Published in 2024, by Information Age Publishing, I highly recommend this book, some of my best writing on fear(lessness) and education. Here's a mere excerpt from the Table of Contents, to excite your neurons:
culture of fear (51)
A volume in the series: Studies in the Philosophy of Education. Editor(s): John E. Petrovic, The University of Alabama.
Published Nov. 15/23 2023 and for sale (see ordering flyer): SITPOE8.pdf
Also, add Discount Code for a good price reduction deal: discount code TFP23, effective today, ending March 31, 2024.
[also, as of Dec. 18/23, I made a 30 min. video on introducing the book: https://www.youtube.com/watch?v=3tXi-uEE4fk ]
The author, with over three decades of focused research on fear and fearlessness and 45 years as an emancipatory educator, argues that philosophy and philosophy of education have missed several great opportunities to help bring about theoretical and meta-perspectival clarity, wisdom, compassion, and practical ways to the sphere of fear management/education (FME) throughout history. FME is not simple, nor a luxury, it is complex. It’s foundational to good curriculum but it requires careful philosophical critique. This book embarks on a unique transdisciplinary understanding of The Fear Problematique and how it can be integrated as a pivotal contextual reference for assessing the ‘best’ way to go in Education today and tomorrow. Educational philosophy is examined and shown to have largely ‘missed the boat’ in terms of responding critically and ethically to the insidious demand of having to truly educate ourselves when we are so scared stiff. Such a state of growing chronic fear, of morphing types of fear, and a culture of fear, ought to be central in shaping a philosophy of fear(ism) for education. The book challenges all leaders, but especially philosophers and educators, to upgrade their own fear imaginary and fear education for the 21st century, a century of terror likely to grow in the cascading global crises.
CONTENTS
Preface.
CHAPTER 1: Introduction.
CHAPTER 2: Philosophy and a Fearturn.
CHAPTER 3: Education Philosophy 'Misses the Boat.'
CHAPTER 4: Fear(ism) as Philosophy: A Transformative Paradigm.
CHAPTER 5: Fear Management/Education for the 21st Century.
CHAPTER 6: Fearlessness as Educational Philosophy.
CHAPTER 7: Recommendations.
Glossary. References. Index.
A volume in the series: Studies in the Philosophy of Education. Editor(s): John E. Petrovic, The University of Alabama.
In Press 2023 and for sale: Information Age Publishing
The author, with over three decades of focused research on fear and fearlessness and 45 years as an emancipatory educator, argues that philosophy and philosophy of education have missed several great opportunities to help bring about theoretical and meta-perspectival clarity, wisdom, compassion, and practical ways to the sphere of fear management/education (FME) throughout history. FME is not simple, nor a luxury, it is complex. It’s foundational to good curriculum but it requires careful philosophical critique. This book embarks on a unique transdisciplinary understanding of The Fear Problematique and how it can be integrated as a pivotal contextual reference for assessing the ‘best’ way to go in Education today and tomorrow. Educational philosophy is examined and shown to have largely ‘missed the boat’ in terms of responding critically and ethically to the insidious demand of having to truly educate ourselves when we are so scared stiff. Such a state of growing chronic fear, of morphing types of fear, and a culture of fear, ought to be central in shaping a philosophy of fear(ism) for education. The book challenges all leaders, but especially philosophers and educators, to upgrade their own fear imaginary and fear education for the 21st century, a century of terror likely to grow in the cascading global crises.
CONTENTS
Preface.
CHAPTER 1: Introduction.
CHAPTER 2: Philosophy and a Fearturn.
CHAPTER 3: Education Philosophy 'Misses the Boat.'
CHAPTER 4: Fear(ism) as Philosophy: A Transformative Paradigm.
CHAPTER 5: Fear Management/Education for the 21st Century.
CHAPTER 6: Fearlessness as Educational Philosophy.
CHAPTER 7: Recommendations.
Glossary. References. Index.
Hi All,
FYI: Just wanted to share the good news that I have just had confirmation that my new 6 wk course at Vancouver Island University, Elder's College program, has 10 registered students (over 50 yrs. of age) and we're going ahead with it next wk. That's exciting and going to be a good way to meet new people and share thoughts and feelings about where our world is going and where we might be able to turn it around (even a little). Title of course and description below:
Understanding Fear And Its Effects On Humanity
This is an introductory course on the nature and role of fear, individually and collectively. In the last three decades, especially since 9/11, fear has, for various reasons, become a growing topic of major concern in several academic disciplines, operations of democracy and governance and in its uses in business, advertising and popular culture. Explore your personal relationship to fear, the importance of multiple perspectives, critique the normal socialization and the culture of fear.
ELDL 060 F23W70 6 sessions: Thu, Sep 14-Oct 19; 10:00-11:30am
Instructor: Michael Fisher
Location: Online
R. Michael Fisher, PhD, is a retired educator who has focused on the impact of psychological, cultural, political, and philosophical issues on education, and how it often fails to emancipate us from the oppressions that hurt us. He is also an author of over 200 articles, has published 15 books, and is a popular teacher on YouTube. Michael has taught adult education for over 45 years, spent several years as a school teacher, and has been involved in youth and family rehabilitation work. Michael's research has focused on the phenomenon of fear and fearlessness since late 1989, and he refers to himself as a ‘fearologist’.
This slide comes from a short presentation by the social psychologist Jonathan Haidt recently, who is going around and speaking about the problem of Gen Z kids becoming young adults. Especially, of concern, a lot of data shows that children born in 1995 or so, and heavily invested with computer technology in hand, have tended to become more and more "fragile" (aka mean, more and more scared of everything). The technology and the culture, according to Haidt (speaking about the W. modern world) is become enmeshed in unhealthy behaviors and mind-sets and values controlled by 'safety and security' needs beyond all else in terms of priorities. It is horribly impacting a negative socialization experience and it is comprising a healthy robust sociality in general. Our modern societies are really feeling the fall out of this post-1995 (especially) era.
I would call this the "culture of fear" and "pedagogy of fear" (of the toxic kind) that has intruded. The chart above is what Haidt's research summarizes as the outcome of this kind of socialization and pedagogy, and it is identified as cognitive pathologies (by any other name). Btw. Haidt and contemporary social psychologists he agrees with are not the only ones to point to these patterns of rather dysfunctional cognitive traits. Abraham Maslow (1966) listed some 21 cognitive pathologies (or what he called then "deficit-based" motivational cognitive behaviors and strategies).... I can say more about Maslow's work if you want. But for now, you may want to listen to Haidt in this short summary talk that Dr. Arie Kizel sent me today:
Note: I don't agree with a lot of Haidt's conclusions (or his orienting perspective) but I also think he speaks of a lot of good points too.
Reference: Maslow, A. (1966). The psychology of science: A reconnaisasance. NY: Harper & Row.
John Coleman, Apocatastasis Institute,
My colleague John Coleman, founder of Apocatastasis: Institute for the Humanities, sent me this troubling but real article on truth of the growing problem of anxiety, fear and mistrust in the entire fabric of higher education these days. Gen Z, the digital-kids, are particularly plagued with (from an extract):
"We are often right to be careful, cautious, watchful, wary, chary or circumspect. A certain level of cynicism can be healthy. Each of us has been browbeaten, manipulated, stage-managed, swayed and taken advantage of, and no one likes being conned, deceived, duped, hoodwinked, sweet-talked or taken in.
But distrust can also be toxic, fueling anxiety and suspicion. it is all too easy for a healthy skepticism to lapse into paranoia. Indeed, Wilkinson-Ryan’s theme is that “the ‘healthy’ skepticism we inevitably acquire as a result of experiencing fraud and living amongst bad actors may not be healthy at all and that our fear of being a fool causes us to be less generous, less kind and less compassionate than we truly want to be.” As a result, we’re less likely to give our students the benefit of the doubt."
[for the full article, go to: https://www.insidehighered.com/opinion/blogs/higher-ed-gamma/2023/06/02/trust-gap-higher-education
[apocatastasis - is a theological term for restoration of perfection once again]
Professor of Culture and Education and Media Studies, Henry A. Giroux has for over 50 years been critically analyzing "Education" and "Culture" and "Politics" --and the underlying worldview and values that shape the learning and teaching of citizens. Recently he has written an article on "Gangster Capitalism" and argues where we are going, and how even neoliberalism (as 'mainstream' economic ideology) has been failing so badly in some ways, that it needs to now engulf and perpetuate neofascism to survive--meaning, to spread the culture of fear even more virally. Not good.
[Extract]
Gangster Capitalism and the Politics of Fascist Education
Capitalism has always been constructed on the basis of organized violence. Wedded to a political and economic system that consolidates power in the hands of a financial, cultural social elite, it construes profit making as the essence of democracy and consuming as the only obligation of citizenship. Matters of ethics, social responsibility, the welfare state, and the social contract are viewed as enemies of the market, thus legitimating the subordination of human needs to a relentless drive for accumulating profits at the expense of vital social needs and the larger public.[1] Driven by a ruthless emphasis on privatization, deregulation, commodification, a sclerotic individualism and ruthless model of competition—neoliberal capitalism has morphed into a machinery of death—an unabashed form of gangster capitalism.
No longer able to live up to its promises of equality, improved social conditions, and rising social mobility, it now suffers from a legitimation crisis. No longer able to defend an agenda that has produced staggering levels of inequality, decimated labour rights, provided massive tax breaks to the financial elite, bailouts to big capital, and waged an incessant war on the welfare state, neoliberalism needed a new ideology to sustain itself politically.[2]
As Prabhat Patnaik, observes, the most radical fix to the potential collapse of neoliberalism “came in the form of neofascism.”[3] Neoliberalism’s failure has resulted in its aligning itself with appeals to overt racism, white supremacy, white Christian nationalism, a politics of disposability, and a hatred of those deemed other. As an unapologetic form of gangster capitalism, violence is wielded as an honourable political discourse and education as a cultural politics has become both divisive and injurious. The flattening of culture, elevated to new extremes through the social media and the normalization of manufactured ignorance, has become a major educational weapon in the annihilation of the civic imagination, politics, and any sense of shared citizenship.
*******
I have long been interested in the fate of children in our societies and their enmeshment in cultures of fear--that is, being scared to death, being made to feel so fragile, and being unable to find a resiliency to meet the demanding (often oppressive) challenges of the day and their future. The 21st century is not going to likely be a pretty one, not for a long time that is. How can the path of Fearlessness help? How can we on the FM ning help? Let's have more discussion about children here and the nature and role of fear and fearlessness in their lives.
One cultural critic has a good short summary of some of the issues Gen Z especially is facing... https://www.youtube.com/watch?v=QvrMNDv6iYU
Not that I agree with everything Johnathan Haidt says about society, but he has some good points to consider.
This has got to be one of the most stunning philosophical lectures/performances of a genius liberal-radical contemporary philosopher (Cornel West) in 2014, there is-- I listen to it and it touches so many chords and choruses of the type of philosophy I have been attempting and working through, and now coming out in my latest book "The Fear Problematique: Role of Philosophy of Education in Speaking Truths to Powers in a Culture of Fear" (IAP, in press).
At one point in the talk, I particularly was delighted by West's bringing forward the Josiah Royce criticism of American philosophy, whereby (paraphrasing Royce), West says, "We need to re-word philosophy in a way in which it speaks to our times." Oh, yes! All of my work on centralizing the dark shadow (i.e., the tragic, tragic comedy, calamitous, the horrific)--and naming it as "fear"--for a start, has been about then finding the re-wording of philosophy laid down upon a new Fearlessness Paradigm. The search? the quest? the aim? For West and myself it is for paideia [Paideia (also spelled paedeia) refers to the rearing and education of the ideal member of the ancient Greek polis or state. These educational ideals...]
This excerpt (first draft only) is a small piece to give you a sense of what I am 'onto' these days, especially in writing this tenth book (to be published later this year by Information Age Publishing, in their Philosophy of Education Series, Ed. Dr. John Petrovic) [1]. I have been working months and months, and it has been quite a ploughing the soil. Hard going at times. This Chapter Five took weeks to complete, as I just did this morning. Wow! It is by far the largest chapter in the book (coming in at a heavty 25,000 words itself, without the references). Yikes.
A number of fresh insights came from the writing that I could put into it, so that was good. It is never a boring writing because I risk all the time, on the edge of not knowing what I am doing and not creating chapter outlines. I just start writing.
As always, I trust this bit of expository on fear will intrigue you to critique, to commnent, here on the FM ning. And/or you can always email me directly:
r.michaelfisher52@gmail.com
Notes
1. Excerpt from Fisher, R. M. (in progress). The Fear Problematique: Role of Philosophy of Education in Speaking Truths to Power in a Culture of Fear.
I found this excerpt from a magazine article online. The point I'm interested in for this FM blog, is not this article per se. I find article after article, and most books or video talks, that discuss the culture of fear, have so little deep analysis of the phenomenon. Perhaps, folks here on the FM ning will do some analysis and serious writing about this topic? I have lots of articles on it, e.g., go to Google Scholar, if you wish. Mostly, I think the term "culture of fear" is powerful in itself, and there is no easy answer in the details and reality of the work, the healing, the re-education needed--that is, to just say we need a culture of hope, culture of love, culture of peace. Unfortunately, that's about all that gets offered out there. We need fresh thinking and new perspectives--even if imaginative and creative. You may also notice this author suggests "eradicating fear from mind, life and society" is the key point of the article. Why not call it a "fearless society" rather than a "culture of hope" as the solution? Yet, even such a statement is like a sweeping the dust away on the porch of a cabin in the desert. I want to look at why in 33 years of my own work on this topic, I do not see a coalition of people, forces, theories, philosophies, that are truly working to make this change. I see a lot of people talking, writing and teaching, but they are for the most part 'all doing their own thing.' That's why I started the In Search of Fearlessness Project, Movement, FM ning, etc. I have to sadly say, however, very little 'fire' is burning in these ventures in terms of collaborations that are continuous and passionately leading, and putting our best thinking together. I guess, the answer for the lack is 'people are too busy'...and, of course, I guess there's some reality to it. I just find that a lame answer and there's gotta be much more going on why we stay so separate and fragmented.
[note: should be May, not Nay, as author here]
1941
Two historical documents here, the first by May, an American psychologist (1891-1977), wrote a good deal about the psychological imperatives for "peace education" in the world and then penned this 1941 book on the nature of what education ought to be in a "World of Fear". I had not previously found this little 73pp book in all my decades of researching on fear and Education. So, I share this with delight of discovering an important historical thinker, who has importantly contributed, even if implicitly, to what I call (and Jiddu Krishnamurti) "appropriate education" or "right kind of education" OR simply, "Fear Education" required for a world of peace, freedom and non-oppression--never mind, now it is so important to have such a right (ethical) education for ecological sanity and with the outcome of creating a true sustainable health for all beings for many generations. Life depends on this movement, reformation, and transformation of Education as we know it.
Regarding May's book (published by Harvard University Press), and its opening sentence on p. 1, "The dominating emotion of the world today is fear." I would highly guess there is no other book on Education anywhere, dare I say in the world, across cultures, through time and history, that opens on its first page, first sentence, with that brutally honest and courageous statement of a declaration and indictment to the Modern World. One has to assume it is, more or less, a great truth that humans generally deny and do not like to face and/or write down on paper--and, especially in a book on Education.
I myself, specializing in fear education and leadership, have not been so bold and poignant in my own writing to nail this epithet like May did 80 years ago. And, so I wanted to honor him for doing so. And, may a great many other writers do the same from here on. I found one reference recently during COVID-19 pandemic by Gup (2020), talking about his experience in higher education and all the fear and trauma of what is happening to most everyone in his circles, and that he himself is questioning what is really core to being relevant right now to teach. He asked in this online article: "What is my goal as an educator?" And, then responded to himself: "In part, the answer may be what the late Mark May... declared in 1941, as the world faced the imminent prospect of war: "The task of education is to teach people how to manage their anxieties and hold them proportional to the realities of the danger." His [The Inglis Lecture] lecture turned book was entitled Education in a World of Fear, a fitting primer for today." [1] On my first look through the indexes, I could find only 4 book reviews done on May's book in the early 1940s, after that the book seems to have largely disappeared from view or at least no one was citing it with any enthusiasm. I'll continue to research to see if that is indeed the factual fate of this work by May.
Of course, it was in the midst of WW-II and all the big threats to democracy, to America and its allies (e.g., Nazism, fascism, pathological communism) that May was writing. Fears were abundant and spreading like a virus around most of the world, where people were directly involved in these toxic ideologies and the wars that accompanied them, and/or where people had global media access to listen to what was happening. Being informed in the times of WW-II (like WW-I) meant being fearful and anxious in an existential way that took its toll on everyone. Of course, it would take a psychologist, and specialist in educational psychology [2] as May was to name 'the dis-ease' (if not the inner 'enemy') to democracy, freedom, and a healthy world condition and good future. And, it was 1941 also that W. H. Auden penned his famous long poem "Age of Anxiety," which published in 1947, won a Pulitizer Prize for Poetry in 1948. It could just as well have been entitled "Age of Fear" or "World of Fear"--and so, one wonders if May had come across Auden's indictment or visa versa (?). Auden's poem, which is arguably a postmodern symptom arose because of a lament of the Modern Age which indeed seemed to be plagued by fears and anxieties, which Auden linked in the poem to increasing loss of cultural and family traditions, loss of religious/spiritual and moral compass, loss of basic sociality of trust and replacement of mistrust--leading to increasing human isolation. How indeed, could a social species (Homo sapiens) last under such conditions of decay?
From my point of view, a social species that does not have a thorough, creative and progressive Fear Education (curriculum, pedagogy, awareness, and commitment), like say sex education or peace education, etc., is a species that just won't make it far towards reaching its potential, and worse, it will likely deconstruct and enter extinction very rapidly in evolutionary time. Yet, why is it, I cannot find such a curriculum of a good, a right, an appropriate "fear education" to this day. Humans have avoided nailing it down, and May, is one amongst some other insightful and wise people, named it in his education book 80 years ago. But a lot of silence followed after his first sentence, first page, and his first book on setting the context for the field of education--that is, "a world of fear." The context is everything, for designing an appropriate education for the era we live in. I think nothing has changed since 1941 and yes, as Gup (2020) wrote in his article, mentioned above, such a context that May had named is "a fitting primer for today." Problem is, we need more than May's primer. We need a research agenda that acknowledges the nature and role of fear, across the board. We need it now. And, I have been working on this project since late 1989, and unfortunately, with little 'up-take' from the Education circles or from society in general. So, let me turn now to a most powerful voice, again, not one that is acknowledged generally in academia or the field of Education (at least, certainly not in the W. world)--J. Krishnamurti, a great philosopher of Indian background, who broke out and talked to the world in the 1930s-80s, at least to those that would listen, about many things--and liberational Education was always on his agenda.
Jiddu Krishnamurti (1885-1986)
I wish to briefly introduce another thinker (from India, also lived in USA), outside of the field of Education proper, who has more than one lecture or book that is "a fitting primer for today." Although I met JK in my own snooping and advancing my educational philosophy studies c. 1980s-90s, I have not published much on him, and I intend to change that. One of his small books Education and the Significance of Life (1953) [3]of which I copied the cover and placed it with May's first page (above image), is truly the most important book I know of relevant to education in a world of fear. If I had my say in how teachers today were to be "trained" --at least, in their first educational philosophy class, they would read this gem of a book. Frankly, I do not know of any one professor of education anywhere who is utilizing this book as a core reader for pre-service teachers. Of course, it is not only for those entering the profession of education but for all educators any time in their careers or beyond their careers. It is a necessary book to 'set priorities' on "What is my goal as an educator?" Governments, parent groups, and leaders of all kinds, ought to ask that question and, at least, explore what this philosopher JK has to say about the "right kind of education."
There is far too many quotes in this little book I would love to share, but in the spirit of this short blog post, and my juxtapositioning with May's book, I'll settle for one I picked at random this morning from JK's 1953 text, and to remember, my interpretation is that JK also, implicitly, is calling for a better "fear education" for humanity everywhere:
....without love no human problem can be solved. If the teacher is of the right kind, [s]he will not depend on a method, but will sstudy each individual pupil....The child is the result of both the past and the present and is therefore already conditioned. If we transmit our background to the child, we perpetuate both his and our own conditioning. There is radical transformation only when we understand our own conditioning and are free of it. To discuss what should be the right kind of education while we ourselves are conditioned is utterly futile....[unfortunately too often] We seek to fulfil ourselves in our children [students], to perpetuate ourselves through them." (p. 27)
[JK is talking about the (mis-)use of education, learning, teaching, as a grounds for perpetuating 'adult' needs and projections on children but keep in mind he is well aware that as parents/teachers/educators of all kinds, if we are unaware of our conditioning, then we are more or less mere 'agents' reproducing the agenda of the culture, society, religion, etc. within which all this socialization and education is taking place. Now, if you add May's point, and JK would not have likely disagreed, education is taking place ongoing, since at least 1941 (to pick an arbitrary date and era), then education is taking place in a "culture of fear" by any other name [4]. For brevity, I would argue the "conditioning" conceptualization here is truly radical and part of any good critical philosophy and pedagogy--but to be clear, JK arguably, is talking about fear-conditioning. Any serious investigation into theories of learning, has to start with the often accepted notion that what humans have learned about learning is that it can be "tested" and "inculcated" by psychological conditioning--of which, famously is done by "shock" (i.e., fear-conditioning)--because it is so overt, obvious, and incredibly effective. Thus, starts our basis for a critical literacy on the nature and role of fear--that is, "fear education" 101.]
If we would help the child to be free from the ways of the [conditioned] self, which cause so much suffering [fearfulness], then each one of us should set about altering deeply his attitude and relationship to the child. Parents and educators, by their own thought and conduct, can help the child to be free and to flower in love and goodness. Education as it is at present in no way encourages the understanding of the inherited [cultural] tendencies and environmental influences which [fear-] condition the mind and heart and sustain fear, and therefore it does not help us to break through these conditionings and bring about an integrated human being. Any form of education that concerns itself with a part and not with the whole [and context] of man [sic] inevitably leads to increasing conflict and suffering. It is only in individual freedom [from fear] that love and goodness can flower; and the right kind of education alone can offer this freedom. Neither conformity to the present society nor the promise of a future Utopia can ever give the individual that insight without which [s]he is constantly creating problems. (pp. 28-9).
So much more could be said about JK and the education of freedom from fear which is a central thread that ties everything his philosophy is about and creates. No wonder it has long attracted me. I would call it an education of fearlessness, or a fearlessness education, no matter what it is. I see in these quotes alone, the deeper issue of JK's persistence to draw our attention to the global Fear Problem. Meaning, we have not adequately named and/or undermined this Fear Problem. And, until we do, and we face our complicit participation in it (e.g., compliance with the "culture of fear" dynamic everywhere)--then, any 'education' is actually being done to reproduce the very problem we may think we want to solve. I am convinced after 32 years researching on fear, fearlessness, education, leadership, that rare is it to find anyone who wil fully admit the Fear Problem on the scale that May, JK or myself are demanding. We have a choice here. We are not mere victims to this Fear Problem. Albeit, it is immense, because we are so fear-conditioned--operating in the 'Fear' Matrix as I have called it [5] and cannot even sense sometimes what 'water it is we are swimming in'--and so it becomes hard to imagine there is anything different, alternative--or actually freeing. As Erich Fromm and so many others have said, and JK included, 'humans are afraid to be free' --at least, within the conditioning of several millenium and in the Modern Age onward. My task as an educational designer? Design a "fear education" that builds the essential emancipatory critical literacy for such a project--I call it In Search of Fearlessness Project--but it could have other names too.
Recently at an online conference, hosted in Canada and connected with India and an international audience, entitled "J. Krishnamurti and the Contemporary World Crisis"--I asked the panel after their presentations the following, based on how often I heard the host and panel members mention the word "fear":
I have always found Krishnamurti's analysis of knowledge and self as dependent upon analysis of fear. Do we need a better "fear education" where, fear is not merely an emotion like all others.?"
The host and presenters did respond kindly and sincerely but I found their understanding of my question unsatisfactory. They clearly could not address the second part of it. Maybe there was not time to, or maybe they really have no idea what a "fear education" means--certainly, if they have not read my work, they will not likely have enough to go on to even engage a rich dialogue on the topic. That's not their fault, it is that humanity has not done much since May's calling 80 years ago. Education as a whole is way behind the exacerbated viral fear-conditioning of the everyday--even though, no doubt there are improvements and some alternative education curriculum (e.g., private schools) that are going further along the road of emancipatory holistic and integral education. Even with the 'best' of those, however, I have discovered they are resistant still to talking about fear at the depths of what I propose they may want to consider in their curriculum and pedagogy. It's sad to watch these great school systems still being caught, or blind, to what JK, myself and others have pointed to--re: fear.
If we look at May's first page and first sentence again now, his third word is "emotion"--and that is where he locates "fear." That assumption, reasonable as it is based on W. (highly conditioned) thought (e.g., disciplinary philosophy and psychology)--it is very problematic to a good emancipatory "fear education" of the kind that JK or myself are asking for. To think that fear is just another emotion like all others, more or less, is a great illusion--and part of the problem of suffering. But, I won't go further in making that argument, though you can read Krishnamurti's book on education (1953) and you will definitely see how fear is by far something more than any other emotion he talks about in his philosophy. OK. Enough.
Let's continue the dialogue [r.michaelfisher52@gmail.com], and give "fear education" its due. I for one am pursuing this for the rest of my years on this planet--and, specifically, my newest book just starting is entitled: The Fear Problematique: Role of Philosophy of Education in Speaking Truths to Powers in a Culture of Fear (Information Age Publ.).
Notes
1. Gup, T. (2020). Rewriting the syllabus. Retrieved from https://www.insidehighered.com/advice/2020/04/15/professors-will-be-returning-different-reality-their-classrooms-fall-opinion
2. May had a Ph.D., professor of educational psychology and long-time director of the Institute of Human Relations, Yale University. He was author of several other books and a highly respected scholar and humanitarian in his days of service.
3. Krishnamurit, J. (1953/81). Education and the significance of life. Harper & Row.
4. Since the early 1980s, in the W. world, many scholars and some educators, have been naming the "culture of fear" per se as the context by which we all are living, more or less. No longer is it merely a group of "fears" or "anxieties" that we face together, as May is referring to--but, in the postmodern condition, arguably, the entire fabric of culture itself is fear-based, fear-shaped, fear-addicted, and so on. Now, under that condition, which I start my own educational philosophy, we have to ask "What is my goal as an educator?" Wow. That's a massive and heavy starting place. Of course, many, I have found, will conveniently answer that by saying, "My goal is to love them" (the children). Anyways, that's a huge contentious topic and answer that I find incredibly insufficient, as I believe JK or May would also have critiqued. Not to say, 'love' is not something incredibly important in the world and in educational happenings, but JK may mention loves pivotal role, as in the quote I chose above, but he says so much more about fear than most of my colleagues would who have taken on the love-mantra as "the" solution. These colleagues promote, more or less, a "love education" and have little to no patience for a "fear education." Frankly, I find that attitude alone, and the lack of curiosity that accompanies it, evidence for just how much fear is motivating their 'love' agenda. I do not trust it for one moment. JK would have a lot to say about that hidden motivation as well, part of our "conditioning."
5. E.g., Fisher, R. M. (2003). Fearless leadership in and out of the 'Fear' Matrix. Unpubl. dissertation. The University of British Columbia.
The following link, will guide you to my recent Dr. A. V., Varughese Memorial Lecture (2020) in Kerala, India
To listen to my lecture you best start the video at the 21:20 mark
My talk is about ecocriticism as a newly emerging field in the last few decades, that involves literary criticism and ecology. I focus on a particular way I interpret this field and how it can better be holistic-integral in integrating the work on fear, fearism, and fearlessness. Fear as a vector in ecocriticism, and literary criticism, ought to take into account a term I coined in the talk, called Egocriticism. It is the combination of Ecocriticism and Egocriticism that I believe will be the better way to go in the future for truly critical analysis that really cuts through. The last 1/2 of the video is made up of questions from the audience and me answering them.
-enjoy,
M.
p.s. If you want my edited version, with me talking about my lecture in commentary, go to: https://www.youtube.com/watch?v=lVpArm2cwPw
This image comes from the documentary movie "Childhood 2.0" free to watch on Youtube--highly recommend. Any use of new technologies that 'hook' people into addictive relationships with social media are a definite empirical 'danger' to their mental health (levels of fear/anxiety depression) linked to self-esteem--and, in worst cases, the research shows social media for these young people especially is a major cause of suicide (deaths) and/or suicidal ideation. The graph above is a pretty clear indicator of the more social media forms that come available, the more fear is created in your people (due to violence online, in many forms)--and, then the results are no longer just speculation.
As a fearologist, this kind of data, plus my own intuition, my own experiences with children and teens, etc., shows me that such young people (and it starts early in ages 7 onward for the most part) are incredibly sensitive to the fear of social rejection (or simply rating schemas that the social media designs have built-in to allow one to compare everyone with everyone very quickly and quantitatively, especially by the use of "Likes" measures, which are insidious devices which ought to be banned). But we all know the "tool" is not the problem, it is how we use it.
Families especially today have a major challenge to figure out how to keep connected between the generation gaps, teachers as well, and eventually we'll have to all admit (my request) we 'are scaring ourselves to death' by these computer technologies (especially use of social media) that create a cocktail for emotional disaster for young people. Ernest Becker, the great cultural anthropologist pretty much found in his research that "fear of death" and "self-esteem maintainance" are the 2 greatest motivators and shapers of human behavior. The nuance here is, fear of social death (i.e., exclusion, drop in status, etc.) is the greatest fear because it hits on the death fear and social fear and those hit on the self-esteem fear (loss)--and, a downward cycle results. The paradox is that parents generally believe the cell-phone, for e.g., is such a great "safety" device to keep kids secure, and so on; but real data like in the movie Childhood 2.0 shows that the online environment is more dangerous to the health of a young person than the outside world by a longshot. Check it out.
The whole addiction cycle involved here--the addiction to security (and use of such devices 'in-hand' all the time like a milk bottle)--is creating the most frightened and depressed young people this world has ever seen en mass, no matter what culture, class, gender, etc. It is a ubiquitous Fear Problem at its base--and, thus, fearology has a lot to contribute to the analysis and solutions.
‘Ending the Culture of Fear’: Fantasy or Possibility?
A Dialogue between Nonye & Michael
R. Michael Fisher & Nonye T. Aghanya
[Note: Michael (Canada) approached Nonye (USA) recently and conducted this email exchange over a few weeks focusing on their interests and questions about the phenomenon called “culture of fear”]
Recent decades have witnessed the emergence of competitive scaremongering, where different groups vie with one another about what we should and should not fear. So while one group of professionals advises parents to shield their children from the sun in order to protect them from skin cancer, another group points to the risk of children suffering from vitamin D deficiency because they have been shield from the sun. Competitive scaremongering surrounds the debate on whether vaccinating children carries more risk than letting nature run its course. People routinely accuse one another of promoting fear, playing the fear card, or allowing themselves to be manipulated by appeals to fear....Barry Glassner [sociologist] claims that “we are living in the most fear-mongering time in history.’ Perhaps he is right. -Frank Furedi [1]
RMF: I have recently been working on a paper tracking the history of the “culture of fear” concept across disciplines [2]. Although, this concept has been in my research, writing and teaching since 1997 or so, it remains a sturdy concept for critical analysis of our individual and collective lives. In 2004, I was contracted to do a baseline study of the uses and definitions of “culture of fear” across disciplines. I directed it for leaders, although that report was never published widely [3]. I observe, unfortunately, there is still a good deal of (mis-)interpretation going on amongst those that throw the term around today. So, that’s one issue I’d be curious to explore with you in this brief interview.
Oh, I’m curious Nonye if and when you had heard of the term “culture of fear” or “climate of fear”; and have you pursued researching more into those at all? Do you teach about these concepts as contexts within nursing education or in your online program per se, what is it called?
Nonye: Thanks Michael, this is truly an interesting topic and I’m excited to explore and gain some insights from a fearologist on “culture of fear,” especially as it pertains to healthcare. In the context of Nursing/Medical education and healthcare practices, many institutions for countless years have implemented and embraced various methodologies for more efficient general care delivery. An example is the use of Wong Baker pain scale for objective assessment and better pain management for patients.
However, in my review of various existing empirical studies, there seemed to be a lack of methodology to effectively address patients’ apprehensions due to anxieties and fears in healthcare settings. Such patients’ state of anxiety is quite comparable to the “climate of fear” brought on by the feeling of unknown amongst other factors. Some studies highlight various contributory factors, for e.g. decline of practitioners’ empathy and compassion in healthcare practices and further suggest educational interventions for enhancing empathy in healthcare practitioners as part of a solution to the problem of fear/anxiety management. I’m optimistic about introducing my findings on the use of soft skills of communication as a vital tool for curbing patients fears and anxieties and improving the chances of trust development with healthcare practitioners. Contents of my online courses and book can be used as educational resources in Nursing and medical institutions.
RMF: Okay. But before we get to the conception of what makes a culture of fear, and how to best ‘know’ what a culture of fear is and transform it, I’ll ask you to respond to the recent article in the British Medical Journal (2018) that caught my eye, with a provocative title: “End the Culture of Fear in Healthcare” (Ladher, 2018). This is a prestigious journal in this field. And as a 30 year experienced nurse-educator yourself, I’m sure you are aware of the phenomenon itself where fear, mistrust, intimidation is very real in organizational cultures in the health field. Could you comment on this excerpt from Ladher (2018): “A key finding of the independent report into deaths at Gosport War Memorial Hospital, where around 600 people received fatal and medically unjustified does of opioids, was a hospital culture of uncritical deference to doctors and a fear of raising concerns.” Ladher goes on to note that the report mentioned calls for “ending professional hierarchies in clinical practice”—you wrote a book or two on this have you not? What’s your take on this kind of finding from such a report, and I am sure there are many other examples of such reports we could find all over in various nations and sectors of society?
Nonye: First, from a practical perspective, I believe there needs to be further clarification of the latter part of Ladher’s article excerpt particularly on the “fear of raising concerns” within the hospital organization and how it may have contributed to the unfortunate fatal opioid overdosing of some 600 hospital residents.
I have written two books [4] in recent years on the issues of overcoming fears and anxiety in regard to the clinician-patient relationship—focusing on communication effectiveness as it relates to treatment effectiveness. This UK report creates more questions than answers. Did many patients’ hesitations and fears of expressing their opinions to their doctors and/or administration of the hospital contribute to strained dialogue and mistrust that made it difficult for the doctors to ascertain their pain levels accurately?
Did the doctors unwelcoming attitudes make it difficult for patients to be vulnerable and transparent about their pain levels? Did the nurses participate in assessing patients pain scales and response to opioid management?
If and when patients attempted to suggest alternate pain management plans, other than opioids (e.g., heating pads, NSAIDS, non-narcotics analgesics), was there a perception that doctors were not accommodating of their suggestions? Did the patients disclose these concerns to nurses and did the nurses fail to inform the prescribing doctors? Did such communication breakdown create a sense of patient dependency and the disastrous impact of opioid over-medication?
RMF: You mention “communication breakdown.” You seem to frame everything in your analysis of your work on communication effectiveness? Is this something you were personally interested in, perhaps even before your training as a nurse? Where did that focus come from? It seems to be a lens you bring to determining what’s really important in reality.
Nonye: Effective communication is achieved via a “two way venture” and this became apparent to me very early in life, as early as 5 years old. I was always an anxious child and grew up into an anxious adult, very eager to please others around me. The realization that I could dramatically reduce my state of anxiety by aiding someone else, by any possible means, to become less anxious while they interacted with me was my eureka moment! Noted in one of my study analyses was a disclosure from Dr Stephen Trzeciak, the chief of medicine at the Cooper University Healthcare in Camden, N.J. In his 2018 TEDx talk which explored the existence of a healthcare compassion crisis, I was fascinated by his mentioning of a stark difference between sympathy and compassion. Sympathy is characterized by feelings while compassion is characterized by actions. Thus the practice of strategic and compassionate engagement became an actionable effective tool which needed to be shared with other healthcare professionals and nursing/medical institutions.
By recognizing human characteristics and behaviors, and adjusting engagement approach strategically, healthcare practitioners can help reduce patients anxieties while promoting the chances of trust development complementary with compassion development.
RMF: Oh interesting about your core childhood strategy. I would call that a core base for a fear management system, based on the need for social acceptance and comfort, which then becomes a form of social conformity, which then functions “well” not only to lower your anxiety but it maybe adaptable in a career choice, maybe in a society as a whole, where the strategy gets rewarded via the culture’s need for cooperation, consensus, and being a good workers—or a good person, etc. All that conforming, I suppose is anxiety-reducing too; yet, it can also exacerbate anxiety further below the surface. I know you also are somewhat of a rebel too (smile).
That’s very reasonable as a core fear management system, and is seen as part of the evolutionary history of our species; so, don’t get me wrong, in that I am not complaining about it, I’m more curious how it fits and works at one level; but my thinking is always critical and reflective too. I have mapped out at least 10 different fear management systems in human cultural evolution [5]—some which individuals may choose to stick with and sometimes they also change and evolve to meet newer challenging conditions when an individual or a culture is faced with bigger challenges that the old fear management system adaptations may start to fail to be serviceable. I guess, I’m always teaching people to examine both what fails and what works, when it comes to their fear management systems—and/or habits. Learn from both. There is always a possibility that even what “works” may have limitations and prevent growth and development. But that’s a larger topic, perhaps for another time. So, back to your professional work...
Nonye: I learned long ago to ask a lot of questions when I see a problem like that described by the article above. If healthcare providers failed to consider patients’ contributions towards the treatment plan, did this lead to a situation where patients just continued to overly ingest opioids because “doctor knows best”? Did doctors uptight and unfriendly demeanor make it difficult for patients to inquire about the frequent dosing of their opioids because they were afraid to upset the doctors by “asking too many questions”?
These are some of the factors that could have contributed to this tragic and unfortunate event and I don’t particularly believe that Ladher’s singular suggestion for “ending professional hierarchy in clinical practice” is sufficient to adequately address this issue and prevent recurrence.
RMF: I agree. If all an institution does, be it a medical and health one or not, is tweak the surfaces of the problems, and focus on the issue of “hierarchy” without focusing on the nature and role of fear, not much will change. I mean Ladher’s summary does note fear is a factor. That is not uncommon in issues when “culture of fear” is raised to a head as an organizational problem. The issue for me is that the thinking of “fear is a factor” is just too tame or euphemistic, and reductionistic. It tends to psychologize, even individualize, fear. It is easy to say “fear is a factor,” more or less—although, in some uptight fear-based organizations they won’t even allow that discussion to come to the surface. It is because “fear management” is a topic way off-the-radar. “Pain management” is on the radar, but not fear management. And, I’m generalizing but this is what seems to happen in health care generally. “Fear” is still like a taboo topic itself, often, and that’s what I see as a professional education and training deficit problem in many organizations. Have you noticed this? Have you thought about this, and what might be some solutions?
Nonye: I totally agree with your assessment of the lax use of fear as a factor that impacts many events in healthcare practices and other organizations. More often than not, there seems to be a reluctance of organizations to delve deeper and discover the root causes of fears that affect the organizational culture and employee performance. This is an important aspect of quality performance process as it can ultimately provide clues for implementing changes that will positively impact an organization’s performance, in healthcare and otherwise.
As part of a quality performance assessment process, this could involve the act of organizational and individual self-reflection. It could sometimes be conducted via a self-assessment questionnaire. This process of reflection may quite frankly be a bit awkward for some but it’s a necessary step for unraveling and successfully addressing the causes of many fears in various institutions and making positive and lasting changes from the result of the revelation of such assessment processes.
RMF: So what if “culture” or at least institutional culture is itself a phenomenon that is a defensive reaction against fear—as existentialists and social psychologists [6] say? What if the entire matrix of the system is so pathological and toxic, which is what “culture of fear” means?
Nonye: Culture of fear in healthcare is a complex one influenced by many factors such as patients’ behaviors, perceptions, healthcare providers’ personal ethics and consulting styles with patients and their abilities to identify patient characteristics and apply appropriate communication styles that lead to more sincere and productive engagements with patients.
These factors must critically be addressed to help reduce the risks of such unfortunate events as reported at Gosport War Memorial hospital. When you speak of culture itself as virtually a fear-based reaction—a defense—and thus seemingly toxic inherently, I don’t know what to say but that’s not a familiar notion to me. Can you say more?
RMF: Sure, but let me first define what a culture of fear is generically, as a dynamics of a living system. And to quote Furedi, “The term culture of fear works as a rhetorical idiom rather than as a precise concept. Its meaning is often far from clear.” [7] I tend to agree with him, in part. At least, this is what I came up with as a first working definition (and, I did not find it in the dictionary or a sociology encyclopedia or in Frank Furedi’s or Barry Glassner’s books, as useful as those resources may be at one level). Rather, I came up with this after reading hundreds of documents across history and disciplines: culture of fear – is when a system tries to manage fear and ends up creating more fear. It’s a paradoxical fear management regime, you might say. That creates a dilemma because one has to really ask about ‘who’ or ‘what’ to trust in terms of furnishing us as citizens, workers, and leaders with good knowledge on fear management in the context of a culture of fear?
And, without going into further theorizing, the basic thing I discovered is that most people assess the culture of fear based on ‘scientific’ and measurable things, like fear factors, mistrust factors, intimidation factors in the organization, and of course self-assessed fear(s), and so on. The standard psychological fare of applying tools to understand what is going on. But there was in none of the literature (virtually none) any consciousness on the part of the theorists, the professionals, or those creating the assessment tools, that (arguably) 90% of fear (which motivates us; often as anxiety) is unconscious and one doesn’t know the root cause per se. Now, that is my existential, psychoanalytical and fearological lens being applied for that conclusion.
You can see that I go deeper than a rationale based on communications or cognitive behavioral psychological modes per se in the pursuit of understanding fear or what I also call ‘fear’ (culturally modified fear – analogous to culturally modified organisms). The world hasn’t yet caught up with the complex morphing and evolving of ‘fear’ in ‘culture’ (i.e., within culturalism as ideology; i.e., within a culture of fear context)—I mean culturalism as the process of dominating belief systems (and taboos)—mostly that are culturally-created meaning systems as defenses against existential terror—and thus social fictions are used to avoid dealing honestly with that deep unconscious terror).
That’s just one part of my thesis here, then there are all the psychoanalytical implications of say “staff” working under “authorities” and so on. Or patients trying to survive under “authorities” who have at times, literally, control of their life—that is, control of their death. I have written some about that in my latest Technical Paper No. 98. With all these conflicting dynamics as part of communications and basic existence, there is often as Furedi described above, a competition of scaremongering going on as part of people trying to control their world. I don’t mean a natural control within reason, I mean an irrational neurotic and obsessive control. At times, some critics have said, today people are addicted to fear and that glues the whole culture of fear system together. I often meet people who cannot stand the word fearlessness because they say they want to keep their fear. And, I wonder exactly what they mean? Do they want to keep their addiction? Anyways, most people are just not well-enough educated on the history of the culture of fear phenomenon at the base of social life and cultural formations and evolution. Anyways, maybe that’s deeper than you are interested or see as practical in the workplace (?). I’m a fearologist so I cannot restrict myself in researching deeper on the topic of fear (and ‘fear’) and society.
Nonye: Sure, I absolutely respect your deeper exploratory views on fear as a fearologist. I’m truly honored to have gained more insights from your work about these other aspects of fear management that I otherwise may not have been privileged to learn about. Thanks so much Michael for this interesting dialogue and I wish you much success in your upcoming book project on the past Democratic candidate Marianne Williamson [8].
RMF: Not that there is any one clear all-decided definition of a fearologist and what they are supposed to do, but over 20 years ago, I made a commitment to be able to be informed enough, and maybe even bring some wisdom, to conversations about fear with virtually anyone, and especially to be able to do so across the disciplines and professions. So, it’s been great to have this conversation with someone in the field of Medicine and Health Care. That really means a lot to me. Thanks.
And as for Ladher’s comment, from a medical perspective in that article, my response is: Let’s not overly jump ahead too far when we call out the problems of a culture of fear dynamic, and especially let’s not think that the culture of fear is only in some workplace, the home, the school or on the streets of some ghetto; my point in this dialogue has been to show, there is no “end of the culture of fear” per se, in the concrete sense—more so, there is an educational project that is required from K to 12 and beyond, across societies—whereby we actually teach about how best to educate ourselves on what fear is and what a culture of fear is that constitutes the way fear takes forms. All relationships are inducted into this matrix. Once we understand better, then we can start thinking about the “end of the culture of fear”—but, from my view, that means we have to end this Dominant culture that pervades, that oppresses, and transform its worldview to a new and better one—not based on fear itself. I posit a culture of fearlessness is the replacement. For some, they might say, a culture of love is the replacement. And, from that point of contention—is a whole other interesting dialogue to be had.
End Notes:
- Furedi, F. (2018). How fear works: Culture of fear in the twenty-first century. Bloomsbury Continuum, p. 5.
- Fisher, R. M. (2020). Culture of fear: A critical history of two streams. Technical Paper No. 98. In Search of Fearlessness Research Institute.
- Fisher, R. M. (2004). Capitalizing on fear: A baseline study on the culture of fear for leaders. Intellectual Architects, Ltd.
- Aghanya, N. T. (2016). Simple tips to developing a productive clinician-patient relationship. iUniverse; Aghanya, N. T. (2019). Principles for overcoming communication anxiety and improving trust. Folioavenue Publishing.
- To study the 10 fear management systems, I argue is a way to expand one’s knowledge of a full spectrum of consciousness and cultural systems, moving from more simple and immature to more complex and mature (i.e., ultimately, towards an emancipatory pull to ‘freedom’ and/or ‘enlightenment’ whatever one wants to call it); see the 10 fear management systems documented in Fisher, R. M. (2010). The world’s fearlessness teachings: A critical integral approach to fear management/education for the 21st century. University Press of America/Rowman & Littlefield.
- E.g., see the work of cultural anthropologist Ernest Becker (The Denial of Death); and, the social psychologists who have ‘proven’ Becker’s theories and created “Terror Management Theory” (e.g., Sheldon Solomon et al.).
- Furedi, pp. 4-5.
- She is referring to Michael’s book soon to be released by Peter Lang, Inc. entitled: “The Marianne Williamson Presidential Phenomenon: Cultural (R)Evolution in a Dangerous Time.” Nonye wrote an endorsement review about the book, “The gradual advances of a change agent may encounter numerous hiccups on its pathway to implementing change; but with honesty, grace and compassion the committed will forge ahead towards success. The book reflects such a journey of both the author and his subject. R. Michael Fisher, in both an exploratory and objective fashion, provides riveting detailed accounts of many observers who have encountered the remarkable social phenomenon, which has grown in and around a once American presidential candidate—Marianne Deborah Williamson, a true change agent. One must applaud her clear moral stance as a driver of a movement gaining momentum because of this quality of leadership, with a mission for pursuit of greatness in service of others....It is a democratic mission not driven by personal gain but rather driven by eternal fulfilment and the awareness that the benefits of righteousness far exceed those of condemnation. We really need this ‘message’ today.”
Nonye T. Aghanya, MSc., RN, FNP-C, nurse, nurse educator, author, mother and so much more. Originally from Nigeria, she moved as a young person to the USA, now living in Alexandria, VA. [for a recent 30 min. talk on her work go to: https://bit.ly/3k6HB1X ]
Michael Fisher, Ph.D., artist, educational theorist, author and teacher, has dedicated his life-purpose to the study of fear and fearlessness. He was born and raised in Calgary, AB and after traveling and working internationally, he has returned to Calgary to live and spread the word.
Dr. Sheldon Solomon, co-founder of Terror Management Theory, dialogues with R. M. Fisher on Jeff Gibbs' new controversial film "Planet of the Humans" (2020). In FearTalk 9
To see new teaching video by RMF https://www.youtube.com/watch?v=rcp0Sv8SNLA
So there are many issues I am critical of when any Authority assigns itself to "protect" the people (often, meaning, protect the State power/authority/order): it is political as well as a psychological situation re: our health as citizens. Long ago researchers have shown that "shock doctrine" policies and "crisis" politics is a big power/business construction that is manipulative of people, mainly by using their fear and inserting (more or less) forms of authoritarian propaganda to add to the hypnosis of the moment when people are scared/terrified etc. There is basically a danger of transgressing (excessively) human rights in these situations of declared "emergency state" or "pandemic" etc. See one author who has snooped this out already around the coronavirus... https://nationalpost.com/opinion/marni-soupcoff-outbreaks-are-not-an-excuse-to-trample-on-our-rights.
As critical citizens, we have to be questioning of all Authority, no matter in what situation. One doesn't have to be a conspiracy theorist but one has to be vigilant to oppression that is subtle and systemic--and has been historically used against people's freedoms. For more background on mis-uses of "emergency time" constructions by Authorities and repercussions, see the great book by critical pedagogy Henry A. Giroux (2003). "The Abandoned Generation: Democracy Beyond the Culture of Fear" (NY: Palgrave/Macmillan).
--------------------------
The above chart is particularly of interest to transhumanists who belive in change dynamics and evolution endlessly moving on into dimensions that 'stretch' (include but transcend) the very nature of humans, human nature, and humanity itself and what we call "life" (and Life) itself. Often mathematical paradigms, computational paradigms and good ol' creative extremism is brought into this mixture of futuristic and hybridizational thinking-- that is "transhumanism"-- as both vision, ideas, perhaps even ideologies. But those controversies I'll leave for others to discuss. I just read parts of an edited book by Lee, N. (2019). The Transhumanism Handbook. Springer. [charts from p. 760 by Selariu]
Very serious writers, thinkers, innovators and some 'mutants' in the current normal pool of psycho-cultural-sociological happenings. I looked up "fear" and was curious what positive transformational people were thinking in this book. I find it interesting. I would have liked to see a lot more on "fear" as a topic but I found this diagram of particular usefulness to my work and I think anyone ought to pay attention to this in the domain of Fear Studies, fearism, fearology etc. In particular look at the major factors on the left-side charts of what most limits the macroevolution of systems in an Intelligent (Information-driven) universe-- and, yes, I agree with this side for sure-- all of the aspects there are crucial and "culture of fear" (i.e., a human, humanity defined by pain/fear/reactions and neuro-sociological pressures to conform to that base structural brain-system of "survival" above all else)-- are top of the list. I am not at all surprised this is being critiqued, as well it should, by some transhumanists. Yeah!!!!
Indeed, my whole domain of work is about re-imagining and transcending the 'Fear' Project... now, that's a long story and theory and ends with a promotion of a (perhaps mutational) idea of a new Fearlessness Psychology just read to be born in this living world here on Earth-- and the sooner the better!
Climate crisis as part of an amoral economic system is part of Marianne Williamson's presidential campaign to tell the American people the whole truth and nothing but the truth. The question is, will the people be able to handle the truth? Fear can play it's own game of denial and forget, suppression and repression, and unfortunately I predict more and more people will carry on as 'business as usual.' Meanwhile, things will only get worse--and, deep below the surface of suppression and repression--eventually, more and more people will be overcome by the unconscious and collective fear/terror that's inevitable. Williamson teaches Love over Fear, Love as the solution to Fear-- and, so, you'd think perhaps a lot more people would 'rise up' and join her Revolution to transform America and the future. She will not be able to do it alone.
See my series of two videos on Williamson ... https://www.youtube.com/watch?v=CHDlATRUYLM
