eyes — and today’s new agenda quickly becomes the “old agenda” as new whims and fads for social engineering invariably emerge. Without a solid foundation, such ideologies become like layers of slime upon slime.

Hope for the best. Prepare for the worst. It is never too late to have a Dangerous Childhood © .

Early Brain Development and the Dangerous Child

Freedom and Competence of Thought Begins Early

The most dangerous thing about Dangerous Children is their minds. Natural contrarians, they are immune to the commonplace brainwashing and indoctrination that often overcomes young people during their formative years. How do Dangerous Children come to possess the thinking skills and self-confidence that allows them to stand against popular delusions and dysfunctional systems of thought and action?

Connection Proliferation 0 to 2 Years
http://www2.palomar.edu/users/rmorrissette/lectures/physio/210Development_files/frame.htm

Brain Development Sets the Stage

Beginning at birth (and sometimes before), Dangerous Children are kept away from mainstream entertainments, and are immersed in special fables, riddles, rhymes, myths, and tales explicitly formulated to help young minds learn to deal with an expanding reality. These “thinking memes” take a wide range of linguistic, musical, visual, and kinesthetic forms. Such memes are incorporated into a wide range of experiences, so that strong thinking skills are shaped quite early in development, and continuously added to. The best early thinking memes incorporate plenty of “hooks” on which to hang later useful skills.

The first few years are a busy time for the child’s mental and physical development. Brain connections proliferate wildly, then are massively pruned by the child’s experiences, over a relatively short time period. The mental structures that remain after this rapid proliferation and subsequent pruning will be the foundation for the child’s mental and psychological development from that time onward.

Secondary Proliferation and Pruning

Puberty is a lesser period of proliferation and pruning, although still wild and crazy — heavily influenced by cascades of sex hormones that bathe the brain during this time.

Ways of Thinking Are Built Upon the Changing Neural Substrate

Dendritic pruning is shaped by the child’s experience, and continues throughout the person’s life to a much less intense degree. The earliest mind structures that survive the prunings will likely be the most influential.

What the child is capable of learning depends to a large degree upon his earliest experiences, which shaped subsequent brain pruning and dendritic tree structure.

Neglect is Commonplace

If a child’s mind is left to steep in front of a television, or if the young child is left at the mercy of caretakers who are ignorant of or indifferent to a child’s critical development windows, the young brain will be hobbled and needlessly stunted compared with what he might have otherwise achieved.

To outward appearances, no significant damage may have been done by surrendering one’s child to daycare or other low level third party forms of child raising. But deep inside the brain, the neglect of crucial experience in the early years will leave subtle forms of mental impoverishment and limitations to learning and development.

Most parents do not know any better, and thus we see a progressive mental and psychic fragility of newer generations of children and youth, raised by largely indifferent third parties. Too many of these youngsters never learned to think on their own, and seek refuge in groupthink and mindless mass movements.

A Dangerous Child’s Experience is Specially Shaped From the Earliest Years

Parents and mentors of Dangerous Children tend to be both more informed and more involved in the Dangerous Child’s formative years. As a result, these lucky children are given the gift of powerful mind-shaping linguistic, musical, visual, and kinesthetic memes that boost their later learning and development to higher levels.

The effect of early childhood interventions may not be obvious to outside observers — even to full-time parents. Consider this example: The First Cut is the Deepest. Even a brief exposure by newborns to a second language achieves lasting brain changes similar to how a bilingual brain is structured. Another interesting fact: some languages can never be perfectly learned unless the child is exposed to it during early infancy.

One would never learn about the critical importance of early childhood exposure from most mainstream sources. Modern societies are too deeply invested in the “two parents working” model to consider whether farming infants and toddlers out to a third party caretaker is the best plan for the child’s future competence and well-being.

And So Fragile Generations Beget Fragile Generations

The more intelligent and educated the parents, the more likely the children will be “thrown to the wolves” without thought for long-term consequences. All sorts of justifications will be given, but the end result is another contribution to the coming Idiocracy.

Dangerous Children represent a partial antidote to this general dumbing down and weakening of society’s complement of brainpower and problem-solving skills. Because Dangerous Children constitute a small minority of all children, the best that can be hoped for over the long term is the creation of “islands of competency” which network with each other to reach a “breakthrough” stage of societal and technological development which allows for a definitive branching out and rising above the dominant skankstream mainstream.

Life is Not a Simple Sequence: Why is School?

Or Why Lesson 1 and Lesson 15 Must Often Be Taught as One

The minds of infants are ejected into the world with no sequential lesson plan. Immersed in a turbulent cauldron of sensations and ideas — alternately startled, alarmed, and fascinated. Their emotions strained to the breaking point, their newborn powers of reasoning constantly twisted like painful pretzels. Breaking all the proper rules of pedagogy, it is how we all learned as babies, as toddlers, as young children.

There is no step by step, logically sequential plan for growing up and learning how to think and how to live. If we are lucky, we are exposed to a wide range of badly diced, sliced, and mangled lesson plans with no logical connection to each other — which our minds must then try to make sense of. For the most part, tiny brains do amazingly well.

Real Education is More Like a Perpetual Stew Than a 12 Course Meal

Modern school curricula are laid out as logical step by step sequences of knowledge acquisition. Each content module follows another, like building blocks each supporting the next. But some lessons cannot be adequately understood until one first digests the ideas hiding inside lessons that will not come for weeks, months, or years in the future.

The human brain often retains disconnected pieces of poorly formed knowledge fragments long enough to make later connections with other knowledge fragments — which is how baby brains are often able to bootstrap themselves into the mastery of language, movement, pattern, and social connections.

Trying Too Hard to Fit a Sequential Lesson Plan to the Child Will Backfire

Because we cannot see into the minds of small children, we can never really know what has been left out and what has been incorporated in latent form. Wiser persons of experience learn how to probe for knowledge fragments, and how to supplement them with often-useful supplementary concepts and experiences. But there are always missing pieces needing to be supplied, before a satisfying comprehension can emerge.

If we want to make a child’s mind into a rickety and brittle structure — unable to stand up to the inevitable stresses of the real world — we should probably just keep doing what school systems are doing.

Politically Correct Educations are Criminally Incomplete Educations

Teachers who force students to endure politically correct indoctrinations — and who filter all educational materials through the lens of politically correct dogma — are starving children of crucial concepts and factual information which will be of critical importance at later stages of life. Too much crucial information is left out of a politically correct curriculum.

Life is Never Fair

Because life itself can never be entirely sensitive, equal, or nurturing, every child’s feelings will be hurt. Every child will sooner or later be treated unfairly, or will fall short of others on his own merits — in one area of measurement or another. Children must learn how to deal with the inevitable inequities and injustices of life as early as possible.

The modern approach of attempting to shelter children from scraped elbows or bruised egos is ultimately crippling. Rather than training children to be sensitive to every imagined insult or injustice, a real life education would train them to formulate meaningful goals and to sustain a reasonable focus on those goals — at least until they have learned the lessons the goals were meant to teach, and usually a lot more.

Where other children rank on the infinitude of measurements utilised in schools should be largely irrelevant. Particularly irrelevant are any perceived insults or non-PC attitudes displayed by classmates or others in the child’s environment. It is a waste of time for a goal-oriented child to stop his advancement in order to attempt to bring an insensitive cohort to heel. He should have better things to do, farther places to go.

If You Wait Until College to Teach Them, It Will Be Too Late

In many school systems, classrooms below the college level have become glorified daycare holding cells. Reading and teaching materials are carefully screened and dumbed down to fit with the dominant political themes of the system. Sensitive periods of development come and go without having been primed by the necessary experiences and concepts which would have allowed for a fuller development of body and mind. By the time the child grows to a college aged youth, many of the crucial components of careful and meaningfully creative thought will be missing.

Unfortunately, even in college education today, politically correct constrictions deprive students of vital ideas, facts, and experiences needed before the youth can become a responsible and responsive adult in the real world — as opposed to the incoherent fantasy world which professors and administrators are attempting to build.

You can observe in the video clip below how the absurdity has come full circle, to consume its own:

There may be no better argument for homeschool than the real world environment that one finds on campuses of mainstream politically correct schools — from K thru university.

And So We See the Circularity of Life and Mind

We miss a lot of things the first time around. How can we help it, we are only babies? But we keep coming around again in a cycle — as embodied in the daily sleep-wake cycle, in the cycle of the seasons, and ultimately in the cycle of life we observe in shorter-lived species and in the others of our kind who pass away before us.

But we keep coming around, being given second – third – fifteenth — and hundredth chances to learn more completely what we learned only partially in earlier attempts. And by reading the experiences of many generations of historical figures, communities, and societies, we can experience many cycles of learning by proxy.

Children and youth who are indoctrinated in politically correct or religiously correct mindsets will have many of their mind-windows shuttered and nailed closed. We can see that in the video above, and we can see it in the way that people keep returning to failed ideologies of the past without any insight into their ongoing self-sabotage. In the minds of modern systems of education, it has become anathema to build strong, independent, well rounded minds, capable of deciding things on their own merits without guidance from a central committee’s daily talking points.

Real Life and the Human Brain Are Not Politically Correct

And reality as it is incorporated into the brain is neither tame nor sequential. It is cyclical and wild. The sooner we learn to equip our young to deal with the evolving world as it is — rather than an idealised world of fantasy mongers — the better.

With Half Your Brain Tied Behind Your Back

Unihemispheric Sleep; Unihemispheric Waking

Half-Brain Sleep is Common in Many Animals Source
Half-Brain Sleep is Common in Many Animals
Source

Whales and dolphins live underwater but must come to the surface periodically to breathe. They cannot allow both hemispheres of their brains to drop into deep sleep, else they may not wake to surface in time. Similarly, many birds undergo long migrations and other flights of long duration when they are unable to fall into deep sleep for long periods of time. Their brains are adapted to allow one hemisphere to stay awake while the other hemisphere gets much needed rest.

Can Humans Sleep With Half Their Brain Open?

The human brain, it turns out, is endowed with a less dramatic form of the unihemispheric sleep found in birds and some mammals. For humans, familiarity with a place breeds a deep night’s sleep.

__ Christof Koch

When humans are sleeping in a strange environment — which happens very regularly to people who travel as a matter of course — it seems the left hemisphere is more vigilant to the environment, allowing the right hemisphere to snooze more deeply. More

The sleep scientists who discovered this unilateral phenomenon used advanced brain scanners, which allowed subjects to sleep inside them all night long.

… they found that the sleeping brains showed asymmetrical patterns of sleep activity, with one hemisphere humming along while the other slept. And while the sprightly hemisphere wasn’t fully awake, it was much more active than the other—even responsive to external stimuli. Subjects in the study experiencing FNE, for example, were jolted awake by “deviant” sounds. A creaking door perhaps. Or a shrieking animal. For most of the subjects, the night watchman hemisphere of their brain was the left side, for inexplicable reasons. __ PopSci

More on sleep

Interesting, But So What?

Even during their awake time, animals — and humans — often move through the world “half asleep.” The image of dolphins above shows how the brain allots its sleep/wake time according to three general hemispheric states: L awake/R asleep, R awake/L asleep, and both L and R awake. As mentioned above, as a matter of survival for dolphins, both L and R cannot sleep simultaneously, except for very short time periods. This means that casual observers may not notice whether a dolphin is half awake, or fully awake.

You might think that humans do not have this problem, since humans can usually sleep with both hemispheres at specific, designated times, leaving both hemispheres fully awake to deal with the world at the proper time. Except, it doesn’t always work that way. Individual (left or right) human hemispheres can exhibit signs of sleep while a person is nominally awake, for short times. Most people — even those who have not been forced to stay alert for very long stretches, or for odd hours — will be able to recall brain misfires and somnambulations while awake which are very difficult to explain.

Is Anyone Ever Completely Awake?


The video clip above from the movie “Limitless” is entirely fictional, and yet . . . anyone who is curious and pays just a little attention to the world will have experienced epiphanies — startling moments of exceptional awareness that emerge unsolicited from the depths. How can we seem awake, and then suddenly find ourselves watching our worlds from one or more levels higher up?

These states never seem to last very long, but they suggest the existence of a higher and deeper ocean of experience, in which most of us have only managed to dip our toes.

Split Hemispheres https://www.scientificamerican.com/article/split-brain-patients-reveal-brains-flexibility/
Split Hemispheres
https://www.scientificamerican.com/article/split-brain-patients-reveal-brains-flexibility/

It is easy to imagine unihemispheric sleep in humans when the two hemispheres have been surgically disconnected from each other — as in “split brain patients.” Patients with uncontrollable epilepsy were sometimes “cured” of global seizures by severing the corpus callosum. Once disconnected, the two hemispheres will often go in different directions, attending to different things.

After the right and left brain are separated, each hemisphere will have its own separate perception, concepts, and impulses to act. Having two “brains” in one body can create some interesting dilemmas. When one split-brain patient dressed himself, he sometimes pulled his pants up with one hand (that side of his brain wanted to get dressed) and down with the other (this side didn’t). Also, once he grabbed his wife with his left hand and shook her violently, so his right hand came to her aid and grabbed the aggressive left hand. However, such conflicts are actually rare. If a conflict arises, one hemisphere usually overrides the other.[1] __ Wikipedia Split Brain

A fascinating topic to be sure, but something similar can take place even when all anatomical connections within the brain remain intact. Such interhemispheric asynchrony has been observed in hypnosis — and anything that happens under formal hypnosis may also tend to happen spontaneously in ordinary life.

The Corpus Callosum is Larger in Women than Men

The more strongly the two hemispheres are connected to each other, the less likely that they will act independently of each other. It has been found that the two brain hemispheres not as strongly connected in men as they are in women.

In the entire sample (n= 316), controlling for brain size and age, the average CCA [corpus callosum cross sectional area] was significantly (P< 0.03) larger in females. The difference favoring females was more pronounced in the young adults cohort (P< 0.0005). These results provide strong additional evidence that the CCA is larger in females after correcting for the confounding effect of brain size. ___ http://cercor.oxfordjournals.org/content/early/2012/08/09/cercor.bhs253.full

More, persons who are easily hypnotised — and can readily block pain perception under hypnosis — have been found to have larger corpus callosi, at least in the anterior portion.

Only the highly hypnotizable subjects (HHs) who eliminated pain perception were included in the present study. These HHs, who demonstrated more effective attentional and inhibitory capabilities, had a significantly (P < 0.003) larger (31.8%) rostrum, a corpus callosum area involved in the allocation of attention and transfer of information between prefrontal cortices, than low hypnotizable subjects (LHs). These results provide support to the neuropsychophysiological model that HHs have more effective frontal attentional systems implementing control, monitoring performance and inhibiting unwanted stimuli from conscious awareness, than LHs. __ http://brain.oxfordjournals.org/content/127/8/1741

The anterior parts of the corpus callosum also seem to be enlarged in meditation practitioners, suggesting that meditation may alter the actual morphology of certain parts of the brain via the brain plasticity of selective use.

Hypnosis vs. Meditation

Although superficial similarities between hypnosis and meditation are readily apparent, we should be aware of the important differences between the two things. Hypnosis can be thought of as a highly focused “spotlight,” while meditation more closely resembles a broadbeam “floodlight.” A hypnotic trance blanks out peripheral phenomena, including ordinary sensations such as pain, discomfort, or embarassment. Meditation — particularly mindfulness meditation — opens the portals of awareness to allow an “eagle’s eye view” of one’s internal and external setting.

Using hypnosis, one can “disconnect” different circuits of brain activity from each other, functionally, on a subconscious level. Mindfulness meditation enlarges the borders of consciousness to allow normally suppressed stimuli to reach mental awareness. At that point, the conscious mind can often sort the relevant from the irrelevant, and alter subsequent consciousness.

Who Wants to Bother with All This Hocus Pocus?

Very few people indeed. Most would rather pop a pill, swallow a draught, lose themselves in a social setting, or otherwise avoid the question of whether they are entirely sleepwalking through their lives — or only doing so halfway. But shouldn’t we want to train our children differently, to be less slaves of our trance states and more aware of their own decision making and life choices?

Fortunately, for the Tech-Oriented Parent, There is Neurofeedback

Neurofeedback uses brainwave and other neurofunctional real-time metrics to allow a person to shape the workings of his own brain. Neurofeedback has proven exceptionally effective for treating ADHD and for brain rehabilitation after injury. The technique has also been useful for treating addictions, depression, autism, migraines, and a range of other dysfunctional states.

And although there has not been much written on the use of neurofeedback for enlarging conscious awareness, a number of neuroresearchers are doing work on that very project. Although this is not exactly what I am referring to, consider:

A recent development in the field is a conceptual approach called the Coordinated Allocation of Resource Model (CAR) of brain functioning which states that specific cognitive abilities are a function of specific electrophysiological variables which can overlap across different cognitive tasks.[47] The activation database guided EEG biofeedback approach initially involves evaluating the subject on a number of academically relevant cognitive tasks and compares the subject’s values on the QEEG measures to a normative database, in particular on the variables that are related to success at that task. __ Wikipedia Neurofeedback

Neurofeedback has also been used to improve the performances of musicians, dancers, actors, athletes, and other persons who make a living from highly focused skills.

Neurofeedback is readily distinguished from ordinary hypnosis and meditation by neurofeedback’s ability to monitor real-time brain activity in particular brain circuits and anatomical centres. “Conscious” influence on normally unconscious brain processes can then be observed and modified to suit the goals of clients and their parents.

The Objective is to Learn to Achieve States of Highly Functional Awareness

Dangerous Children learn to achieve heightened situational awareness (and mindfulness) as part of their training. This allows them to anticipate and deal with problems before they happen. The parents of many Dangerous Children in training may also opt for neurofeedback training, where it may be helpful.

The neurological signs of “sleeping while awake” can be too subtle for most available intruments used in everyday neurofeedback training. They also tend to be too fleeting and unpredictable to be easily addressed in most conventional programmes of neurofeedback.

But a careful human observer can usually catch another person who is falling into a trance, in most situations. That is where “life coaches,” parents, and mentors who have some training in Ericksonian hypnosis and similar trance-aware disciplines can make their mark on a Dangerous Child’s future ability to choose his own path on multiple time scales.

Parents of Dangerous Children Must Learn to Pay Attention

Raising a Dangerous Child is an exhausting prospect. Fortunately, Dangerous Children begin to take up the slack of their own training at a surprisingly early age. Even so, parents, coaches, mentors, and helpers need to keep their eyes open so as to be able to intervene at key developmental bifurcation points.

Why Electronic Gadgets and Dangerous Children Don’t Mix

For many parents there can seem to be a divide between them and their kids’ lives – where their kids want to spend more and more time alternating between phone, tablet, Xbox, Wii, DSi and for some kids the usage of technology either borders on addiction or has tipped over into addiction. __ http://www.digitalparenting.ie/technology-addiction.html

Failure to Connect Source
Failure to Connect
Source

There’s a reason that the most tech-cautious parents are tech designers and engineers. Steve Jobs was a notoriously low-tech parent. Silicon Valley tech executives and engineers enroll their kids in no-tech Waldorf Schools. Google founders Sergey Brin and Larry Page went to no-tech Montessori Schools, as did Amazon creator Jeff Bezos and Wikipedia founder Jimmy Wales.

Many parents intuitively understand that ubiquitous glowing screens are having a negative effect on kids. We see the aggressive temper tantrums when the devices are taken away and the wandering attention spans when children are not perpetually stimulated by their hyper-arousing devices. Worse, we see children who become bored, apathetic, uninteresting and uninterested when not plugged in.

__ Digital Meth, Digital Heroin

Arthur Robinson — creator of the Robinson Curriculum — has some simple and firm rules concerning electronic gadgets and devices:

There is no television in our home. We do have a VCR that was donated to the civil defense project. As a family we watch a video tape approximately once every six months. Television wastes time, promotes passive, vicarious brain development rather than active thought, and is a source of pernicious social contamination.

__ http://www.robinsoncurriculum.com/view/rc/s31p59.htm

No child is allowed to use a computer until after he or she has completed mathematics all the way through calculus. (At one point Saxon calls for a little use of the hand-held calculator. I permit this, but only on a very few occasions.)

… People who can think do so with their brains. Surely their thoughts often lead to problems that require experimental test, and often computers are essential equipment in those experiments. The thinking, however, is done with the brain. The arithmetic ability involved in that thinking must also be in the brain during the thought process.

__ http://www.robinsoncurriculum.com/view/rc/s31p60.htm

Needless to say, there were no videogames, no smartphones, no social media.

Researchers have linked social-media use with a host of typical teenage woes, including low self-esteem, anxiety, and depression. The pressure of responding to texts and instant messages causes sleeplessness in teens. It’s hard to ace an exam when you’ve been up all night staring at a screen, wondering why your friends aren’t writing you back. __ http://www.city-journal.org/html/back-school-still-offline-14715.html

The rapid brain development that takes place in the formative years is too important to be wasted on frivolous pursuits that block opportunities for necessary foundational learning, and turn the child into passive receptacles for the use of societal puppet-masters. (Like their parents have become.)

We now know that those iPads, smartphones and Xboxes are a form of digital drug. Recent brain imaging research is showing that they affect the brain’s frontal cortex — which controls executive functioning, including impulse control — in exactly the same way that cocaine does. Technology is so hyper-arousing that it raises dopamine levels — the feel-good neurotransmitter most involved in the addiction dynamic — as much as sex.

__ http://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/

These are good reasons for limiting — or prohibiting — the use of electronic gadgets and exposure to television and the internet for children whose brains are still in rapid development. This type of control is easier for home-schooled children who mainly socialise with other home-schooled children, but within the home it is possible for any parents who take the trouble to know and influence what is actually happening under their own roofs.

For Dangerous Children, the Stakes are Higher

Dangerous Children have very intense — but playful — upbringings. There are not many idle moments when the child is not either actively learning, or actively reflecting upon and applying things that he has learnt. Television, videogames, and social media often begin as ways of “killing time” and filling the idle minutes and hours. But soon they exert more and more control over one’s schedule and actually create more idle hours, afternoons and evenings, and entire weekends to be “killed.”

Many modern parents are okay with the use of electronic gadgets as “baby-sitters” and time-fillers for the developing minds of their young children. They will reap the result, and are unlikely to be happy with it.

Parents of Dangerous Children know better, because they want to make as close to optimal use of their child’s “growing brain time” as possible. That is why they choose to be parents of Dangerous Children in the first place.

Most children are not expected to play three musical instruments well, speak three foreign languages fluently, master a wide range of dangerous and potentially lethal skills and competencies, or master at least three means of achieving financial independence by age 18.

If you are contemplating Dangerous Child training for yourself or your child, it is best to understand the nature of the commitment before you begin. The brain — like the body — is shaped by its environments and its habits. Dangerous Children have to use this shaping to their long-term advantage.

The elitist “Masters of the Universe” in government, media, academia, big corporations, and other powerful cultural and societal institutions, simply want to stay in control. To them, your future and the future of your children have always been secondary to that goal, at best.

More:

Young men playing video games instead of looking for and finding work:

… if a historically vibrant portion of the population doesn’t feel as much desire to work, this could harm the economy’s future and the ability of government to use policy to create jobs. “That’s a big chunk of labor that could be used for something, and we’re not using it,” said Greg Kaplan, an economist at the University of Chicago who was not involved with the new research.

Boys and young men have been subjected to an education and child-raising that prepares them for nothing so much as a life of useless obsolescence. Everyone is complicit in this travesty, including parents, teachers, government bureaucracies, news & popular media, and a generally decadent culture.

More:

Apple founder Steve Jobs didn’t let his kids use the iPad, or really any product their dad invented, according to a 2014 report from Nick Bilton in The New York Times.

“They haven’t used it,” Jobs told Bilton. “We limit how much technology our kids use at home.” Every night, the family had a phone-free dinner together, according to Walter Isaacson, author of the definitive biography Steve Jobs. “The kids did not seem addicted at all to devices,” Isaacson told Bilton.

… Bill Gates revealed he had both age and habit-related rules for his three children. “We don’t have cellphones at the table when we are having a meal,” he told The Mirror,, a British newspaper. “[W]e didn’t give our kids [cell phones] until they were 14 and they complained other kids got them earlier.” The rules about how long before bed phones had to be off probably wasn’t popular either. __ https://www.popsci.com/industry-insiders-dont-use-their-products-like-we-do/