Category Archives: Psychology

Combining psychological models in the Middle Way

The range of impressive developments in psychology and neuroscience in the last few decades is astonishing, and I’m personally excited to keep discovering new ones. It is a challenge to keep an overview of them, to see how they relate to each other, how they relate to various philosophical and religious assumptions, how they relate to morality, and how they relate to practice.

The more specialised work goes on and the more academic specialists artificially limit their horizons to make progress in one area, the harder it becomes for other people to keep up with them, to synthesise and to digest the implications. But we need to try – for the results are often potentially revolutionary, amounting to a third phase of scientific development (as I have put it before) – a phase where, for the first time, uncertainty is really taken into account. So that’s what I’ve made it my business to try and do, and where I think the Middle Way as a co-ordinating model can be valuable.Human_head_and_brain_diagram PatrickLynch CCBY2-5

Let me list some of the potentially helpful psychological/ neuroscientific models that have excited me in recent years:

  1. The recognition of the brain as a network of connecting neurones of incredible complexity (trillions of connections) and astonishing plasticity throughout life, related to network theory.
  2. The cyclic process of reinforcement between cognitive models in the frontal cortex (‘new’ brain) and a process of desire or anxiety in the ‘old’ brain, leading to the entrenchment of unhelpful emotional habits – unless we can use our ‘soothing system’ to soften them. (e.g. see Paul Gilbert and Marc Lewis)
  3. Brain lateralisation: the specialised role of the left hemisphere in maintaining goals and representations, while the right hemisphere is open to new stimuli and can relate different representational models (Iain McGilchrist)
  4. Cognitive bias theory: the recognition of a whole range of particular ways that our judgements about the world can be blocked and made inadequate by faulty assumptions (Daniel Kahneman and many others)
  5. Ellen Langer’s ‘Mindfulness’: the way that making active distinctions can both energise our judgements and make them more adequate
  6. Embodied meaning: The philosophical development of an account of meaning based on the neural networks created by our bodily interaction with our environment throughout life, based on psychological and linguistic evidence (George Lakoff and Mark Johnson)
  7. The integration of reason and emotion: recent studies have found strong neurological grounds for doubting the traditional distinction (e.g. Storbeck & Clore 2008)
  8. Repression: An older model found in psychoanalysis, recognising plurality in ourselves and the potential for failing to recognise unconscious and rejected beliefs, even whilst these still have an unconscious effect on us and tend to re-emerge. The potential for integration is also recognised here when repression is overcome. (initially Freud, but also Jung and later Jungians)
  9. Archetype theory: the recognition of common patterns of symbolisation in individual experience of both repression and integration (Jung)

So how can all these fit together? I’ll try to be as brief as I can. For the sake of brevity I’ll refer to the psychological insights listed above by their numbers.

Let’s start with the Middle Way. The basic principle of the Middle Way is that our judgements are improved by avoiding absolute or metaphysical claims, whether these are positive or negative in form. That leaves us in a realm of uncertainty, provisionality, and incrementality, a messiness in the middle in which we stand a much better chance of developing more adequate beliefs and values.

Central to engaging with that messiness in the middle is the positive recognition that we are bodies, that our operation depends on brain connections (1), and that the whole meaning of the language we use depends on our bodies (6). Making this recognition is not in any way reductionist or materialist. On the contrary, it allows us to relate our theoretical models to our wider embodied experience, rather than allowing an over-dominant left hemisphere perspective (3) to maintain false certainties. The Middle Way is about understanding and changing the way we think, not finding a new total explanation.

All these psychological developments can be focused on the key point of recognising uncertainty and following through its implications. Our responses to uncertainty, and fruitless attempts to grasp certainty, are just as much emotional processes as rational ones (7). Our habitual beliefs are closely tied to our emotional needs and histories (2), and the extent of their entrenchment needs to be recognised, but there is always hope – they can also be changed (1).

The rigidification of our beliefs makes us less flexible in changing circumstances, that rigidity being associated with over-dominant left hemisphere goals and models (3). Our over-certainty makes us liable to all sorts of identifiable specific kinds of error (4), and can also make us ‘mindless’: acting automatically, alienated and demotivated (5). We remain unaware of the ways we do this (8), and the absolutised beliefs that maintain that repression can be socially maintained through unintegrated use of archetypes projected onto people, abstractions or supernatural entities (9).

But there is hope. Addicts and neurotics can and do recover, and meditation and associated practices allow us to use our soothing systems (2). We all have right hemispheres which are capable of taking a pivotal role in integrating the potentially discontinuous and absolutised beliefs of the over-dominant left hemisphere, allowing the left hemisphere to play its equally vital role with more open and balanced beliefs (3). Some aspects of cognitive biases are just part of the condition of being human, but there are also many aspects that can be worked with and improved on (4) – all the more effectively when they are not just seen as ‘irrationality’ but in a wider context. We can develop mindfulness both in Langer’s sense (5) and the more common sense through practice. Different kinds of integration can support and stimulate each other, and archetypes do not necessarily have to be used repressively (9): they can be separated from metaphysical beliefs and positively cultivated to support the integration of meaning.

You don’t necessarily have to have engaged with all these different psychological models to recognise this overall process, but each one helps to contribute to the gathering evidence. It really helps to have sampled one or two, though, and Ellen Langer and Iain McGilchrist are probably the two most impressive individual figures I’ve come across, whose work is both accessible and fascinating. Whatever psychological model you use, remember it’s not going to tell you the whole story, but it can contribute enormously. Psychology at the moment seems to me to be the leading discipline, some way ahead of any other in terms of engaging with the Middle Way, but traditional psychological assumptions can also get in the way (for example, the belief in value-neutrality in science). In the end, psychologists also need philosophers, artists, practitioners and others to provide a wider context. But nevertheless their work is providing the most exciting pointers towards the Middle Way in today’s world.

Objectivity Training: An update

It was in a previous blog post at the end of August that I first coined the term ‘Objectivity Training’. The reason I felt we needed a new term was because existing terms like ‘Critical Thinking’ didn’t really convey the breadth and the psychological depth of the kind of work we need to do to challenge all our biases and delusions. It’s not just a question of ‘thinking’ or reasoning, though that obviously comes into it.

Objectivity training is the name for an area of practice that needs to connect with our bodies and wider awareness of the conditions in which our beliefs arise, in addition to critical thinking. It is focused much more on our assumptions than on whether we are reasoning logically, because it is our assumptions that make much more of a difference in practice.

Since I wrote that first blog I have made a start on a new book called Objectivity Training, which will try to bracket out the philosophical arguments and just focus on this practical process. This book is undoubtedly going to take some time.  I have also made some progress with the ‘Mistakes we make in thinking’ video series, and produced five of them so far. However, probably the most important development is a decision to develop training courses.

There is plenty of training on meditation available in many places these days, but very little working practically with the integration of belief and elimination of biases, so there is obviously a widespread need for objectivity training courses. These courses could help a very wide range of people in a variety of ways, such as the following:

    • personal and spiritual development
    • moral and political judgement
    • study and research skills
    • effective decision-making in businesses and organisations

I’ve arranged the first Objectivity Training course to take place in Malvern UK, near where I live, for an intensive 4 day block from 31st May-3rd June. Please see this page for more details and to book. But there is plenty of scope for developing and delivering courses of different kinds elsewhere. To be able to give this the time it deserves I’ve decided to try to make it part of my livelihood, hopefully in time taking over from some of the online tutoring I currently do. That’s why I’ve decided to offer this training independently rather than making it a society event, but the society committee has agreed that it can be advertised through the society.

In thinking further about how to present objectivity training I’ve recognised one new key distinction. That’s between the aspects of cognitive error (biases and fallacies) that apply to all judgements, and the specific biases and fallacies that apply to some judgements but not others. I have identified 15 dimensions of judgement that will always be present to some extent in every judgement, and will play a part in determining how far that judgement is either limited and deluded on the one hand or objective and adequate on the other. As these dimensions of all judgement are so widely important I have decided to focus all my initial work on them, and the book (or at least its first volume) and the Malvern training course will be focused on them.

To get some idea of how these different dimensions interact, let’s take an example judgement. Let’s say you get into a road rage scenario when driving a car. Let’s say another driver pulls out of a side street unexpectedly in front of you, you brake sharply and swerve to avoid him, and a car on the other side of the road is then forced to swerve to avoid you. You are enraged by this. Doesn’t this person know the Highway Code? He could have caused a serious accident etc. University Street Liege Jeanhousen CCSA3-0

Let’s pause the situation there. It could develop in all sorts of ways: with everyone just driving off, with a reproving blast of the horn, with both drivers getting out and shouting at each other or even coming to blows. But your key judgement at that point is that the dangerous manoeuvre, with its dangerous consequences, was the fault of the other driver. It’s from that judgement that your anger flows. However, unknown to you, the other driver has just heard that his wife has been taken to hospital in a critically ill state. He’s in a distracted state and is desperately trying to get to the hospital as quickly as possible.

Your tendency to assume that the other driver is responsible can be related to the actor-observer bias in cognitive psychology, whereby we tend to assume that another person is responsible for an action with a bad outcome, whilst exculpating ourselves. The most obviously relevant dimension of the judgement here is thus that of responsibility. There is a lot of interesting psychological research on responsibility biases that can be applied here. It’s also worth noting, though, that every other judgement has this dimension even if it doesn’t at first appear to be particularly about responsibility. If we assume that we are powerless in making any judgement, for example, we fail to take responsibility for it and thus cannot work to improve it, even if it is a judgement about a ‘factual’ matter like a measurement of a length of guttering or the shortest route to a particular destination.

But this judgement about responsibility also involves many other dimensions. For example, it involves confirmation bias (which is the tendency only to look for evidence which reinforces our prior beliefs), because all your observations of the other driver are likely to be interpreted in terms of the irresponsibility you seek to place on him. For example, if you see a little ‘B’ on the car registration you might exclaim ‘Ah, should have known, the Belgians have the worst accident statistics in the EU!’, although it would never have occurred to you to consider the Belgian-ness of the car in that light otherwise. You will also be constructing a ‘reality’ about this driver, this irresponsible Belgian, which has little to do with the complexity of the actual person concerned: our tendency to construct a reality that is affirmed or denied is another feature of errors of judgement. In this case it is a ‘reality’ that includes stereotyping and hasty generalisation.

The judgement also has conditions ‘further back’ on which it relies – for example, it relies on availability – the limitation of ideas that will actually occur to us. It doesn’t occur to you that the hapless Belgian might be rushing to hospital in a distracted state – and there’s probably no way you were likely to guess this unless he stopped and told you (and you also listened). It doesn’t occur to you as a possibility because it’s not salient for you: it’s not part of the goals and representations you’re intent on at this moment. But if we were to slightly broaden our awareness there might be some chance in this situation that the possibility of an alternative perspective might occur to us. That might just take the form of a general thought that there was probably a reason why the driver of the Belgian car pulled out like that. Once that general thought occurs to you, perhaps because of mindfulness training as well as some awareness of your likely biases, the edge of your anger might be blunted and you might at least avoid fisticuffs on the pavement. That general thought need not undermine your awareness of the importance of care on the roads and following the Highway Code – but dwelling on a near-miss that was due to someone else’s actions is hardly likely to make much difference in practice at that point. It’s probably best to let go of the incident as quickly as you can, and a wider awareness of your biases can help you do that.

So, I’ve mentioned at least four dimensions of judgement there: responsibility, confirmation bias, constructions of reality, and availability. There’s a lot more I could say even about these, and there are 11 more dimensions in my analysis of each and every judgement. But I don’t want to prolong this blog unduly. That should be enough to give a taste of how objectivity training might work by making us more aware of the different dimensions of our judgements. The training itself would obviously involve more time devoted to each dimension (as well as the relationship between the dimensions), with a more thorough explanation of how each works, further examples, exercises applying the dimensions and discussion of how we can make balanced judgements about them. It’s a big job, but a very worthwhile job central to all of our lives.

The MWS Podcast 83: Ellen Langer on Mindful Learning and the Power of Possibility

Our guest today is Ellen Langer, a professor of psychology at Harvard University and the first woman ever to be tenured in psychology at Harvard. Her studies include the illusion of control, decision-making, ageing and mindfulness theory and she has often been described as the mother of mindfulness. She has written many books including the best selling, Mindfulness, The Power of Mindful Learning, On Becoming an Artist: Reinventing Yourself Through Mindful Creativity; Counterclockwise and the Wiley Mindfulness Handbook . She’s going to talk to us today about mindfulness, mindful health, mindful learning and the power of possibility.


MWS Podcast 83: Ellen Langer as audio only:
Download audio: MWS_Podcast_83_Ellen_Langer

Click here to view other podcasts

New review of ‘The Biology of Desire’ by Marc Lewis

There’s now a new review up of Marc Lewis’s bookThe Biology of Desire ‘The Biology of Desire: Why addiction is not a disease’, which you can read here. Marc Lewis is a neuroscientist and ex-addict who challenges what he sees as the over-medicalisation of addiction, providing a detailed account of the brain processes and some moving stories of individuals along the way. Marc Lewis was also recently interviewed by Barry for his podcast.

The Power of Mindful Learning by Ellen J. Langer

A new review is now up of a great and highly readable pieceThe Power of Mindful Learning of psychology by Ellen Langer. Langer’s use of ‘mindful’ is much wider than normal today, and refers to provisionality and the recognition of uncertainty – core elements of the Middle Way. Click here to read the review.