Fairytales have always reflected the morals of the age. It’s not a sin to rewrite them

Martha Gill

The Guardian

Originally posted 4 June 23

Here are two excerpts:

General outrage greeted “woke” updates to Roald Dahl books this year, and still periodically erupts over Disney remakes, most recently a forthcoming film with a Latina actress as Snow White, and a new Peter Pan & Wendy with “lost girls”. The argument is that too much fashionable refurbishment tends to ruin a magical kingdom, and that cult classics could do with the sort of Grade I listing applied to heritage buildings. If you want to tell new stories, fine – but why not start from scratch?

But this point of view misses something, which is that updating classics is itself an ancient part of literary culture; in fact, it is a tradition, part of our heritage too. While the larger portion of the literary canon is carefully preserved, a slice of it has always been more flexible, to be retold and reshaped as times change.

Fairytales fit within this latter custom: they have been updated, periodically, for many hundreds of years. Cult figures such as Dracula, Frankenstein and Sherlock Holmes fit there too, as do superheroes: each generation, you might say, gets the heroes it deserves. And so does Bond. Modernity is both a villain and a hero within the Bond franchise: the dramatic tension between James – a young cosmopolitan “dinosaur” – and the passing of time has always been part of the fun.

This tradition has a richness to it: it is a historical record of sorts. Look at the progress of the fairy story through the ages and you get a twisty tale of dubious progress, a moral journey through the woods. You could say fairytales have always been politically correct – that is, tweaked to reflect whatever morals a given cohort of parents most wanted to teach their children.

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The idea that we are pasting over history – censoring important artefacts – is wrongheaded too. It is not as if old films or books have been burned, wiped from the internet or removed from libraries. With today’s propensity for writing things down, common since the 1500s, there is no reason to fear losing the “original” stories.

As for the suggestion that minority groups should make their own stories instead – this is a sly form of exclusion. Ancient universities and gentlemen’s clubs once made similar arguments; why couldn’t exiled individuals simply set up their own versions? It is not so easy. Old stories weave themselves deep into the tapestry of a nation; newer ones will necessarily be confined to the margins.

The info is here.

My take: Updating classic stories can be beneficial and even necessary to promote inclusion, diversity, equity, and fairness. By not updating these stories, we risk perpetuating harmful stereotypes and narratives that reinforce the dominant culture. When we update classic stories, we can create new possibilities for representation and understanding that can help to build a more just and equitable world.  Dominant cultures need to cede power to promote more unity in a multicultural nation.

Four pieces of ethical advice for practitioners during COVID-19

Rebecca Schwartz-Mette
APAservices.org
Originally posted 2 April 20

Are you transitioning to full-time telepsychology? Launching a virtual classroom? Want to expand your competence in the use of technology in practice? You can look to APA’s Ethics Committee for support in transforming your practice. Even in times of crisis, the Ethical Principles of Psychologists and Code of Conduct (hereafter “Ethics Code” or “Code;” 2002, Amended June 1, 2010 and Jan. 1, 2017) continues to guide psychologists’ actions based on our shared values. Here are four ways to practice in good faith while meeting the imminent needs of your community:

Lean in

Across the nation, rather than closing their practices and referring out, psychologists are accepting the challenge to diligently obtain training and expand their competence in telepsychology. Standard 2.02, “Providing Services in Emergencies,” allows psychologists to provide services for individuals for whom other services aren’t available through the duration of such emergencies, even if they have not obtained the necessary training. The Ethics Committee supports those psychologists working in good faith to meet the needs of patients, clients, supervisees and students.

Get training and support

Take advantage of the APA’s new (and often free) resources to develop and expand your competence, in line with Standard 2.03, “Maintaining Competence.” Expand your network by connecting with colleagues who can provide peer consultation and supervision to support your efforts.

Consider referrals

The decision to transition to telepsychology may not be for everyone. Competency concerns, lack of access to technology, and specific needs of particular clients may reflect good reasons to refer to practitioners who can provide telepsychology. Psychologists should assess each client’s needs in light of their own professional capacities and refer to others who can provide needed services in line with Standard 10.10(c), “Terminating Therapy.”

Take care of yourself

Psychologists are human and can feel lost in the ambiguity of this unprecedented time. It is your ethical mandate to also care for yourself. Practicing accurate self-assessment, leaning on colleagues when needed, and taking time to unplug from the news and practice to recharge helps to prevent burnout and is entirely consistent with 2.06, “Personal Problems and Conflicts.” Make self-care a verb and connect with your community of psychologists today.

Learning from moral failure

Matthew Cashman & Fiery Cushman
In press: Becoming Someone New: Essays on Transformative Experience, Choice, and Change

Introduction

Pedagogical environments are often designed to minimize the chance of people acting wrongly; surely this is a sensible approach. But could it ever be useful to design pedagogical environments to permit, or even encourage, moral failure? If so, what are the circumstances where moral failure can be beneficial?  What types of moral failure are helpful for learning, and by what mechanisms? We consider the possibility that moral failure can be an especially effective tool in fostering learning. We also consider the obvious costs and potential risks of allowing or fostering moral failure. We conclude by suggesting research directions that would help to establish whether, when and how moral pedagogy might be facilitated by letting students learn from moral failure.

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Conclusion

Errors are an important source of learning, and educators often exploit this fact.  Failing helps to tune our sense of balance; Newtonian mechanics sticks better when we witness the failure of our folk physics. We consider the possibility that moral failure may also prompt especially strong or distinctive forms of learning.  First, and with greatest certainty, humans are designed to learn from moral failure through the feeling of guilt.  Second, and more speculatively, humans may be designed to experience moral failures by “testing limits” in a way that ultimately fosters an adaptive moral character.  Third—and highly speculatively—there may be ways to harness learning by moral failure in pedagogical contexts. Minimally, this might occur by imagination, observational learning, or the exploitation of spontaneous wrongful acts as “teachable moments”.

The book chapter is here.

Business Class

John Benjamin
The New Republic
Originally posted May 14, 2018

Students in the country’s top MBA programs pride themselves on their open-mindedness. This is, after all, what they’ve been sold: American business schools market their ability to train the kinds of broadly competent, intellectually receptive people that will help solve the problems of a global economy.

But in truth, MBA programs are not the open forums advertised in admissions brochures. Behind this façade, they are ideological institutions committed to a strict blend of social liberalism and economic conservatism. Though this fusion may be the favorite of American elites—the kinds of people who might repeat that tired line “I’m socially liberal but fiscally conservative”—it takes a strange form in business school. Elite business schooling is tailored to promote two types of solutions to the big problems that arise in society: either greater innovation or freer markets. Proposals other than what’s essentially more business are brushed aside, or else patched over with a type of liberal politics that’s heavy on rhetorical flair but light on relevance outside privileged circles.

It is in this closed ideological loop that we wannabe masters of the universe often struggle to think clearly about the common good or what it takes to achieve it.

The information is here.

After long battle, mental health will be part of New York's school curriculum

Bethany Bump
Times Union
Originally published January 27, 2018

Here is an excerpt:

The idea of teaching young people about mental health is not a new one.

The mental hygiene movement of the early 1900s introduced society to the concept that mental wellness could be just as important as physical wellness.,

In 1928, a nationwide group of superintendents recommended that mental hygiene be included in the teaching of health education, but it was not.

"When you talk about mental health and mental illness, people are still, because of the stigma, in the closet about it," Liebman said. "People just don't talk about it like they talk about physical illness."

Social media has strengthened the movement to de-stigmatize mental illness, he said. "People are being more candid about their mental health issues and seeking support and using social media as kind of a fulcrum for gaining support, peers and friends in their recovery," Liebman said.

Making the case

Advocates of the law want people to know they are not pushing for students or schoolteachers to become diagnosticians. They say that is best left to professionals.

Adding mental health literacy to the curriculum will provide youth with the knowledge of how to prevent mental disorders, recognize when a disorder is developing, know how and where to seek help and treatment, strategies for dealing with milder issues, and strategies for supporting others who are struggling.

The information is here.

The Trouble With Sex Robots

By Laura Bates
The New York Times
Originally posted

Here is an excerpt:

One of the authors of the Foundation for Responsible Robotics report, Noel Sharkey, a professor of artificial intelligence and robotics at the University of Sheffield, England, said there are ethical arguments within the field about sex robots with “frigid” settings.

“The idea is robots would resist your sexual advances so that you could rape them,” Professor Sharkey said. “Some people say it’s better they rape robots than rape real people. There are other people saying this would just encourage rapists more.”

Like the argument that women-only train compartments are an answer to sexual harassment and assault, the notion that sex robots could reduce rape is deeply flawed. It suggests that male violence against women is innate and inevitable, and can be only mitigated, not prevented. This is not only insulting to a vast majority of men, but it also entirely shifts responsibility for dealing with these crimes onto their victims — women, and society at large — while creating impunity for perpetrators.

Rape is not an act of sexual passion. It is a violent crime. We should no more be encouraging rapists to find a supposedly safe outlet for it than we should facilitate murderers by giving them realistic, blood-spurting dummies to stab. Since that suggestion sounds ridiculous, why does the idea of providing sexual abusers with lifelike robotic victims sound feasible to some?

The article is here.

Teaching Ethics In The Trump Era

Kelly Richmond Pope
Forbes Magazine
Originally posted January 15, 2017

Here is an excerpt:

Ethical leadership should be a nonpartisan value that we all share. Ethics is under attack and I am no longer sure how we defend it. In class, we often have discussions about conflicts of interests and the dangers conflicts of interest have on the auditor-client relationship. According to the AICPA website. ‘accountants in public practice should be independent in fact and appearance when providing auditing and other attestation services’. When my students see New York Times headlines like ‘Scott Pruitt, Trump’s EPA Pick Backed Industry Donors Over Regulators’, what should they think? Do ethics rules apply to everyone or only a few?

I spend my time teaching future CPAs that we must continue to adhere to a strict code of ethical conduct but I fear they are growing weary of this message. The headlines that my students are now seeing is very confusing and really causes them to question the role of ethical leadership. If we operate under the mantra of ‘do what I say and not what I do’ I fear that will be revisiting the 2008 financial crisis in the very near future.

The article is here.

Education or Indoctrination? The Accuracy of Introductory Psychology Textbooks in Covering Controversial Topics and Urban Legends About Psychology

Ferguson, C.J., Brown, J.M. & Torres, A.V.
Current Psychology (2016).
doi:10.1007/s12144-016-9539-7

Abstract

The introductory psychology class represents the first opportunity for the field to present new students with a comprehensive overview of psychological research. Writing introductory psychology textbooks is challenging given that authors need to cover many areas they themselves may not be intimately familiar with. This challenge is compounded by problems within the scholarly community in which controversial topics may be communicated in ideological terms within scholarly discourse. Psychological science has historically seen concerns raised about the mismatch between claims and data made about certain fields of knowledge, apprehensions that continue in the present “replication crisis.” The concern is that, although acting in good faith, introductory psychology textbook authors may unwittingly communicate information to readers that is factually untrue. Twenty-four leading introductory psychology textbooks were surveyed for their coverage of a number of controversial topics (e.g., media violence, narcissism epidemic, multiple intelligences) and scientific urban legends (e.g., Kitty Genovese, Mozart Effect) for their factual accuracy. Results indicated numerous errors of factual reporting across textbooks, particularly related to failing to inform students of the controversial nature of some research fields and repeating some scientific urban legends as if true. Recommendations are made for improving the accuracy of introductory textbooks.

The article is here.

Can Morality Be Taught?

Ashley Lamb-Sinclair
The Atlantic
Originally published September 14, 2016

Here is an excerpt:

I am especially disheartened, as are many Americans, when I consider the events of this past summer alone—bombings, riots, shootings—every bit of which derive from a need to identify and destroy the other, or, at the very least, a refusal to understand each other’s perspective. Then there is the presidential campaign with Donald Trump proclaiming “the other” as the source of many societal ills.

Arguments abound regarding laws to pass and policies to implement as solutions to these issues. And while passing bills might feel like a solution—and in some ways it would be—policy can only go so far in changing habits and perception. The only surefire solution to developing tolerance and openness to the perspectives of others is through educating young people.

I believe that the problem is not what is taught in schools, but how it is taught. It is not enough to simply offer curriculum about the ills of racism, homophobia, or bullying, and then expect lasting results from students who are entrenched in cultural beliefs that are reinforced by society.

The article is here.

How secular family values stack up

By Phil Zuckerman
The LA Times Op Ed
Originally posted January 15, 2015

More children are “growing up godless” than at any other time in our nation's history. They are the offspring of an expanding secular population that includes a relatively new and burgeoning category of Americans called the “Nones,” so nicknamed because they identified themselves as believing in “nothing in particular” in a 2012 study by the Pew Research Center.

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He was surprised by what he found: High levels of family solidarity and emotional closeness between parents and nonreligious youth, and strong ethical standards and moral values that had been clearly articulated as they were imparted to the next generation.

“Many nonreligious parents were more coherent and passionate about their ethical principles than some of the ‘religious' parents in our study,” Bengston told me. “The vast majority appeared to live goal-filled lives characterized by moral direction and sense of life having a purpose.”

The entire piece is here.

Move Over Economists: We Need a Council of Psychological Advisers

Much of governing involves predicting behavior or getting people to change it. Lawyers and economists need some help with both.

By Barry Schwartz
The Atlantic
Originally published

Though President Obama won reelection decisively, he won't have much time to celebrate. Many of the nation's problems -- stimulating employment, reducing the deficit, controlling health-care costs, and improving the quality of education -- are very serious, and some of them must be addressed with great urgency. And none of these problems can be addressed simply by waving a magic government wand. To a significant degree, they all involve understanding what motivates current practices -- of business-people, financiers, doctors, patients, teachers, students -- and what levers we may be able to use to change those practices.

Historically, when the need has arisen to change behavior, political leaders have turned to economists. That's one reason why presidents have a Council of Economic Advisers. When economists speak, presidents listen. And when economists have the president's ear, all their whispers are predicated on a set of assumptions about human behavior. Whether it's increasing GDP, reducing unemployment, sustaining Social Security, making sure people are financially prepared for retirement, or stabilizing the financial sector, economists commonly hold certain beliefs. They will for example argue that people are motivated by self-interest and are rational calculators of their interests, and that the most effective way to get people to change the way they behave is by creating the right material incentives.

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There is also growing evidence, some of it provided by psychologists Carol Dweck and Angela Duckworth, that the focus on beefing up the cognitive components of education that has dominated reform for the last 30 years may be misplaced. More important may be efforts to cultivate motivation and character (Paul Tough's remarkable new book, How Children Succeed, provides a vivid summary of this work). The importance of character and motivation suggests that the drill-and-test model of education that has become so common may actually be not just ineffective, but counterproductive.

The entire story is here.