Hearing constantly about gifted autistic kids and people seeing it as THEE autistic trait has completely disregarded those who aren’t gifted and made a HUGE divide in the community. Seeing constantly “yeah autistic people are usually gifted” is so annoying because a VERY large chunk of autistic people, aren’t actually gifted and media has just put the gifted people at the front because they’re more palatable. The “autistic gifted kid burnout” has become more so a trend than anything and I’ve seen a lot of people assume they’re autistic because they are the “gifted kid burnout person” when that isn’t even a requirement for an autism diagnosis. You don’t have to be gifted to be autistic. You don’t have to be!!

Start putting the people who struggle more in the spotlight. Those with intellectual disabilities, those with learning disabilities, those with cognitive disabilities, those who are just generally stereotypically “dumb” and embrace it!

We need to have a very big discussion about this as a community and it needs to start today.

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why neuroscience is cool

space & the brain are like the two final frontiers

we know just enough to know we know nothing

there are radically new theories all. the. time. and even just in my research assistant work i've been able to meet with, talk to, and work with the people making them

it's such a philosophical science

potential to do a lot of good in fighting neurological diseases

things like BCI (brain computer interface) and OI (organoid intelligence) are soooooo new and anyone's game - motivation to study hard and be successful so i can take back my field from elon musk

machine learning is going to rapidly increase neuroscience progress i promise you. we get so caught up in AI stealing jobs but yes please steal my job of manually analyzing fMRI scans please i would much prefer to work on the science PLUS computational simulations will soon >>> animal testing to make all drug testing safer and more ethical !! we love ethical AI <3

collab with...everyone under the sun - psychologists, philosophers, ethicists, physicists, molecular biologists, chemists, drug development, machine learning, traditional computing, business, history, education, literally try to name a field we don't work with

it's the brain eeeeee

Man I feel like a lot of leftist activists would do a lot better to just use common fucking language to talk about things rather than dense academic shit that's only understandable to people with PhDs and people who spend 95% of their waking life on Leftist Twitter lmao

Like, you're talking with other academics? Great, use academic language. You're a social media account trying to interact with the general public? Don't say "decarcerate", say "find alternatives to imprisonment". Don't say "collective liberation", say "freedom for all". By GOD don't say "bodymind autonomy", say "the ability to have control over our own minds and bodies".

Yes it takes a little more effort to explain shit in common language but I promise you people will stop looking at you like you have two heads and dismissing everything you say as Woke Bullshit if you like, actually get on their level, goddamn it. Not everyone has the privilege to have a graduate-school level understanding of this type of language or spend so much time reading leftist theory that they can perfectly understand this stuff.

I think I’m gonna start asking people who want the dissolution of Israel where all of the Jews there would go. Like, okay, you want Israel to cease existing? Where do you propose those 7 million Jewish people should go? Back to Europe? A lot of them are Mizrachi and have been living in the Levant. Even Jews whose (grand)parents fled Europe, do you think those countries would happily take them all in? Do you want them to go to the US? There’s already enough hate here. Or are you fine with them all getting massacred by Hamas et al.? Because that’s what those groups would gleefully do if given the chance

EDIT: said 9 mil instead of 7, but unfortunately I don’t think that’s any better

its crazy how coming into clinical social work, i really just thought I was up against systems and cycles of trauma....but it turns out i'm up against those two things AND other therapists. the amount of work spent correcting mistakes from other clinicians--whether with clients or during the classroom--is fucking crazy.

i totally get we're all on different journeys in terms of being clinicians. but it is insane finding out day after day of therapists and clinicians saying the worst things ever to clients. demeaning them, telling them "it's all in their head", the racism and the ableism and harm that is caused. like no fucking wonder people are afraid to seek therapy (on top of the accessibility issues). while i'm a little biased and think that at the very least clinical social work training focuses on viewing people within their environments (so not engaging in the medical/individualist models of practice that a lot of counseling programs focus on), that doesn't mean it gives every person the skills to be an effective therapist. i'm also not saying i'm the best clinician ever--I'm literally in training--but boy! it is jarring seeing how some of my peers interact in class and wondering...is that how you are with your clients??

my social work program at the very least also has a focus on anti-racism, but i know students from other programs and some of them don't even mention racism AT ALL and focus entirely on diagnosing people "correctly", or finding the perfect form of therapy to use on a client. but man, what none of these programs teach are basic life skills. wanting to be a clinician isn't enough, especially considering that an inhumane amount of people in my program are 1. so nervous about making mistakes that they lose scope of their practice 2. have so much internalized racism/white guilt to work thru 3. or they have absolutely no listening skills.

again, im not trying to make it seem like I am the number 1 clinician in the world ever. I don't even have a psych background or bachelor's in social work. my reasons for going into social work are quite selfish (I want a job that is very flexible, easily transferable, and can be done in different contexts), and the helping people part is just a plus. i'm just saying it's very jarring seeing other people in training and realizing they too are working with clients. i have conversation after conversation about these issues with other BIPOC/queer/marginalized clinicians, so I know i'm not the only person worried about some of the people that will be out of this program in a few years practicing on their own or with vulnerable populations.

The Philosophy of Curiosity

The philosophy of curiosity explores the nature, origins, and implications of human curiosity, which drives individuals to seek knowledge, explore new experiences, and ask questions about the world around them. Curiosity has long been recognized as a fundamental aspect of human cognition and behavior, playing a central role in scientific inquiry, philosophical reflection, and everyday life. Here are some key aspects and theories within the philosophy of curiosity:

Epistemic Curiosity: Epistemic curiosity refers to the desire for knowledge and understanding, motivating individuals to seek information, explore new ideas, and engage in intellectual pursuits. Philosophers have debated the nature of epistemic curiosity, its origins in human cognition, and its role in shaping scientific progress and cultural development.

Aesthetic Curiosity: Aesthetic curiosity pertains to the exploration of beauty, art, and creativity, driving individuals to seek out new experiences, appreciate diverse forms of expression, and engage with works of literature, music, visual art, and other cultural artifacts. Aesthetic curiosity raises questions about the nature of artistic inspiration, cultural interpretation, and subjective experience.

Existential Curiosity: Existential curiosity concerns the exploration of existential questions about the nature of existence, meaning, and purpose, motivating individuals to reflect on their own lives, values, and beliefs. Existential curiosity encompasses inquiries into topics such as the nature of consciousness, the search for transcendence, and the quest for personal fulfillment.

Philosophical Curiosity: Philosophical curiosity involves the pursuit of philosophical inquiry, critical thinking, and self-reflection, prompting individuals to question assumptions, challenge conventional wisdom, and explore fundamental concepts such as truth, morality, justice, and reality. Philosophical curiosity underlies the practice of philosophy as a discipline and informs broader intellectual endeavors.

Ethical Curiosity: Ethical curiosity concerns the exploration of ethical questions and moral dilemmas, motivating individuals to consider the consequences of their actions, empathize with others, and strive for moral growth and development. Ethical curiosity raises questions about the nature of moral values, ethical principles, and the pursuit of the good life.

Cognitive Curiosity: Cognitive curiosity encompasses the exploration of cognitive processes, mental states, and psychological phenomena, driving individuals to understand how the mind works, how knowledge is acquired, and how beliefs are formed. Cognitive curiosity informs research in fields such as psychology, neuroscience, and cognitive science.

Cultural Curiosity: Cultural curiosity involves the exploration of diverse cultures, traditions, and worldviews, prompting individuals to learn about different societies, languages, and customs, and to appreciate the richness of human diversity. Cultural curiosity fosters intercultural understanding, global awareness, and cross-cultural communication.

Metacognitive Curiosity: Metacognitive curiosity pertains to the exploration of one's own cognitive processes and learning strategies, motivating individuals to reflect on their own thinking, monitor their own understanding, and adapt their learning strategies to achieve greater intellectual growth and self-improvement.

Overall, the philosophy of curiosity explores the multifaceted nature of human curiosity and its profound influence on knowledge, creativity, personal growth, and the human condition.

what will it take for people to realize that schizophrenia isnt just hallucinations + delusions, or like, just a way of saying "severe psychosis"

when will people remember that negative symptoms and cognitive symptoms also exist and are, like, important

university.. university leave me alone

AMA FILES #1 (2021)

It's so hard for people to understand that I acquire knowledge for the sake of having it.

Nobody forces me to read, I do it for fun. I watch documentaries. I love PBS.

And this baffles people. Which baffles me! Like people FORCED y'all to learn and read?!!! So y'all...... Y'all just don't know things for yourself?? You don't want to be told what to do but you won't do the right thing unless it's under compulsory conditions?!!🫢🫢🫢

shoutout to Everyone who cannot Read books. i cannot read books.. Have not willingly since i was 12, it was warriors. Cannot read 'adult' books because my cognition is ASS!!!.. so be it then!!!! i need not to read to be worthy . Get over it

The Waterloo Vase

But the first time I saw you. Rio. I took that down to the gardens. I pressed it into the leaves of a silver maple and recited it to the Waterloo Vase. It didn’t fit in any rooms.

Chapter 11, Red White & Royal Blue

The Waterloo Vase is a marble vase that stands in the gardens of Buckingham Palace. It is around 15ft high, 4.6m, and depicts the victories at the Battle of Waterloo - hence the name. The height listed varies between 15 & 18 feet, 4.6-5.5m, which probably is dependent on how they measured it.

The vase was initially commissioned by Napoleon, but after his defeat at Waterloo it was presented to the future King George VI, then Prince-Regent, who commissioned Sir Richard Westmacott to carve it. He wished for it to show the final battles of Waterloo.

Initially intended for display in the Waterloo Chamber at Windsor Castle, the weight of the vase - referenced as between twenty and forty tons - meant it wasn't feasible. After a few different locations, it was settled in the Rose Garden in Buckingham Palace in the early 1900s, and has remained there since.

The handles of the vase are depictions of angels, Victory and Defeat personified, with Defeat being shown with a shield atop their head. Above the depiction of Victory is one of Peace, who is presenting the Prince Regent with a palm leaf. Roses, crowns, shamrocks, and thistles are interlinked nearby, representing the national emblems all connected together. Also included were images of George III, then-King who had, at that time, retired from public life due to a mental illness that is now suspected to have been bipolar.

-----

There's something to be said that Henry chose not only to pour his feelings for Alex into something too big to fit inside the palace, but also that it was outside. Henry recalls that he "had better keep it a safe distance away" from himself. All his other feelings and memories were stored inside the palace, closed off and something he lives alongside, his grief and sorrow in rooms he would encounter easily. In contrast his feelings for Alex are placed outside, holding them at arms length so they can't impact him in the way he was so worried they would. They are something he has to consciously choose to revist, they are somewhere he can choose to avoid. There's a beautiful connection between the fact that his feelings about Alex and the Waterloo Vase itself were both too big to fit in any of the rooms at the palace.

The choice of the vase, with its connection to the King who was well known for dealing with mental illness - something comparable with Henry's 'dark days' - as well as George III's connection with the United States, makes it a multi-layered plot device, that on first glance appears to be much more simple than it can be read as. It is possible to draw connections between Henry and George III, tying both into the same link to history as the quotes of queer lovers through the ages Alex & Henry send as postscripts to their emails. While Henry's connection with America is the opposite to George III's - one lost the country whilst the other gained the country, albeit in different ways(!) - that link to the historical connection the UK had, and has, with the USA is notable.

Sources: Royal Collection Trust, Waterloo Vase Queen Elizabeth, Queen Mother image Good Morning Britain Coverage Chapter Eleven, Red White & Royal Blue

just went to get a chai and two beautiful women inside watched me try every single possible incorrect way to open the door before getting it but luckily i smirked a little at myself when i finally walked in showing that i have whimsy and a sense of humor and a charming personality successfully sidestepping any usual embarrassment at such a blunder

How do other countries do history education?

I know I'm doing the cringe thing but Americans are basically not taught about israel in school, at all. If it comes up it'll likely be in the context of literature class, not history.

Do you split up history classes over multiple years? Because the thing about history class is that it's just mostly a huge number of raw facts to remember. It's not like math where if you know certain procedures you can re-derive things you've forgotten; pretty much any such proposed rule of history is likely to be bunk.

So if you take the number of years of history you have to teach times the detail level you're aiming for times the size of the region you're trying to study, you have an estimate (in vague terms, I don't think you can necessarily get an objective number but you can certainly do simple mathematical reasoning on vague variables) for Total History Facts. And then depending on the age of your students and pedagogical methods and probably other factors, you have a Maximum Facts Per Year. You can use these values to determine the level of detail that allows you to cover your desired subject matter within a school year. If this level of detail is unacceptably low, make the full history education take more years and solve for the detail level again.

And someone - teachers, standards writers, textbook writers, whoever - consistently sets the target detail level such that it's impossible for a given US history class to get past the civil war, or they realize they're going too slow and do a really slipshod tour of the events most pertinent to any understanding of the modern world after a really detail-heavy examination of the differences between the 13 colonies. World history is even worse, I don't even remember how far we got because everyone's brain was leaking out their ears by the end but we absolutely did not make it to the present day. World History was the only class where I failed the AP exam, because it's world fucking history dumbass, you can't teach all of it in a year!

And then, of course, when you get to your next history class they just start over from the beginning at a higher level of detail that also peters out around the Civil War, so you never actually learn anything about the 20th century.

So the options are

a) it's actually exactly like this everywhere. (plausible tbh. there is simply a lot of history.)

b) american students are uniquely lazy and stupid. (seems pretty unlikely, and also the failure is pretty consistent - you could argue that even if student ability is the limiting factor, if it happens this reliably it's educators' responsibility to just make the curriculum easier)

c) american educators are uniquely incompetent. (this is less of a judgement against teachers than it sounds like, it could be that they are ordered to do things in a way that sucks by higher ups and there is no mechanism to inform the decisionmakers that anything is wrong. I don't know if the education system is uniquely dysfunctional but it certainly is dysfunctional at all.)

d) some kind of fucking conspiracy or something. (This doesn't seem likely because who could possibly benefit from this particular problem that wouldn't benefit even more from schools dispensing explicit propaganda about events in the 20th century.)

This feels like a really obvious problem with a really obvious solution (more history classes, less total facts per class), everyone who has taken or taught a history class experiences this, and afaict this is not just a mistake that new history teachers make that they calibrate for after teaching for a while. This is EVERYONE'S experience of history classes in the US, it's kind of an open secret, and pretty much nobody ever fucking does anything about it or even mentions it as a thing it might be possible or desirable to do things about.

The Dance of Perspectives and Beliefs: Shaping Our Worldview

Our lives are a delicate interplay of perspectives and beliefs, two elements that quietly sculpt the contours of our worldview. As we navigate the complex tapestry of existence, our perspectives serve as the lens through which we view the world, while our beliefs lay the foundation upon which our decisions and actions are built.

Perspectives Shape Beliefs: Our perspectives, which are influenced by our upbringing, culture, experiences, and personal values, play a significant role in shaping our beliefs. When we encounter new information or ideas, our existing perspectives filter and interpret that information, leading to the formation or reinforcement of our beliefs.

Beliefs Influence Perspectives: Conversely, our beliefs also influence our perspectives. When we strongly hold a particular belief, it can color the way we perceive and interpret the world around us. This can lead to confirmation bias, where we tend to seek out information that supports our existing beliefs and filter out information that contradicts them.

Openness to New Perspectives: Philosophically and intellectually, being open to new perspectives is a key aspect of critical thinking and personal growth. It involves being willing to challenge and reconsider our beliefs when presented with new evidence or alternative viewpoints. Without this openness, perspectives can become rigid and closed.

Diversity of Perspectives: A diverse range of perspectives in society is essential for a well-rounded and vibrant exchange of ideas. When people with different perspectives come together, it can lead to constructive dialogue, innovation, and a deeper understanding of complex issues.

Cognitive Dissonance: When our perspectives and beliefs come into conflict, it can create cognitive dissonance — a state of mental discomfort. This discomfort often motivates individuals to either adjust their beliefs or seek out information that confirms their existing beliefs, depending on various factors such as the strength of the belief and the individual's willingness to confront contradictions.

Worldview: Our perspectives and beliefs collectively form our worldview, which is the overarching framework through which we interpret and make sense of the world. A worldview encompasses our views on ethics, reality, purpose, and the nature of existence, among other things.

In summary, perspectives and beliefs are deeply intertwined, with each influencing and being influenced by the other. They shape our understanding of the world, our values, and our interactions with others, making them essential components of human cognition and experience.