Arts and Minds

Time Is Our Event Horizon

We stand at the edge of time, onlookers and participants in a swirling cosmos that we have neither understood or imagined. It is our illusion that we look ahead at tomorrow or next year. This moment is our event horizon. We cannot see beyond it. We cannot anticipate if our passage in this solar system will either continue or end. We do not know if what we view is a beginning or an ending. Because all moments mark the end of now, all moments are finite singular end points. Restricted to such a foreshortened view, what business do we have causing destruction? All we can achieve in this mode is to restrict and narrow the course of the future, essentially contributing only to entropy, not to life.

Anger With Denial Yields Violence

V = (a)d2

A Discussion of the Social Consequences and Individual Psychodynamics Within The Violence Cycle

The social and personal processes of abuse, anger and denial fuel a psychological chain reaction— the violence cycle. Our psychological defense process of anger-denial promotes and maintains this violence cycle by further denying that violent events are cyclic phenomena, and denying that they are endemic to our culture. We hide their presence in nearly every family, so that the painful or violent events experienced by nearly everyone from earliest childhood onward must be systematically suppressed. This denial uses the building blocks of suppressed childhood anger to produce adult rage that is too often expressed as violence.

This personal and social process of denial serves both the individual's neurotic psychological needs and the needs of society by identifying and punishing only the most recent perpetrator of violence, exonerating ourselves and our parents. Most protected are the particular parents (and/or others) who aimed the original and causative and determining violent painful experiences at the helpless, powerless and once innocent, child who has now become the latest violent actor in this millennial drama.

School Shootings—What Was The Motive?

>School Shootings—What Was The Motive?
© Mayer Spivack 10/10/2006
Permission to reproduce this work is freely granted for educational, non-commercial purposes. I would appreciate notification.

We see it every week, nearly every evening on the news. Another violent crime in a school is discovered. The victims relatives and friends and sometimes the whole community or nation is saddened, outraged and frightened. The life of the suspect, already in custody, is examined. ‘He was always such a nice quiet guy— so good to his family and kids in the neighborhood’, or— ‘She kept to herself, didn’t bother anybody, no one expected that she would kill kids. “How could she (or he) do that?”

Quietness in extremes in an indicator of suppressed expression and of depression. We should become especially aware of children who have a severely narrowed emotional repertoire. These children need help now. By helping them we may prevent a violent future.

Their crimes all seem senseless because we cannot sense their causes using only our unexamined but still popular premises. The sense of these crimes eludes us. We search clues for a motive— which we mistakenly equate with— a reason. But motives are not reasons. We confuse the idea of reasons (with it’s whiff of reasonableness) with the idea of causality. The kinds of motives that satisfy the police and the courts may be probable causes but they are not reasonable causes, they are usually only thetriggering circumstances (literally and figuratively) of a particular act of violence. They are the immediate causes, the formative determinant causes causes are far older, and predate perhaps by decades the recent circumstance of motive. Facts as they are quoted and discovered by the press and the police cannot and do not explain the action to our satisfaction. We hear neighbors left pondering an image of ‘human nature’ presented as a mysterious and unfathomable dark (animalistic, wicked, sinful) horror. Yet there remains some sense to be discovered. Were we to use the right questions with more reflective, and self-reflective intentions we might pull straight the psychodynamic thread that runs through all this violence and killing.

Guns Have Three Ends

Guns Have Three Ends
© Mayer Spivack 10/10/2006
Permission to reproduce this work is freely granted for educational, non-commercial purposes. I would appreciate notification.

We all know that guns have two ends, the pointy end, the one with the hole in it and the blunt end where the shooter is. There is really a third end on every gun, and that is what I want to point out. But to do that I will have to discuss a bit of psychology.

The person on the pointy end is scared, and in mortal danger. The person on the blunt end, the one who is aiming the gun, the would-be-shooter, may be nervous, may be terrified if he or she feels that his or her life is in danger were it not for the power of the gun, or may be enraged and mentally ill. But when a gun is aimed by someone who is enraged, or slightly angry, or mentally ill, the third end of the gun comes into gun-play; that is the psychological end, where the shooter feels insulated from harm by being at the powerful end of the gun. This kind of shooter is not sane, nor mentally healthy—and these terms do not mean the same thing. This shooter is mentally ill, and insane—both. The third end of the gun is the emotional act of shooting the gun. It is an end in itself. In school shootings and many other kinds of shootings, all three ends of the gun are involved.