Show Posts
1
Current Law Students / Re: Adderall-Law school finals/studying
« on: September 06, 2006, 06:36:53 PM »
SIGNS OF IMPAIRMENT
Medics claim they can observe these ten signs of impaired consciousness. But that's nonsense because consciousness is not observable. So the ten signs of A.D.D. are merely guesses and therefore cannot be seriously considered as either criteria or symptoms of some hypothetical deficit of consciousness. And to claim that these bogus symptoms actually cause an impairment of consciousness is simply preposterous.
It is therefore evil that they persist in experimenting with brain disabling drugs to get children to do as they are told.
Bear in mind that school children are told to do three things: 1) stay put, 2) keep quiet, and 3) get to work. The so-called A.D.D. afflicted child obeys the first two directives, but disobeys the third: he stays put, keeps quiet, but doesn't get to work. His reason for dragging his heels is that he probably doesn't like to do schoolwork (criterion #10), at least the kind that the less capable teacher assigns him. It's as simple as that. It's ridiculous to probe around in his brain to see if there's something wrong with it. And its preposterous to disable his brain with drugs to "help him focus on his lessons." The problem is curriculum content and instructional method, not brain defect.
Remember that the medics who prescribe stimulant narcotics, in order to be licensed to practice, are required to swear the oath of Hippocrates that they will "do no harm." Yet each of them violates that oath by doing irreparable harm to children, even four year olds, who are merely attending to their own business instead of their teacher's.
There's nothing wrong with these children. Their inborn temperament prevents these concrete, fun loving, and impulsive children from adapting to the school. Some day in the not so distant future the school may come to realize that not all children can be scheduled and routinized, that children, like adults, are fundamentally different in this regard. Perhaps then the school might adapt itself to those children that do not fit its curriculum or its methods of instruction. Neither special education nor experimental narcotherapy is the way to treat children who disobey orders to get to work. After all, it isn't so much that these children can't work as it is that they don't want to work.
IN THE MEANTIME
It is not at all difficult to induce this type of child-concrete in thought and speech, utilitarian in pursuit of aims-to do his school work. Indeed, it is much easier to get the "inattentive" child to attend to the teacher's agenda than it is to get the "hyperactive" child to stop bothering his teacher and his classmates. In both cases, however, the solution is essentially the same: take away the abused privilege whenever it is abused, without comment.
The hyperactive child is dismissed when he does anything to disrupt the class, which is to say he loses the privilege of being a member of the class because he abused it. Those who want to learn how to do this are advised to read my paper titled Abuse it-Lose it. The following is addressed to those who want to learn how to deprive a child of his privilege of being given assignments by his teacher, bearing in mind that the greatest privilege any schoolboy has is being assigned tasks by a teacher who is trying to educate him.
Some parents and teachers are aghast at the very idea of depriving a child of assignments-and without comment to boot! They usually predict that, deprived of assignments, such a child will be content to pursue his own interests and will be delighted that the teacher is no longer urging him to get to work. But wait. And not for long, depending, of course, on the age of the child. Those children with long experience of maneuvering teachers into getting after them to do their work will take longer than those without much experience of this kind.
You see, children don't know that being assigned tasks by their teacher is a privilege rather than an imposition. So they have to learn it the hard way. They have to experience being left out.. In their view the other kids seem to be busy doing their lessons and interacting now and then with the teacher, while the one deprived of lessons is being ignored. This sort of treatment gets old, quick, again depending on the child's experience.
It is then that the child discovers something very important to him: that he wants to get assignments just like the other kids. The truth of the matter is that he soon discovers that he doesn't have much of an agenda of his own to pursue. Oh, sure, he can find distractions now and then to occupy his attention, but these do not come often and they're not all that interesting anyway.
Now, if the child's teacher and parents can button their lips so that they don't tell the child about how important it is to do one's schoolwork, it shouldn't take very long before the child asks his teacher if he can have assignments like the rest. This kind of deprivation has to be done without commercials, without object lessons, without pep talks, without urging, reminding, or coaxing in any manner whatsoever. If the teacher reveals her hole card she'll lose the bet. Given a pep talk on the virtues of obediently doing ones schoolwork clues the child into what's going on. Knowing what's up he need only do nothing, and the teacher is forced to go back to getting after the child to do his work. Back to square one.
I do not suggest that the war is over with only one battle won. There will be others because this sort of child is really not interested in most of the assignments he'll get. So sooner or later there'll be some backsliding, in which case the abuse-it-lose-it method should be re-applied. The nice thing about asking for assignments is that by getting practice in reading, writing, listening, and talking in class the child gets better at doing these things and so increases his self-confidence, self-respect, and, in the long run, self-esteem. Eventually an interest in schooling may emerge, and the child need no longer struggle with teachers bout doing schoolwork. It is not in the nature of such children to become scholars, but they are unlikely, as many of their type are, to become dropouts when schooling becomes too irksome.
http://keirsey.com/addhoax.html
Medics claim they can observe these ten signs of impaired consciousness. But that's nonsense because consciousness is not observable. So the ten signs of A.D.D. are merely guesses and therefore cannot be seriously considered as either criteria or symptoms of some hypothetical deficit of consciousness. And to claim that these bogus symptoms actually cause an impairment of consciousness is simply preposterous.
It is therefore evil that they persist in experimenting with brain disabling drugs to get children to do as they are told.
Bear in mind that school children are told to do three things: 1) stay put, 2) keep quiet, and 3) get to work. The so-called A.D.D. afflicted child obeys the first two directives, but disobeys the third: he stays put, keeps quiet, but doesn't get to work. His reason for dragging his heels is that he probably doesn't like to do schoolwork (criterion #10), at least the kind that the less capable teacher assigns him. It's as simple as that. It's ridiculous to probe around in his brain to see if there's something wrong with it. And its preposterous to disable his brain with drugs to "help him focus on his lessons." The problem is curriculum content and instructional method, not brain defect.
Remember that the medics who prescribe stimulant narcotics, in order to be licensed to practice, are required to swear the oath of Hippocrates that they will "do no harm." Yet each of them violates that oath by doing irreparable harm to children, even four year olds, who are merely attending to their own business instead of their teacher's.
There's nothing wrong with these children. Their inborn temperament prevents these concrete, fun loving, and impulsive children from adapting to the school. Some day in the not so distant future the school may come to realize that not all children can be scheduled and routinized, that children, like adults, are fundamentally different in this regard. Perhaps then the school might adapt itself to those children that do not fit its curriculum or its methods of instruction. Neither special education nor experimental narcotherapy is the way to treat children who disobey orders to get to work. After all, it isn't so much that these children can't work as it is that they don't want to work.
IN THE MEANTIME
It is not at all difficult to induce this type of child-concrete in thought and speech, utilitarian in pursuit of aims-to do his school work. Indeed, it is much easier to get the "inattentive" child to attend to the teacher's agenda than it is to get the "hyperactive" child to stop bothering his teacher and his classmates. In both cases, however, the solution is essentially the same: take away the abused privilege whenever it is abused, without comment.
The hyperactive child is dismissed when he does anything to disrupt the class, which is to say he loses the privilege of being a member of the class because he abused it. Those who want to learn how to do this are advised to read my paper titled Abuse it-Lose it. The following is addressed to those who want to learn how to deprive a child of his privilege of being given assignments by his teacher, bearing in mind that the greatest privilege any schoolboy has is being assigned tasks by a teacher who is trying to educate him.
Some parents and teachers are aghast at the very idea of depriving a child of assignments-and without comment to boot! They usually predict that, deprived of assignments, such a child will be content to pursue his own interests and will be delighted that the teacher is no longer urging him to get to work. But wait. And not for long, depending, of course, on the age of the child. Those children with long experience of maneuvering teachers into getting after them to do their work will take longer than those without much experience of this kind.
You see, children don't know that being assigned tasks by their teacher is a privilege rather than an imposition. So they have to learn it the hard way. They have to experience being left out.. In their view the other kids seem to be busy doing their lessons and interacting now and then with the teacher, while the one deprived of lessons is being ignored. This sort of treatment gets old, quick, again depending on the child's experience.
It is then that the child discovers something very important to him: that he wants to get assignments just like the other kids. The truth of the matter is that he soon discovers that he doesn't have much of an agenda of his own to pursue. Oh, sure, he can find distractions now and then to occupy his attention, but these do not come often and they're not all that interesting anyway.
Now, if the child's teacher and parents can button their lips so that they don't tell the child about how important it is to do one's schoolwork, it shouldn't take very long before the child asks his teacher if he can have assignments like the rest. This kind of deprivation has to be done without commercials, without object lessons, without pep talks, without urging, reminding, or coaxing in any manner whatsoever. If the teacher reveals her hole card she'll lose the bet. Given a pep talk on the virtues of obediently doing ones schoolwork clues the child into what's going on. Knowing what's up he need only do nothing, and the teacher is forced to go back to getting after the child to do his work. Back to square one.
I do not suggest that the war is over with only one battle won. There will be others because this sort of child is really not interested in most of the assignments he'll get. So sooner or later there'll be some backsliding, in which case the abuse-it-lose-it method should be re-applied. The nice thing about asking for assignments is that by getting practice in reading, writing, listening, and talking in class the child gets better at doing these things and so increases his self-confidence, self-respect, and, in the long run, self-esteem. Eventually an interest in schooling may emerge, and the child need no longer struggle with teachers bout doing schoolwork. It is not in the nature of such children to become scholars, but they are unlikely, as many of their type are, to become dropouts when schooling becomes too irksome.
http://keirsey.com/addhoax.html