Humans take up residence in all kinds of environments ranging from sprawling metropolises to some of the most remote corners of the globe that are largely devoid of our modern luxuries. Oftentimes though, we emigrate to other societies for a variety of reasons; curiosity, financial profit, for the sake of adventure, service, to spread one’s beliefs, or to learn about others. Richard Nelson, a white man that taught in one of Los Angeles’ toughest African American schools, is one of those people that left his home behind to learn more about himself and overcome his subconscious prejudices. His article “My White Experience in the Black Community” is an emotional and gripping memoir that can help all of us open our hearts to others.

In worst case scenarios, people flee from their homes to avoid persecution, enmity, exclusion, or even ethnic cleansing. Many Turks have had to flee their home country of Turkey, often via illegal and unsafe practices, with the hope of escaping a brutal dictatorship that no one wanted them to call Turkey their home. Zain Hussain recounts his emotional and life changing encounter with Turkish refugees on his volunteer trip to Greece.

Some of Earth’s most beautiful islands and oceans are home for other creatures, such as Pacific Golden Plovers and Loggerhead Sea Turtles. Despite lacking free will or methodology, they utilize a variety of complex systems to consistently find their way home even if it means travelling hundreds of miles across giant swaths of lands or water. These natural phenomena are astounding and still perplex scientists to this day.

Even the most microscopic creatures find homes for themselves, whether in our bodies or in the bodies of other animals. One such creature, though we would definitely consider it not welcome in our systems, is the trypanosome, a lethal parasite that is a scourge across much of Africa. Such parasites travel through a variety of hosts including worms, eggs, snails, birds, and flies to eventually end up within our bloodstreams.

Nowadays, forgetfulness has become a very common problem among both young and older people (Bambroo, 2010). There are various elements that lead to forgetfulness and poor memory; carelessness, not knowing the principles of memorization, and not using information are some of them (Tarhan, 2007). Therefore, the factors that cause weakness of memory are extremely critical. This article elucidates the causes of poor memory from emotional aspects such as depression, stress, and a confused mind as well as the behavioral aspects of alcohol and drug addiction, and alternative religious inspirations to help tackle the causes of bad memory.

Firstly, depression and a stressful lifestyle are deeply critical causes of bad memory and can lead to forgetfulness (Bambroo, 2010). Today depression has become a very common disease that can occur at any age. There are many reasons causing depression. Events like loss of a beloved person are usually accompanied by depression and result in problems with memory (MYLN, 2008). In addition, all negative emotions such as anxiety and anger can hamper the ability of our brains to remember. In particular, depression is the primary negative emotion to influence our memory because it interferes with our ability to concentrate (Edmonds, 2009). Some people might keep forgetting things, even though they need to concentrate to be able to work or study. Turning negative emotions that come from depression into a positive philosophy of life will aid the memorization ability.

Secondly, a confused mind is one of the most significant reasons for poor memory. Every day we get new information from everywhere, and we are exposed to more knowledge than we need. Even though some of them can be beneficial, most are useless to the effect that they dominate over the useful ones. Some scholars support the idea that mental pollution is one of the main reasons for poor memory nowadays (Gülen, 2007).

Next, some experts highlight that neglecting the emotional dimension is another reason for poor memory. A theater actor perfectly memorizes his role because he learns to pretend the emotions. Interest enhances emotional power, therefore it is said that interest is the teacher of learning. The left part of the brain does logical functions; however, the right part of the brain carries out emotional and artistic functions (Tarhan, 2007). In addition, Prof. Robert Ornstein, from the University of California, explains that people who use both parts of their brain in a balanced way, have five times more brain capacity than others (Tarhan, 2007). Therefore, using only the left hemisphere of the brain and neglecting emotions can result in having a weak memory, as well as forgetting information in a short time. For example, if we memorize five words without using emotional dimension, we can save them for a little time; however, if we create connections and acronyms among them or produce a story, these kinds of emotional aspects help us to save them for a long time.

Furthermore, alcohol and drug addiction can weaken the human memory. It has long been known that cannabis (an illegal drug, “marijuana,” made from the dried leaves and flowers of the hemp plant) causes memory loss by acting on the hippocampus, which is the area in the brain that rules most of our cognitive functions (Hood, 2009). Moreover, according to scientific research, heavy alcohol use clearly damages retrospective memory, namely, the learning, preservation, and recovery of previously presented materials (Buddy T., 2006). Furthermore, excessive alcohol consumption can result in blackouts-periods of temporary memory loss or amnesia. When a person consumes alcohol, the body immediately starts to break it down. The brain receives less oxygen when alcohol is present, and alcohol has a damaging effect on the central nervous system (Wellness Trader, 2010).

Religious inspirations, as well as religious life can help us cope with poor memory. According to Shatibi, an Andalusian Muslim scholar, there are five main purposes of the religions. They are protection of religion, protection of life, protection of progeny, protection of the mind, and protection of wealth. All religions and nations may observe these higher objectives (Shatibi, 1388). In this respect, all actions that might harm the mind are prohibited by Islam, and all activities that lead to the development of mind are recommended. Alcohol use and drug abuse are prohibited because they damage the mind. Moreover, the depression and stresses that often accompany modern day life can be overcome by remembering to place trust in God in every situation regardless if it is good or bad. As Bediuzzaman indicates “Those who attain true belief can challenge the universe, and in proportion to their belief’s strength, be relieved of the pressures of events. Relying on God, they travel safely through the mountainous waves of events in the ship of life. Having entrusted their burdens to the Absolutely Powerful One’s Hand of Power, they voyage through the world comfortably until their last day” (Nursi, 2010).

Hakan Coruh is a PhD student in Qur’anic exegesis at ACU National, Melbourne, Australia.

References

• Bambroo, C.J. (2010, May 10). Forgetfulness, a growing problem. Retrieved June 01, 2010, from http://www.hindustantimes.com.
• Buddy, T. (2006, July 09). Alcohol Damages Day-To-Day Memory Function. Retrieved June 01, 2010, from http://alcoholism.about.com.
• Edmonds, M. Top 10 Ways to Improve Your Memory. Retrieved June, 2009, from http://health.howstuffworks.com.
• Gülen, M. F. (2007, May 28). Mefluç Dimaglar ve Unutkanligin Reçetesi. Retrieved June 01, 2010, from http://www.herkul.org
• Hood, M. (2009, August 2). Pot shot: Scientists find cannabis trigger for forgetfulness. Retrieved June 01, 2010, from http://www.physorg.com.
• Mayda, A. (2010, January – February). Memory and Forgetfulness. The Fountain Magazine, Issue: 73, Retrieved June 01, 2010, from http://www.fountainmagazine.com.
• MYLN. (2008, December 2). 6 Ways To improve memory. Retrieved June 01, 2010, from http://www.manageyourlifenow.com.
• Nursi, Bediuzzaman Said. 2010. The Words, NJ: The Light, Inc., p. 330.
• Shatibi, E. Al Muvafakat. Al Maktaba Al Ticariyye Al Kubra, v: 2, p: 10.
• Tarhan, N. (2007, July 27). Beyin Sagligi ve Unutkanlik. Retrieved June 01, 2010, from http://www.aktuelpsikoloji.com.
• Wellness Trader Tm. (2010). Alcohol and Memory Loss. Retrieved June 01, 2010, from http://www.memory-loss.com.

Multiple factors shape thought, but communication is especially heavy-handed. Communication not only restructures the contents of the mind,; it re-configures the brain’s very neurological patterns (Rotman 2008: 51-52). Brian Rotman explains four ways people communicate selfhood: self-pointing, a spoken “I,” an alphabetically written “I,” and “self-enunciation within contemporary media” (Rotman 2008: xxxiii). The written “I” is the only disembodied method, but this separation subliminally trickles beneath conscious awareness. Writing has been a major component of communicating theological concepts because writing has been the easiest form of mass communication for centuries. Theologians 1,000 years ago probably did not ponder the disembodiment of writing any more than landing spaceships on the moon. Television – which mediates communication through bodies – was not on their radar. But contemporary theologians have options. Gunther Kress is clear that, “The former constellation of medium of book and mode of writing is giving way… to the new constellation of medium of screen and mode of image” (Kress 2003: 9). These moving constellations have forced a fundamental shift in the way social brains engage thought. Theology that fails to take this into account will find itself hopelessly outmoded and no longer equipped to engage the study of God in fresh situations.

This article addresses the cognitive and neurological effects stemming from shifts in “culturally mediated systems of external memory” (Rotman 52) – such as writing and images – and how theological communication could expand in response. Writing reinforces left-brain, systematic, and linear thought (Armstrong 1995: 115). Images, on the other hand, encourage more right-brain, intuitive, and spatial reasoning. It would be simplistic to hold that writing is only mediated through the right hemisphere and images only through the left, but communicative modes create lateral biases. Theological minds emerge, – not only from the “linear, logical, detail-oriented left hemisphere”, – but from embodied, whole brains. The first section of this paper shows writing’s left-brain bias. The second section turns a corner by examining emotion as altered body states and how this leads to a right-brain bias. Visual mediums are the most direct way to communicate right-brain thoughts, so the last step is to show how visual mediums could add a holistic, embodied element to theology.

WRITING AND A DISEMBODIED, LEFT-BRAIN BIAS

Writing forces neurons to march in line with time (Kress 2003: 2). The left hemisphere attributes meaning to words and strings those words together to form sentences, paragraphs, and full discourses (Hogue 2003: 87). In a sentence, one… word… follows… another, so the brain follows a preset “reading path” (Kress 2003: 3). A dog bit Karen means something entirely different than Karen bit a dog. Reading paths necessitate choices about which words make the most sense in which temporal order (Kress 2003: 3), so writing creates “the subliminal appeal of reducing wholes to constituent parts” (Jahandarie 1999: 57-58). It entrenches linear (temporal) neurological patterns through the repetitive, reductive decision-making (Jahandarie 1999: 54).

This leads to what could be called: alphabetic reasoning. Daniel Siegel explains that the left hemisphere is responsible for “more slowly acting, linear, sequentially active, temporal (time-dependent) processes. Verbal meanings of words… are a primary mode of processing for the left side” (Siegel 2001: 179). The left-brain deals in “monosemantic ‘packets’… which are then processed in a slower, linear mode” (Siegel 179). Writing strengthens linear thought patterns in the left hemisphere. Siegel holds that, “Repeated activation of specific neuronal pathways reinforces the strength of connections between groups of neurons” (p. 194), so neurons fire in similar patterns in the future (p. 24). The brain functions like a malleable muscle, but writing only exercises the left-brain. The brain is sculpted like a bodybuilder who only lifts with one arm. That arm ripples, but the other atrophies. Plastic makes perfect.

The “linear, logical,” and “linguistically-based” left-hemisphere (p. 161) evaluates the contents of written words through syllogistic reasoning (p. 197), prejudicing the brain to evaluate their contents through the brain’s semantic operator. The semantic operator deals with “propositional representations – symbols of external or internal facts that can be… assessed as ‘true’ or ‘false’” (p. 35 [emphasis mine]). In alphabetic reasoning, ideas are filtered into categories of: right or wrong, – fact or fiction. Then, alphabetic reasoning reinforces the brain’s quest for causation through sequencing. Reading paths communicate meaning through cause-effect relationships, so the ensuing left-brain thought patterns in the semantic operator create a syllogistic lens. Wholes are eliminated in the effort to snap details into linear, cause-effect relationships. Meaning is confined to these necessary but limited ways of processing information.

THEOLOGY AND LEFT-BRAIN BIAS

As writing has become increasingly more accessible in punctuated bursts over the past few millennia, theologians have become more and more linear and syllogistic in thought. But neurons fire in strikingly complex and highly plastic patterns (Bennett and Hacker 2008: 137). Linear rules for systematic theology are only engrained through repetition. The dark side of alphabetic reasoning is that it can produce theologians who tend to exercise linearity while alternative methods atrophy. Recall that the semantic operator can only qualify concepts as right or wrong. Linear patterns do not leave cognitive space for multiple details to be processed simultaneously. In the study of God, this cognitive capacity is absolutely necessary.

So far, I have examined several important consequences of alphabetic writing: it is inherently linear; in committing to using particular words in particular sequences it automatically eliminates other options; it coerces thought into cause-effect analysis, and it externalizes, or disembodies, thought. Of these consequences, the disembodied nature of theological writing is the most problematic.

EMOTION AS ALTERED BODY STATES

Emotions are physiological changes in a person’s body. These are mediated through combinations of gestures, postures, and behaviors (Damasio 2003: 63). External images – or stimuli – are mediated to the brain through the senses, and internal body and brain states refract the external world (Damasio 195). Marshall McLuhan writes, “The use of any medium or extension of hu/man/ity alters the patterns of interdependence among people, as it alters the ratios among our senses” (Jahandarie 51). The higher cognitive processes involved in developing theological concepts are pushed and pulled by the body’s constant emoting (Siegel 143).

The signals passing in and out of bodies generate emotion, so change signals can make emotions contagious (Siegel 143, 50). Siegel explains that, “Complex neural/bodily aspects of emotional processes are not easily translated into words. Nonverbal expressions, including those of the face, tone of voice and gestures, can transfer information about internal states more fully to the outside world than words can do” (Siegel 150). When it comes to altering the emotions correlated with belief – belief that can override higher cognitive functions – bodily gesture trumps writing.

Because this emotional processing is primarily non-conscious, people do not qualify intuition as true or false by sequencing details into rational arguments. For example, anger is typified by “dilated pupils, widened orbital area, raised eyebrows, furrowed brow, and pursed lips” (Siegel 128). The brain absorbs all of these signals at once when someone unexpectedly sees this:

Through non-conscious processing, faces can change emotions and minds in a flash.

Intuition of other people’s emotions occurs within the Mirror Neuron System (MNS). This system draws most heavily from facial expressions (Siegel 290), and it tells the viewer’s brain to respond to the viewed face in kind (Siegel 129). The MNS non-consciously indicates: whatever is happening in that person is also happening in me. This is why people constantly imitate the “motor acts, postures, and gaze of their co-citizens” (Kanwisher and Duncan 2004: 463-64). When people talk, their body language loops without their awareness as emotions harmonize. Yawning becomes contagious. When the MNS causes altered body states and facial expressions, people influence each other’s emotional-cognitive looping, and thought itself is steered.

There is scientific evidence that the entire body is engaged in understanding and remembering. James McGaugh demonstrated that the Vagus nerve – which connects the brain stem to the stomach – directly unites visceral and emotional experience with mental processing. McGaugh presented subjects with two stories containing similar amounts of data. One story had high emotional content and the other had low emotional content. People with functioning Vagus nerves recalled more data from the stories with high emotional content than from the stories with low emotional content. People with damaged Vagus nerves had identical recall from both stories. This suggests that certain types of thought are crippled by the absence of full-bodied emotion. Siegel explains that, “conceptual representations are nonverbal. They form the fundamental building blocks of our thoughts, beliefs, intentions, and aspects of our explicit memories” (Damasio 167). Written theological method is often left wanting embodied communication to close the cognitive loop.

EMBODIED COMMUNICATION AND RIGHT-BRAIN BIAS

The body’s indicators of emotion – somatic markers¬ – interface with the right hemisphere more than the left (Damasio 144, 82). The right-brain simultaneously correlates multiple details rather than sequencing them in cause-effect relationships. Siegel describes how the right-brain deals with nonverbal communications through “fast-acting, parallel (simultaneously active), holistic processes” (Damasio 179). This means that the right-brain is the default processor of metaphor and paradox. Imagistic representations in the mind do not force choice, categorization, or analysis. They exist simultaneously without being truncated by “top-down” processing as emotions ebb and flow (Siegel 165).

Kress calls this type of right-brain embodied thought “spatial reasoning,” and he places it in opposition to the “temporal reasoning” sublimated by alphabetic thought (Kress 45). Spatial reasoning portrays multiple details simultaneously, so spatial reasoning is correlational rather than sequential. This opens up possibilities for theologians by beginning with building blocks of thought before they are sequenced into categories of justified and true, fact or fiction.

The right-brain is functionally nonverbal, so its contents have to be externalized in “non-word-based ways, such as drawing a picture or pointing to a pictorial set of options” (Siegel 327). Alternative mediums, such as video and visual art, could generate entirely new forms of theological thought.

MEDIA’S ROLE IN SPATIAL REASONING

Video and visual art are viable possibilities for developing a right-brain, spatial reasoning into theological method. Jahandarie poetically explains, “Electric media are extensions of our central nervous systems and thus put us in touch with the totality of experience” (Jahandarie 99). Jahandarie overstates his case; – for example, video does not communicate through odors, for example, – but his intended meaning is helpful. New technologies make it possible to create right-brain mass communication. The MNS is 80-85% as effective at influencing emotion through video as it is in person (Kanwisher and Duncan 469), so gestures captured on video have a startlingly high ability to steer the emotional side of the cognitive loop. Emotions can be altered and details can be expressed simultaneously if theologians were to use a wider set of cognitive and communicative tools.

Rotman explains that people listen, “not to speech sounds as such… but to the movements of the body causing them; we focus on what happens between the sounds, to the dynamics of their preparatory phases, pauses, holds, accelerations, fallings away, and completions” (Rotman 23). Through the MNS, we get hunches, – not only about what another person is thinking, – but how the person is thinking and feeling. The dynamics of gesture in film add an intuitive, interpretive element to its communicative ability. In split-brain studies, the left-brain cannot even register facial expressions or emotional states (Rotman 151). While the left-brain might be incredible at reading and writing books, it is inept at spatial reasoning. Siegel writes that the left-brain’s “monosemantic ‘packets’” operate through neurological patterns and processes “quite distinct from the analogic representations seen, for example, in an artist’s painting or in a photograph,” so “the right hemisphere more fully ‘sees the world for what it is,’ whereas the left hemisphere must reduce the world much more into mentally defined, often socially constructed chunks of information” (Rotman 179). The right-brain’s holism and simultaneity could be invaluable to theologians, but it is too often dampened by the limitations of past technologies.

WHEN THEOLOGY IS EMBODIED

Siegel mentions the “theory of nonlinear dynamics of complex systems” in regard to personhood (Siegel 7). The firing of every synapse in every thought exponentially complexifies what it means to be human. Perhaps God is not only linear, either. Images are not filtered through the linear critiques applied to writing because they function differently in the brain. This does not make imagistic, spatial reasoning irrational. It makes spatial reasoning non-rational, and theologians desperately need non-rational ways to discuss a nonlinear God. Spatial mediums are not able to comprehensively encapsulate God’s personhood any more than writing, but they could generate new perspectives to better triangulate theological depth in conjunction with it.

In the syllogistic line that runs from rational to irrational, the concept of a trinity is inherently problematic. The semantic operator only deals with logical, sequential coherence, so the multiple, simultaneously existing details involved in conceptualizing the trinity do not get cognitive space. In this case, it might be advantageous to take a right-brain, imagistic approach to theology.

Depictions allow for multiple details to coexist without sequence. Images can be worth far more than 1,000 words. Imagistic reasoning allows space for entire persons to subject themselves to concepts. The “events and actions” lost in writing’s “principles and concepts” could be filled out through images (Jahandarie 17). Instead of only understanding theology in terms of right and wrong, the theologian could also trust a Vagus nerve when it communicates that an image or gesture is good or bad. The details could remain simultaneous in the right-brain without being sorted, and persons could experience theologies to a fuller degree in addition to critically evaluating them.

CONCLUSION

As neurological patterns become more spatial and less linear, theologians have the opportunity to construct new theological paradigms by diversifying their communicative tools. Creating theology through imagistic mediums would be bounded by its own “epistemological commitments,” (Kress 57) though. Critical thought is a crucial element in theological conversations, for example. This suggests that – when used in isolation – either alphabetic or imagistic methods are reductionistic. Theology has to be alphabetic, linear, and critical to be constructive, but it also needs to be imagistic, embodied, and holistic to avoid reductionistic sequencing of nonlinear concepts. The multiple natures of cognition cannot be mixed or separated. Language and experience, left-brain and right-brain thinking, knowledge and belief, are locked into cognitive loops (Eichenbaum and Bodkin 179), and it is impossible to have a one-sided loop.

The advent of new mediums makes the creation of an embodied theological method – complete with shifting neurological patterns – a mandatory opportunity. The next step is to synthesize multimodal theologies with alphabetic reasoning. A critically holistic methodology would emerge as gestalt. Full-blown theological paradigms could materialize if both hemispheres were used in conjunction. However progressive, however gestalt, and however critically holistic theological method becomes, it can never be comprehensive or complete. Theologians must do theology at all times. When necessary, they should use words.

Jonathan Camery-Hoggatt is a freelance writer in Seattle. He has MA in divinity from Princeton Theological Seminary.

BIBLIOGRAPHY

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• Cone, James H. God of the Oppressed. Rev. ed. Maryknoll, N.Y.: Orbis Books, 1997.
• Damasio, Antonio R. Looking for Spinoza : Joy, Sorrow, and the Feeling Brain. 1st ed. Orlando, Fla.: Harcourt, 2003.
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• ———. Thinking About Belief. Edited by Daniel L. Schacter and Elaine Scarry, Memory, Brain, and Belief. Cambridge, Mass.: Harvard University Press, 2000.
• Deacon, Terrence William. The Symbolic Species : The Co-Evolution of Language and the Brain. 1st ed. New York: W.W. Norton, 1997.
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The brief history of character education

Character education remains a contentious form of education in America. The debate among ethical theorists over moral and character education dates back to colonial America (Glanzer & Milson, 2006). Once considered as part of religious teachings, this concept was altered as states began passing laws in the early 1800s, separating issues of church and state. As a result of this separation, the educational system developed non-sectarian public school policies (Glanzer & Milson, 2006), and character education was adopted by public schools in Massachusetts with the purpose of increasing literacy among children.

The Bible was used as part of the curriculum throughout 17th and 18th centuries, and was then preceded by texts written by William McGuffey. These texts were used to teach children to develop virtues such as honesty, courage, and kindness. During the 20th century however, there was a decline in the use of these texts in public schools in America due to pluralism and the philosophy of moral relativism. Over the past few years, American educators have been examining character education in schools and grants are being awarded to facilitate research in this field (Vardin A. Patricia Montessori Life, spring 2003). This study will illustrate some definitions of character education and its benefits as an intervention.

The definitions of character education

Character education is an umbrella term that has historically included a wide range of components such as traditional character education, the caring approach, and the developmental approach. The goal of character education is to teach children to consider and behave in ethical ways. Firstly, traditional character education has emphasized virtues and the magnitude of ethical issues. Secondly, the caring approach underscores the significance of identifying and improving caring relationships and infusing caring, relational, and social-emotional themes into school curricula (Howard, Berkowitz, & Schaeffer, 2004). Third, the developmental approach stresses that decision-making and social action are important; theorists who ascribe to this approach strongly advocate the power of student participation in creating a moral classroom and a larger moral community (Cohen, 2006). Ontario’s Premier, Dalton McGuinty, defines character education as “the deliberate effort to develop virtues that are good for the individual and good for society” (McGuinty, 2003, p. 15). Character eduction is sometimes defined as an approach that is comprehensive in fostering the moral development of students (Berkowitz, Marvin, & Bier, 2005). For decades, character education was inclined to focus on the importance of good character and values such as honesty, respect, friendship, and caring (Cohen, 2006). Thomas Likona (1991), a developmental psychologist, defined the goal of character education as knowing the good, desiring the good, and doing the good.

What is meant by school violence?

In terms of lawful responsibility, school violence is the violence that occurs on school grounds, on school-supported transportation, and at school-sponsored events. Nevertheless, violence committed on school grounds often derives from conflicts reflected in society. This finding indicates that the lines are blurred between school and community violence and suggests that school staff should be cognizant of the community and its issues in which a school is positioned. It is also suggested that members of society should become involved in school-based violence prevention initiatives. It is more complicated and multidimensional to define what school violence is (Furlong & Morrison, 2000).

The proposals for reducing school violence

By 1997, over two-thirds of secondary schools had either implemented some form of violence prevention program or were preparing to do so (Price & Everett, 1997). These methods have included punishment, health education and random weapons searches (Farrington, 1996). Handheld metal detectors are increasingly used to carry out random or targeted weapons searches in major public school systems. In some places in America, it seemed that there had been a significant reduction in weapons related events; however, it was later discovered that students had learned the routine days when the metal detectors would not be used (Muir 1992).

One of the most significant educational programs is character education. For example, The California Department of Education supports incorporating character education into a standards-based educational system in a variety of ways such as providing resources to build and develop character in youth; supports the core values of trustworthiness, respect, responsibility, fairness, caring and citizenship. The California Department of Education underscores that character education is a trait of effective schools. Effective schools seek to develop and reinforce character traits such as caring, citizenship, fairness, respect, responsibility, and trustworthiness through a systematic approach that includes adult modeling, curriculum integration, a positive school climate, and access to comprehensive guidance and counseling services (Elementary Makes the Grade! CDE, 1999).

The affects of character education on academic achievement

Studies have also found that character education helps increase academic achievement (Elias, Zins, Weissberg et al., 1997). Studies have acknowledged many social and academic attitudes associated with enhanced student success (Benninga, Berkowitz, Kuehn, & Smith, 2003). Academic achievement is bond to critical thinking skills (Esquith, 2003), and according to Brooks (2002), skills such as endurance, decision-making, problem solving, and critical thinking are fundamental principles entrenched in character education. Character education asserts that non-test related academic improvements are also made due to performance of a character education program. Students attending schools exerting the Child Development Program were known to have more motivation to learn and possessed closer ties to their school compared to students who attended schools not implementing the Child Development Program (Benninga, et al., 2003). Students attending Character Counts elementary schools were shown to complete their assignments more often with increased academic sincerity than students who did not attend such schools (Benninga, et al., 2003).

In order to understand character education it is imperative to understand the characteristics of the students. The schools that are strong academically and sturdy in building accomplished students are characterized by five main characteristics indentified by Elias, Zins, Weissberg et al., (1997):

1. They have a school climate articulating specific themes, character elements, and/or values.
2. They have explicit instruction in social-emotional skills.
3. They have explicit instruction in health promotion and problem prevention skills.
4. They have systems to enhance coping skills and social support for transitions, crises, and resolving conflicts.
5. They have widespread, systematic opportunities for positive, contributory service.

After considering these traits one can conclude that students attending schools performing character education programs feel respected and valued which results in reduced non-attendance (Colgan, 2003). Reduced absenteeism, produced by the increased desire to attend school, could be translated into achievement gains (Colgan, 2003). These factors together make available more classroom instructional time and an enhanced learning occasion.

Tremendous progress has been made over the past two decades in establishing effective school-based violence prevention programs. Nevertheless, programs designed to decrease violence in schools have largely focused on reducing student-to-student aggressive behavior through school-based curricular programs (SBCPs), essentially ignoring interpersonal relationships between students and adults in schools, student bonding to schools, disproportionalities in the application of student discipline, and related organizational factors that comprise the school climate.

After considering several vantage points, it is the conclusion of this study that character education is a stellar attempt to reduce school violence and for increasing academic achievement. Educators should emphasize character development, as it is a culmination of a strong union of streams of evidence about factors influencing learning. According to Nucci and Narvaez (2008), moral and character education should be considered by educators as being congruent with learning individual values and identity formation.

Character education has several positive outcomes that address the various needs of schools and communities. For example, it includes values such as tolerance, humility, modesty, and trustworthiness. Moreover, it is emphasized that cheating is a negative characteristic for every student. That is, every student should not enterprise cheating, even when they hear about it, they should not condone it. Thus, it is stressed that academic learning and performance is linked to social-emotional skill and character development, such as in recent studies aiming to understanding the functioning of the brain and its role in learning. These studies have only provided further evidence of the role of social and emotional factors in academic accomplishments (Kusche & Greenberg, 2006). These studies support the notion that every educator should take character education into account.

How could character education be applied toward prevention?

Character education may incorporate some local and state programs to help students increase achievement by developing their behaviors not just in schools, but also in contexts outside of schools. One program called “Your Environment Education Program,” is mentioned by Starr (1999). According to this program, each week, a word is chosen such as tolerance and honesty, to be discussed in the class. At least 10-15 minutes are allocated for these discussions. These discussions are meant to facilitate the comprehension of the meaning of the value by illustrating real life implications, motivational quotes, and recommending some beneficial assignments for students to complete. All of these elements enhance students’ deep understanding of the word. This program also encourages parents to help their children by providing some books containing the word for that week. Parents are also encouraged to stress the meaning of the word at home by incorporating it into daily activities that families do together. Starr (1999) states that the community in Pittsburg also promotes Your Environment Education through program media outlets, local business sponsorships as well as the mayor’s office to promote the importance of character education.

There are negative implications for not employing character education in schools when the opposite methods are considered. The evidence indicates that punishment or incarcerating large numbers of young people for prolonged periods is ineffective and counterproductive (Wilson, 1994). A major problem with using targeted weapons searches in schools is that they implicitly stigmatize those students who are screened as potentially dangerous. The sudden and unexpected arrival of security personnel with metal detectors is also intimidating, anxiety provoking, and disruptive to learning. Serious conflicts also have a tendency to erupt suddenly and to go up out of control before mediation efforts can be initiated, therefore, as long as guns and other weapons can be brought freely into schools, educational approaches alone cannot be expected to solve the problem.

Recommendations

Recommendations based on the information outlined in the study include: providing teachers, administrators and school psychologists with extensive and effective training about development; while character education program is implemented teachers should be aware of their expression toward students. For example, teachers should not give commands to students for preventing a mistake, instead it should be posed to the student as a question of morality such as why they should not engage in a certain behavior and what the consequences might be and whether or not they are willing to accept these consequences. A model should be embraced for serving students that focuses on early interventions and offers access to character education. The environment and society should be informed about character education in order to foster a place, where the students can develop their pro-social skills and improve academic quality. Last, character education curriculum should be supported with media so that while behaving, students can be easily reminded of their objectives, for example, cartoons could be used as an impactful reminder.

References

• Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K. (2003). The relationship of character education implementation and academic achievement in elementary schools. Retrieved May 9, 2006, from the ProQuest database.
• Berkowitz, Marvin W. and Bier M.C. (2005). Character education Parents as Parents. Association for Supervision and Curriculum Development, 64-69.
• Berkowitz, Marvin W. and Hoppe, Mary Anne (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142
• Brooks, B. (2002). Increasing test scores and character education: The natural connection. Retrieved May 2, 2006, from http://www.youngpeoplespress.com/Testpaper.pdf.
• Cohen, J (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard Educational Review, 76(2), 201-237
• Colorado State Department of Education, Denver. (2000). Shaping the future through character education: Colorado state conference on character education. (ERIC Document Reproduction Service No. ED468627).
• Clayton , C, Ballif-Spanvill, B. L., & Hunsaker M. D. (2001). Preventing violence and teaching peace : A review of promising and effective antiviolence, conflict-resolution, and peace programs for elementary school children. Birmingham Young University, Women’s Research Institute
• Durant, R. H., Kahn, J., Beckford, P. H., & Woods, E. R. (1997). The Association of Weapon Carrying and Fighting on School Property and Other Health Risk and Problem Behaviors among High School Students. Archives of Pediatric and Adolescent Medicine, 151, p. 360–366.
• Elementary Makes the Grade! CDE, 1999, http://www.cde.ca.gov/ci/gs/em/emgsummary.asp
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
• Elliott, D. S., B. A. Hamburg, and K. R. Williams, eds.(1998). Violence in American Schools: A New Perspective. New York: Cambridge University Press.
• Esquith, R. (2003). There are no shortcuts. New York: Pantheon Books.
• Farrington, D. P. (1996). Understanding and Preventing Juvenile Youth Crime. York, U.K.: York Publishing
• Furlong, M., & Morrison, G. (2000). The school in school violence: Definitions and facts. Journal of Emotional and Behavioral Disorders. 812, p. 71-82
• Glanzer, P. L., & Milson, A. J. (2006). Legislating the good: A survey and evaluation of character education laws in the United States. Educational Policy, 20(3), p. 525.
• Howard, R, W., Berkowitz, M. W., & Schaeffer, E. F. (2004). Politics of character education. Educational Policy, 18(1), p. 188-215.
• Kusche, C., & Greenberg, M. (2006). Brain development and social-emotional learning: An introduction for educators, In M. J. Elias & H. A. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press
• McGuinty, D. (2003). “Character education: A key part of the Ontario Liberal Plan.” Orbit, 33(2), p. 15.
• Miller,T.W., Kraus, R. F., and Veltkamp, L. J., (2008) Character Education as a Prevention Strategy for school-related Violence, T. W. Miller(ed.) In School Violence and Primary Prevention, p. 377-390.
• Muir, E. (1992). School Staff Victimization: Monitoring the Trends. School Safety (fall), p. 4-6.
• Nucci, L., & Narvaez, D. (Eds.). (2008). Handbook of moral and character education, New York: Taylor & Francis
• Price, J. H., and S. A. Everett. (1997). A National Assessment of Secondary School Principals Perceptions of Violence in Schools. Health Education & Behavior, 24, p. 218–229.
• Samples, F., and L. Aber. (1998). Evaluations of School-Based Violence Prevention Programs, In D. S. Elliot, B. A. Hamburg, & K. R. Williams (Eds.), Violence in American Schools: A New Perspective, New York: Cambridge University Press.
• Starr L. (1999). Is character education the answer? Retrieved August 1, 2008 from http://www.education-world.com/a_issues/issues047.shtml.
• Vardin A Patricia Montessori Life, (Spring 2003). Character education in America. ProQuest Education Journals, 15(2), p. 32
• Wilson, J. Q. (1994). Just Take Away the Guns. New York Times Magazine, 20 March, p. 46-47.

While the shahadah, the testimony of faith, detaches one from finite and false masters, the salat, the ritual prayers, detaches one from worldly affairs, zakat, charitable alms, detaches the worshipper from the pangs of material wealth, and hajj, the pilgrimage, is a means of detachment from the burden of sins and racism or nationalism, and sawm, fasting, detaches the worshipper from physical desires and emotional impulses.

What appears to be a self-inflicted ordeal to some is really a profound human experience. Fasting addresses a fundamental weakness in the human self-the tendency to act on impulse. The constant exercise of willpower to refrain from eating, drinking or having sexual relations, even though the body is constantly sending impulses to the human self, means that the will is in control. Fasting is not just about staying hungry or thirsty; it is also a struggle to refrain from any destructive impulses of the human self. Prophet Muhammad, peace and blessings be upon him, remarked, “If one does not abandon lies and acting on lies while fasting, then God has no need for him to give up food and drink.” So the main outcome of fasting is the curbing of all physical impulses that do not originate consciously from the person. In this way, one’s absolute dependence on these desires and impulses is detached and transformed into a relative dependence and one is guided only by God, which leads the worshipper closer to God.

Therefore, the fundamental spiritual benefit of fasting is to exercise the willpower and to attain the self-control that we need for success in every part of our lives. Fasting consecutively for 30 days truly sharpens the willpower and makes self-control a habit; this is true to such an extent that at the end of Ramadan most people feel as if they are still fasting. The benefit of attaining such a razor-sharp willpower extends its positive impact to every part of human life. It is important to maintain this newly gained ability throughout the year until the next Ramadan. The Holy Prophet used to fast on Mondays and Thursdays every week outside of Ramadan. He recommended Muslims to do the same or come up with other formulae for regular fasting, although this was not made compulsory.

An interesting experiment was done in the 1960s at a preschool on the Stanford University campus when the ability of four-year olds to resist temptation was tested. A marshmallow was placed in a room and the children were told that they could have the marshmallow immediately, or if they waited until the tester had run an errand and returned, then they could have two marshmallows. Some children waited for two marshmallows, while others ate one immediately. These same children were followed over 14 years to see how they managed in life.

Those who had resisted temptation at four were now, as adolescents, more socially competent, personally effective, self-assertive, and better able to cope with the frustrations of life. The third or so who grabbed the marshmallow, however, tended to have fewer of these qualities and shared instead a relatively more troubled psychological portrait. Even more surprising, those who had waited patiently at four were far superior as students to those who acted on whim. Most astonishingly, they had dramatically higher scores on their SAT tests. There is perhaps no physiological skill more fundamental than resisting impulse. It is the root of all emotional self-control, since all emotions, by their very nature, lead to one or another impulse to act.1

Naturally how one is raised in childhood has a great bearing on the skill of self-control. If our parents do everything we want and bring us everything we ask for our self-control will be low. Fortunately, Islam’s practice of fasting can break this negative childhood conditioning.

Mehmet Ozalp is the Executive Officer of the Affinity Intercultural Foundation, Auburn, Australia. He is the author of 101 Questions About Islam.

Note

1. Coleman, Daniel, Emotional Intelligence, London: Bloomsbury, 1996, pp. 81-82.

Modern medicine, which tries to understand the biological structure of human beings, has been carrying out research in recent years that reveals the manifestations of the above fact. For instance, in classical text books the heart is introduced as a mechanical system that pumps the blood, a center to which all the organs of the body are directed; but recent research shows that there is a nerve system in the heart, just as there is in the brain, and that the heart assumes responsibility, to the same degree as the brain, in the control of the body. It has been revealed that the harmonious functioning of all the other bodily systems is regulated by the heart to the same degree as done by the brain. In recent years, the heart has been depicted as the sage and master of the palace that is the body. Alongside the abstract, analytical, and logical intellect of the brain, the heart is equipped with emotional and communicational intellect. Emotions are first produced in the heart; the signals produced in the heart are then carried very rapidly over to the limbic system of the brain. It is then through the brain that the emotional response is carried over to the body and communicated to those around it. Research which has been carried out in the framework of studying the heart-brain relationship has revealed things that may change our attitude toward the heart, as well as affecting our presuppositions about humanity and how our health can be protected.

The two-way communication system that exists between our heart and brain is one of the most complex communication systems in the world. For a start, the heart is made up of 40,000 nerve cells which pertain to it alone. This number of nerve cells is close to the average found in various centers of the brain. It has a complex and mysterious nervous system unto itself and this nervous system is defined as the “brain in the heart.” There is clear and sound proof that the heart communicates with the brain along four different pathways. The first is via the nerves (the neurological pathway); the second through the hormones and neurotransmitters (the biochemical pathway); the third is made up of the pulse waves created by blood pressure (the biophysical pathway); with the fourth being the interaction of the electromagnetic fields (the energy pathway). The sympathetic nerves that envelope the heart like a web are one of the four important communication and regulation branches of the heart-circulation system. The heart operates in a system which produces one of the most powerful and broadest electromagnetic fields in the human body. The bioelectromagnetic fields that are produced can be measured by SQUID (Superconductor Quantum Interference Device) from 50-70 cm away. The electrical field in the heart measured by an electrocardiogram (ECG) is on average 60 times greater in amplitude than the electrocephalogram measurements taken from the brain; the magnetic component of the heart is 5,000 times stronger than the one in the brain. Consequently, these forces cannot be absorbed by the tissues and disappear; similarly the blood pressure that is produced by the rhythmic activity of the heart, the sound pressure, and the changes in the electromagnetic waves are not only carried over to each part of the body, but at the same time the scattering of that field of energy is felt by the people who are experiencing it. All these observations show that the heart has been given the role of a signal station, providing and regulating the synchronicity within the entire body. When people experience different emotions (fury, happiness, fear, and despair) the heart beat changes along with the rhythmic patterns produced by the pulse (Figure l and 2). 

The Emotional State of the Heart Affects the People around

The quality of the electrical signals that emanate from the heart affect all the cells of the body in a negative or positive way. It has been observed that the electromagnetic fields produced in the heart affect the emotions and thoughts of other people who are in physical contact or 50-70 cm away from a heart that is producing these emotions (Figure 3).

This shows that the emotional state of educators in preschool environments and mothers has a direct effect on the development (especially that of heart and mind) of the children. In particular, if the people who work in preschool environments are under stress, temperamental, unhappy, or depressed, this will not only affect the educator, but also the development of the children under their care. When those who are working with children have positive emotions, are affectionate, and smile, this has a positive effect on the development and learning curve of children.

The development of the brain and heart in children is dependent on their mothers and educators having a healthy heart. For these hearts to be healthy they have to possess positive emotions (such as affection, compassion, and love). In one study carried out at Harvard University, it was observed that adults who had not received sufficient amounts of love during their childhood or who received no affection became ill more frequently and also died sooner. It is now understood that the general heath of human beings is more dependent on our living with positive emotions and having a strong spiritual dimension than on living with logical and rational thoughts. From these we understand much better the importance of controlling the emotions that emanate from the heart through a sound education. The heart is one of the centers that regulates the general health of the individual. Behavior patterns (overworking, the performing of hasty actions, anxiety, or being temperamental) are risk factors that deteriorate the health of the heart and that can lead to heart attacks. Some research shows that an intense episode of negative emotions, like fury, anxiety, or despair over a long duration can lead to sudden death related to heart disease. The risk of stress that is related to poorly managed chronic negative emotions causing cancer and heart disease is six times greater than the risk involved in smoking, high cholesterol, and hypertension. Disliking or being unsatisfied with the work that one does is also considered to be a great risk factor when it comes to heart attacks.

The Heart Rate Variability

According to messages emanating from the sympathetic nerves in the autonomous nervous system, one of the four pathways used in the control and regulation of heart activity, the heart rate and secretion of adrenal hormones increase. The stimuli that come from the parasympathetic nerves, on the other hand, slow down the beating of the heart. The balance and harmony between the two is very important for the health of the heart. The changes that are observed in pulse patterns over time are a key measure of the balance between the brain and the heart. Heart rate variability (HRV) shows whether or not the electrical stimuli in the sinoatrial knot (the group of nerve cells that are responsible for the production of the electrical current in the heart) are being regulated as they should. Since the HRV parameter forms a window through which we can measure the ability of the heart to respond to the regulating signals that travel from the heart to the brain and from the brain to the heart; in recent years the determination of the percentage of heart rate variance has gained importance. The HRV measurements are carried out via tacograms; these measure and analyze the HRV for the duration of an hour. Normally, the HRV parameter is the capacity of the heart rate to respond to changing circumstances and to adapt to the required pace. The decrease and increase in this capacity in situations such as stress, temper, excessive joy, and panic disturbs the capability of the heart to adapt; it causes a decrease in this capability and can result in the collapse of the whole system. An HRV which has decreased, due to either material or emotional causes, could be a harbinger of arrhythmic cardiac arrest, myocardial infarction, the speeding up of atherosclerosis, or heart failure. Patients whose HRV decreases may die sooner than patients whose HRV is normal or high. If the HRV does not keep within the normal, balanced limits, it is highly probable that those patients may die due to a sudden heart attack.

In the biological working of the body, the brain obeys the heart. When the changes in the heart rate are harmonious, the waves (alfa or lower wavelengths) that are produced in the person’s brain are also in synch with the rhythm of the heart. In other words, there is a harmonious cooperation and an excellent unity in the compatibility of heart beats and the relationship between the heart and the brain. The research that has been done in this field shows that the activity of the brain has been programmed in synch with the activity of the heart. For instance, in embryonic development, the brain follows the heart. While the child is developing in the womb, the heart develops before the brain. The development of the brain is completed only after a child reaches one year of age. According to recent research, when a person’s emotions change, the quality of the signals that emanate from the heart to the brain change automatically as well. In other words, if the psycho-physiological state of the individual is balanced and positive, the HRV rhythms of the heart are accordingly harmonious and consequently the electrical activity in the brain is synchronized with this balance and harmony that is produced in the heart.

Research shows that humans live 80-90 percent of their lives automatically and mechanically; in their daily lives they make most of their decisions and do most of their activities unconsciously, according to habit and subconscious directives. Consciousness and will have a very weak hold on our emotions, whereas our strong emotions (for instance passion) have a greater capacity to control and direct our will and consciousness. The automatic way of life conducted through habit is dominant over the way of life led through conscious choices and will; emotions (especially passions) have, in that sense, a natural superiority over reason and logic. This natural condition and tendency of humanity makes it essential to find the answer to the question of how one may live a life that is governed by reason, logic, and will, yet maintain health at an optimal level. The key to finding the answer to this question is to take the education of the heart (or the education of “emotional reason”) seriously and giving it priority. Education which does not take emotion or passion into account, which overlooks them, has to be abandoned immediately. In its place, an education and life philosophy that gives due importance to the heart and the emotions, a philosophy where reason and logic help emotions and show them the way must be adopted.

References

• Gulen, M.F., Key Concepts in the Practice of Sufism, The Light, Inc., NJ: 2004.
• McCraty, R., M. Atkinson, D. Tomasino, Science of The Heart, Institute of HeartMath, California: 2001.
• http://www.futurehealth.org/Freezeframe.htm
• http://www.heartmath.org.

Psychologists have uncovered and grouped intelligence into three main groups: abstract intelligence (the ability to understand and manipulate using verbal and mathematical symbols), concrete intelligence (the ability to understand and manipulate with objects), and social intelligence (the ability to understand and relate to people).¹

Emotional intelligence (EI) has its roots in the concept of “social intelligence,” first identified by E.L. Thorndike in 1920. The influence of this concept on popular culture and the academic community has been rapid and widespread.

As we all know, emotions are a fundamental part of who we are, and play an important part in our relationships with others. They cannot be removed from the picture. However, most of us have traditionally been conditioned “to leave our emotions at home,” believing that in order to be more effective we need to base all our strategies and decisions only upon cold, logical “intelligence.”²

In fact, to do so often guarantees that the suppressed emotions will flare, causing increased conflict and affecting the mood of the individual negatively. But what if we continue to expand our knowledge of emotions in a different way altogether, as another kind of “intelligence,” beyond reason and logic? An intelligence that – if we could learn to access it – could become nothing less than a touchstone to greater collaboration, giving us greater influence with others, motivating us to be more productive and effective.

It could be said that the greatest distance there is is the distance between the mind (IQ) and the heart (EQ). By learning about and utilizing EI, we will be able to shorten that distance, and we will be working with astonishing capacity and effectiveness. Let us address some important questions and issues about Emotional Intelligence.

What Is EI?

When Salovey and Mayer coined the term “emotional intelligence” (EI) in 1990,³ they were aware of the previous work on non-cognitive aspects of intelligence. They described emotional intelligence as “a form of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions.”⁴

Esther Orioli and Robert Cooper state the following in explaining EI: “EI is far more than being ‘nice’ to people. It is the ability to sense, understand, and effectively apply the power and acumen of emotions as a source of energy, information, creativity, trust, and connection.”⁵

Another way to describe EI is the ability to sense and use emotions to more effectively manage ourselves and influence positive outcomes in our relationships.

Why Do We Need EI?

Primitive emotional responses of our EI hold the keys to better health, experiencing greater joy and closer connections, achieving stronger leadership, a clearer vision, greater efficacy, higher goals, expanding our personal power, enhancing our self-awareness, augmenting learning, magnifying clarity, ensuring healthier relationships and finer perception, and finally, the provision of greater satisfaction. These emotional reflexes, rarely conscious but powerful, motivate our choices. In short, we need EI for utilizing the power of emotions.

What Are the Competencies of EI?

In Goleman’s model of EI there are five key steps:⁶ self-awareness, self-regulation, self-motivation, empathy, and effective relationships; each includes a set of different competencies. All the competencies to be successful are not necessary, but the two core competencies (emotional self-awareness and accurate self-assessment) are essential. These are the two foundational abilities upon which all others rest (see Chart).

1. Self-Awareness

The cornerstone or foundation of EI is self-awareness. It supports all the other EI skills. Self-awareness must come first because if we do not know ourselves or what we are feeling, how can we possibly know the needs of others or understand someone else and how they feel?

The more we know about ourselves, the better we are able to control and choose what kind of behavior we will display in any given situation. Self-awareness is about knowing where we are now and where we want to go, so that we will be willing to change to get there. Without self-awareness, our emotions can blind us and guide us to do things or to become people we do not want to be.

To become more self-aware, one must follow these steps:

• Learn the difference between thoughts and feelings. It is extremely important to know the difference between “I think” and “I feel” if you are to know yourself better.

• Ask yourself how you are feeling throughout the day and be honest. If your heart races or you blush or if you are short of breath – this is usually a gut reaction. Ask yourself, “What is the feeling behind it?” Name that feeling – fear, anxiety, love, eagerness.

• Be open to input from others. Friends and associates can often enlighten us about our behavior.

2. Self-Regulation

While we are listening and learning from our gut feelings as a step toward self-awareness, self-regulation is regulating those same feelings and managing them so that they do more good than harm. Self-regulation is giving the rational side time to temper our feelings when needed. It also helps us to act intentionally rather than reactively. When we act intentionally, we mean what we say rather. The other side of the coin is to just spout off without thinking and later regret an impulsive act.

Here are some tips to help you with self-regulation:

• Monitor your self-talk (what you say to yourself in your mind).

• Accept responsibility for your emotional responses in your life. When you are feeling that you are accountable, you are acknowledging your own power.

• Anticipate emotional “triggers” and prepare to manage them.

• Reframe an irritating situation into a problem-solving exercise. When you encounter a situation that provokes an undesirable emotional response, decrease your anger by focusing on the behavior. Reframe it to make the behavior the problem, and not the person.

• Use humor!

• Never underestimate the power of taking deep breaths. Increasing the flow of oxygen to the brain eases tension, clarifies thinking and has a relaxing effect on our psyche and body. It also gives you a moment to collect your thoughts and to think before speaking.

• Remove yourself from the situation and keep moving. There are major benefits in distancing yourself from a bad situation and re-directing your energy into a new activity. This will help you regain your perspective, increase your alertness and re-energize.

Unlike Intelligence Quotient, which is fixed for life, Emotional Quotient can be continually developed to enable people to increase their awareness of their selves and others, to develop.

3. Self-Motivation

Self-motivation is directing the power of our emotions toward a purpose that will motivate and inspire us. It is also visualizing the achievement of a goal and taking whatever the necessary steps are to get there. Various ways to bolster your self-motivation are: — Be aware of how you explain setbacks to yourself… stay realistic. Realize that you can control and choose what you are thinking and feeling. Increase your persistence by keeping things in perspective. — Connect your goals with your values to get energized. Keep your eyes on the goal and follow through so you can enjoy the satisfaction of completing whatever projects you’ve begun. — Strive for reaching a —flow— state while working on projects. — Visualize! — Keep learning! The pursuit of knowledge will build on your areas of strength. You will be more valuable and versatile.

4. Empathy

Once we have become more honest and intentional with our emotions, it is time to look outward. EI is both tuning into our feelings and tuning into the feelings of those around us. It means responding to others appropriately, with sensitivity and compassion. Empathy is being able to see a problem from another person’s perspective. It is good to acknowledge other people’s emotions while still remembering that those are their emotions, not ours. Empathy begins with listening. This means making a connection with people. Individuals who lack empathy are more focused on their needs and pay little or no attention to anyone else’s. Empathy is the glue that will bind a group together to work successfully. Some of the techniques for enhancing your empathy are: — Look for nonverbal cues as well as listening for verbal ones. Studies show that words account for only 7% of communication. Tone and the speed of speech accounts for 38% of the message, while 55% is unspoken and revealed through body language, such as posture, eye contact, facial expressions, and so on. — Share and be honest about your feelings. Good communication leads to trust. — Your spoken and unspoken messages should be consistent. You want what you are saying to uphold what you are doing. This proves that you are being honest, or authentic, which builds trust. — Take the kinder road whenever possible. There are many ways to deliver opinions and criticism. You can be honest and still give positive feedback, which increases confidence. Construc-tive feedback increases competence. — Try to see a situation from the other person’s perspective. Empathy is about imagining what it would be like to walk in someone else’s shoes. We ought to assume that everyone is doing the best they can with the resources that they have at the moment.

5. Effective Relationships

Mastering the abilities of self-awareness, self-regulation, self-motivation, and empathy paves the way to attaining greater skill in effective relationships. This competency is about interacting with people successfully and being adept at managing emotions in others. With heightened social skills, leaders are better communicators and better collaborators. Some EI techniques for having more effective relationships at work: — Share your passion and enthusiasm for your job and the organization’s vision — it’s contagious! Keep the vision in view by relating your own excitement for a project or goal. — Create an inspiring work environment. If you show honesty, trust, and appreciation toward your team, you create the perfect environment for them to do their best work. — Engage in creative brainstorming. Not only is brainstorming good for generating fresh ideas, but the process builds rapport and trust among team members. This could smooth the way to future collaborations because of the creative bond that has been formed. — Be willing to coach or mentor others and be open to being coached yourself. This is the most important relationship skill in the workplace. By sharing your knowledge and expertise with other team members, you are nurturing the next generation. And by allowing someone to coach you, you are showing that you are receptive to others’ ideas and that you do not —know it all.— In conclusion, quite simply the EI competencies of intra-personal and inter-personal skills are central to our life and are a different way of being intelligent. They are the tools that our brains use to define ourselves, to shape the meaning of major concepts like love, success, and happiness. EI has been found to be more important than IQ, technical ability, or experience in determining life success. Unlike IQ, which is fixed for life, EQ can be continually developed to enable people to increase their awareness of their selves and others, to develop self-management strategies, and to connect with others to create collaboration and harmony. In practice, EI also enables people to tap into their true power and creativity and to consciously choose the most effective response to any situation rather than merely reacting impulsively.

Footnotes

1. Ruisel, I., Social Intelligence: Conception and Methodological Problems, 34(4-5), 281-296.
2. Emotional Intelligence Workbook, CRM Learning, Carlsbad, 2001.
3. Salovey, P., & Mayer, J. Emotional Intelligence, Imagination, Cognition, and Personality, 1990.
4. Salovey, P., & Mayer, J., The Intelligence of Emotional Intelligence, 1993, 17, 433-442. 5 See http://www.qmetricseq.com/
5. Goleman, D., Emotional Intelligence, Bantam Books, New York, 1995.

The specific neurobiological processes, brain structures, genes, and other factors involved in human intelligence are still largely unknown. Current research on brain anatomy and physiology suggests that various levels of intelligence may be associated with such things as the number of connections between neurons or the degree of branching in cortical neurons. Important factors may include brain metabolism and how fast nerves conduct signals.

Types of intelligence

Measuring intelligence depends on which of the three intelligences one relies on and uses the most. For example:

Static Intelligence: The accumulated knowledge measured by IQ (Intelligence Quotient) tests. Psychologists call it cognitive content. Standard IQ tests have changed very little since their first appearance over 100 years ago, while cognitive psychology’s understanding of how the brain and mind function has made great progress over that same time period.

Fluid Intelligence: How quickly the mind learns and adapts to new problems and conditions. Also known as practical or dynamic intelligence, this important aspect is hardly ever measured.

Brain Intelligence: Also known as BrainQ or cognitive capacity, this is the speed and efficiency at which the brain processes information. In electronics, Q is how efficient and well-tuned the circuit or system is. So BrainQ is how tuned the brain is, which is reflected in mental quickness, memory, and concentration powers. It is fluid and variable, as it is e very sensitive to environmental and lifestyle conditions.

Both static and fluid intelligence depend on BrainQ. Academic, professional, and even personal success depends mostly on BrainQ. In fact, studies have shown very little correlation between one’s IQ score and monetary success. Most importantly, BrainQ (also known as brainpower) is highly trainable (improvable) with the appropriate type of exercise.

Emotional Intelligence (E-IQ) and BrainQ are correlated. According to Mayer, Caruso, and Salovey, emotional intelligence is composed of being able to identify, perceive, express, and understand emotions in different contexts; emotional understanding; and emotional management.

Measuring intelligence

Abundant research proves that thinking about and testing for human intelligence is no small matter. Yet, Robert J. Sternberg, professor of psychology at Yale University, says that, in many ways, we have it all wrong: There are major problems with conventional thinking about intelligence at best, our notions are incomplete, and at worst, simply wrong.

The dominant psychometric approach to studying intelligence claims to measure intelligence through IQ tests. One’s IQ is the result of dividing a person’s mental age by his/her actual age. This procedure has been dropped, but IQ is still used to refer to the scores obtained on intelligence tests and to the tests themselves. Such scores are normally scaled so that the mean is 100 and standard deviation is 15. Ninety-five percent of the population scores within two standard deviations around the mean (between 70-130).

Many IQ tests exist to measure verbal, spatial, mathematical, and analytical skills, while others depend on reaction or recognition time to a visual stimulus. Several IQ tests combine multiple subtests, each testing a specific skill. Regardless of the test’s nature, many researchers believe that factor analysis can extract a general statistical factor (g) from thes results of to obtain a general measurement of intelligence. There is evidence suggesting that g correlates with academic success and, to some extent, with measuring non-school accomplishments.

Despite its wide acceptance, not all researchers agree with the concept of a general, measurable intelligence factor. Some experts believe that g measures some types of intelligence (e.g., analytical problem solving) but not others (e.g., creativity and practical intelligence). Other theorists have abandoned the idea of accurately measuring intelligence, saying that there are multiple kinds of intelligence that cannot be measured with pen-and-paper tests.

Sternberg has proposed a new definition of intelligence that includes analytical skills (the ability to analyze and judge, compare and contrast) and creative and practical abilities. He adds the second and third factors to make the definition of intelligence more meaningful, although he acknowledges that analytical intelligence is an important component of intelligence. Creative intelligence is measured by problems assessing how well an individual copes with relative novelty and can create or invent new products, while practical intelligence measures the ability to handle daily problems.

Increasing IQ?

Some studies have shown that young children exposed to stimulation-rich environments in kindergarten had higher IQ scores than their non-exposed classmates. However, such increases were mostly gone upon graduating from elementary school. Despite this temporary improvement, evidence suggests that the exposed children tended to perform better in school, were less likely to need special education, and were more likely to finish school. Thus, some cognitive functions as well as one’s quality of life were enhanced.

The results of such test suggest that stimulation is a key factor in increasing cognitive performance. Could this positive effect be prolonged by continued exposure to enriched environments? Recent studies in neuroscience show that neuronal synapses in a highly stimulated environment tend to grow and expand, at least in the visual system, compared to those that receive only background static (white noise) input. Also, synapses tend to grow stronger with regular stimulation, which suggests that cognitive function may be improved by a variety-rich environment, stimulation, and activity.

Another suggestive study is the Mozart effect. Researchers picked his Sonata for Two Pianos in D Major for its complexity, and showed that college students who listened to it before taking a spatial-temporal reasoning test performed better than control subjects. However, the effect only lasted 15 minutes and seems to be specific to the piece of music and to experimental conditions.

Although these results are limited to specific circumstances, they still have promise. The results are temporary, but one can make an analogy between these effects and those of physical exercise, which are also usually temporary. The key in maintaining and potentially improving cognitive function may be the forms of mental exercise. Solving puzzles, reading, learning new language or a musical instrument may have positive effects. Again, the important point may be in optimizing overall cognitive function rather than in increasing measured IQ scores, which research shows to be relatively stable after childhood.

Physical exercise clearly provides optimal results when combined with a proper diet. The same is likely to hold for mental exercises. Severe malnutrition while a child can have negative effects on intelligence, and the brain requires nutrients to function properly on a daily basis. Also, physical exercise seems to have a positive effect on mental performance. For example, aerobic exercise appears to increase memory retention, improve some types of creative problem solving, and has positive effects on general well-being. Also, exercise can help relieve stress, which has a negative impact on learning and memory. Various relaxation techniques are also beneficial.

Overall, it does not seem likely that measured IQ can be increased permanently. But other supporting factors of cognitive function might be enhanced, thereby optimizing overall mental performance. The best ways to do this seem to be combining physical and mental activities to create a stimulating environment, and to get enough nourishment.

Sternberg’s theory of intelligence

Sternberg has made some interesting points that have been borne out by research results. For example, he has demonstrated that people can handle cognitive challenges in real-life situations. For example, housewives and Brazilian street children have difficulty calculating in a classroom, but not in a supermarket or while making a deal on the street, respectively.

Another consideration is the importance of family expectations on children’s learning. For example, Kenyan families typically do not value formal Western, but do value knowledge of the indigenous environment. He found that when Kenyan children were tested on their knowledge of the indigenous environment, those who scored high on the indigenous tests scored low on conventional IQ tests.

Sternberg also has shown, in a study of Yale students, that students in the high-analytical group were much less diverse in terms of racial, ethnic, socioeconomic and educational backgrounds than those in the high-creative and high-practical groups.

Sternberg’s research has critical impacts on teaching. He asserts: First of all, it is important to note that all three abilities analytical, creative, and practical can be taught. When students are taught in a way that best fits how they think, they do better in school. Children with high levels of creative and practical abilities, who are almost never taught or assessed in a way that matches their pattern of abilities, may be at a disadvantage in course after course, year after year.

Abusing IQ test scores

However, Sternberg is aware that resistance to change in measuring intelligence is great and widespread. He adds: The U.S. has developed a multi-million dollar testing industry whose tests are based on conventional notions of intelligence. The modern version of the Stanford-Binet Intelligence tests or the Wechsler Adult Intelligence Scales have not evolved much over the years. Whereas old computers and old VCRs and old telephones rapidly go out of date, old tests never seem to die, except for updating of norms and cosmetic changes.

Sternberg is confident that conventional notions of intelligence can be surpassed, despite the reluctance and opposition to change, and that doing so will benefit everyone. He concludes: In fact, the most important abilities for science are creative abilities, and if we continue to measure students with conventional tests and do not value creative abilities in training, the result may be that we are picking the wrong people. People who are highly creative may be denied the opportunity to go into science, and science may lose its best potential to advance.

The current misuse of IQ or similar tests is not as problematic as the ones in past. Murray and Herrnstein’s controversial The Bell Curve summarizes research allegedly purporting that blacks are innately less intelligent than whites. This conclusion depends on culturally biased IQ tests or content-oriented SAT tests. However, these conclusions neglect the social limitations, unequal conditions, underprivileged situations, low-quality education, malnutrition, and poverty. The famous Milwaukee Project of the 1970s showed that nurturing plays a vital role in a child’s intelligence. And Goddard’s results, obtained in the early 1900s and based tests given to newly arriving immigrants who had spent months on a boat, who were mainly laypeople, and often had little if any grasp of English, has been disproven by those very people and their descendants, many of whom went on to build quite successful careers in America.

IQ tests are culturally biased. However as Reynolds points out: The argument is whether the brain’s processing speed determines how well one can do in an IQ test. The IQ tests and SATs are very content-oriented. If you weren’t taught some important element, you’d be at a disadvantage (Report From Biomedical). Rather than this, an IQ test should check how quickly one’s brain can process information.

Conclusion

In conclusion, intelligence depends on many things: daily diet, physical and mental exercise, emotional state, stress, and so on. It is not fixed or static, so one can improve it by a combination of techniques that suit the individual. In spite of the developments in cognitive science and medicine, measuring intelligence is still in its crawling stage and open for research. One can be filled only with awe before such a vital yet mostly unknown organ, whose functions have tantalized humanity for centuries. Thus, each person should appreciate having such a distinguishing feature and thank the Creator.

References

• Herrnstein, Richard J. and Charles Murray. The Bell Curve: Intelligence and Class Structure in American Life. Free Press: 1996.
• Mayer, J. D., D. Caruso, and P. Salovey. Selecting a Measure of Emotional Intelligence: The Case for Ability Scales. (Second submission version), 11 January 2000. Chapter in: R. Bar-On and J. D. A. Parker (eds.), The Handbook of Emotional Intelligence. Jossey Bass: 2000.
• NIH Behavioral and Social Sciences, NIH Behavioral and Social Sciences Research Seminar Series, 1999.

But you don’t know what she did to me! Why didn’t he remember our anniversary? Why weren’t my parents more loving? Sound familiar? Of course, because we have all faced these or similar problems.

Most of us grew up learning that we should try to forgive others. Dr. Luskin, director and co-founder of the Standard University Forgiveness Project, has conducted several studies on forgiveness as a source of various medical and health benefits as well.

He writes: Scientific research clearly shows that learning to forgive is good for one’s health and well-being good for mental health and according to recent data good for physical health as well gratitude, faith, and care have a positive impact on cardiovascular functioning Almost uniformly, the forgiveness studies show positive results in psychological and emotional well-being. People who are taught to forgive become less angry, more hopeful, less depressed, less anxious, less stressed, more confident, and they learn to like themselves more (pp. 77-78).

Dr. Luskin’s main point is that forgiving others helps us lead a more satisfying and fulfilling life. Each of us stores pain from unrealized goals, failed relationships, personal failures, and so on. Over time, it begins to take over our lives and thwart our quest for happiness.

His techniques rest on several foundations, among them identifying your grievance story, starting with the small hurts and working up to the big ones, practicing forgiveness, realizing that forgiveness does not necessarily involve reconciliation or acceptance, understanding that you are the only one suffering, and concluding that it is time to let go and move on.

Some of his techniques are the following:

– PERT (The Positive Emotion Refocusing Technique). Do we watch the Grievance Channel, home of such popular re-runs as I Had Rotten Parents, My Life Was Unfair, or My Parents Mistreated Me? Why are we not switching (recognizing and taking responsibility for our situation) to the Gratitude, Beauty, Forgiveness, or Love channels?

Other elements of PERT are the breath of thanks. Breathe in and out slowly, be aware that you are breathing, and give thanks that you can breathe and are alive. Then apply the heart focus, by bringing to mind a very positive memory and allow the associated feelings of peace and love to engulf you.

– Challenging unenforceable rules. As we cannot control everything and are imperfect, others will continue to disappoint us. Why get mad at them for being human? We are not perfect, so why should we expect them to be perfect? In short, we need to hope for something instead of demand something of others and ourselves.

– HEAL. Hope (for a specific outcome in a specific situation), Educate (limited control results in something unexpected), Affirm (reconnect to your goal by affirming your positive intention), and Long-term (make a long-term commitment to your long-range well-being).

Dr. Luskin recommends practicing these exercises several times a day in a secluded place. Set aside about 15 minutes for each session, and work toward becoming a forgiving person. Acknowledge your submerged anger and pain, decide how to deal with these negative feelings that are harming your emotional balance and physical health, remember how much better you felt the last time you forgave someone, and then do it. This will transform you into someone who finds it natural to forgive and thereby deprive others of their negative power over you.

In our agitated world of ever-rising expectations, this book is just what we need. As Dr. Luskin shows, a dose of realism and forgiving people’s imperfections will lead each of us toward a more fulfilling life. And isn’t that what we all want?

Light reveals a world of colors by painting everything it touches. Our plain and soulless furniture gains meaning. Our brown bookshelf, gray study table, green mug carpets, rugs, curtains the yellow wheat fields in the harvest picture, the blue china vase, our favorite brown sweater the striking green of a tree surrounded by concrete buildings, the blue sky, and the carousel of life that becomes worth living by being embellished with colors.

Let’s travel through the wonderful world of colors. Each color conceals a story. Some virtuous and sensitive eyes see the truth through them, while others see rage, anger, and all the evils dictated by the alter ego. Colors carry such feelings as anger and hope, and symbolize such concepts as sinfulness and innocence. They are abused or sacrificed, and widely preferred or despised.

Literally, color is a phenomenon of light or visual perception that enables people to differentiate otherwise identical objects. Being one of matter’s distinguishing characteristics, in a sense its meanings are the meanings of life. As truth is interwoven with life, truth might be viewed through colors.

Their Influence on People

The most important aspect of color in daily life is probably the aesthetic and psychological responses that they evoke”our psychological perception”and the resulting influences on art, fashion, commerce, and even physical and emotional sensations. For example, reds, oranges, yellows, and browns are warm, whereas blues, greens, and grays are cold. Reds, oranges, and yellows are said to induce excitement, cheerfulness, stimulation, and aggression; blues and greens to induce security, calm, and peace; and browns, grays, and blacks to bring sadness, depression, and melancholy. However, we can only generalize about such subjective perceptions.

Age, mood, mental health, and other factors affect color perception. People sharing distinct personal traits often share color perceptions and preferences. For example, schizophrenics are said to have abnormal color perception, and very young children learning to distinguish colors usually prefer red or orange. Many psychologists believe that analyzing one’s use of and response to color reveals relevant physiological and psychological information. Some even suggest that specific colors have a therapeutic effect on physical and mental disabilities.

In China, India, and Japan, colors are used in alternative medicine. Orange is considered good for depression, yellow for diabetes, green for ulcers and spiritual fatigue, and blue-violet for epilepsy. What is important here is the body’s receptor of color, such as eyes or skin. Each color’s wavelength carries and transmits energy to the bodily part having that color. This energy removes physical and emotional disorders, and colorful rays directly influence the neural system. Thus, different illnesses are treated with different rays of colors having different tones and impacts.

Although these medical benefits are still in question, color does cause definite physical and emotional reactions. Rooms and objects that are white or have light shades of cool colors may seem larger than those with intense dark or warm colors. As designers and decorators know, black or very dark colors have a slimming or shrinking effect. A cool room decorated in pale blue requires a higher thermostat setting than a warm room painted pale orange to achieve the same sensation of warmth.

People viewing unusual colors produced by special illumination may experience headaches and nervous disorders. Tasty wholesome food served under such conditions appears repulsive and may induce illness. Other colors induce pleasure. When an affectively positive or pleasurably perceived color is viewed after a less pleasant color, it produces more pleasure than when viewed by itself. This effect is known as affective contrast enhancement.

What Colors Have Experienced

Colors are not universal. Some languages do not have separate words for green and blue or yellow and orange, whereas Eskimos use 17 different words for white to describe different snow conditions. Comparing color terminology reveals certain consistent patterns. All languages have designations for black and white.

If a third hue is distinguished, it is red; next comes yellow or green, and then other colors.

Consider soccer fanatics who so love their team’s colors that they tear and burn the other team’s flag. They dye their hair and faces yellow-red, blue-white, or red-white to match their team’s colors, but cannot stand the opponent’s colors. They taunt the opposing team with clothes in their own team’s colors, even to the extent of injury or death. Most important, they gain identity, send a message, and enjoy the confidence that comes with belonging to a peer group.

Colors are gifts, not a cause of separatism. As sociologist Orhan Kologlu points out, people of different religions and nations chose different colors. In the Balkans, blue and white are considered to be Greece’s colors (its flag is blue and white). During conflicts, people do not use the colors of other nation’s flags. But this is emotional and irrational, for no nation owns a color. During a time of Turkish“Greek tension, red-white clothes were despised in Greece, and blue-white clothes in Turkey. Bulent Ecevit (current prime minister of Turkey) broke a taboo with his poem Blue Magic, which contains the lines: Like a blue magic, lies a warm sea between us / We are two nations, as beautiful as the other, at its shores. He also chose blue and white as his political party’s colors. Ironically, this party whose emblem is in Greek (!) colors now is now in power Turkey.

A nation’s color choices change over time. Ancient Turks considered blue as sacred, for it was the color of the sky. Some Turkic nations still use it as their national color. In medieval Europe, blue stood for nobility and aristocracy, and the latter were believed to have blue blood. But in America, blue is associated with low spirits, melancholy, and depression (a blue funk). For women it means learned and intellectual, while in morality it means puritanical. It also means profane or indecent (blue movies), off-color or risqué (blue jokes), and a kind of music (the Blues) dominated by sad and melancholic themes.

Red and black are most commonly associated with sociopolitical conflict. For years red symbolized violence, pillage, murder, oppression, anti-democracy, and terrorism. In emotional terms, it means a face flushed with anger or embarrassment (red in the face), or bloody (red eyes).

In politics, it means inciting or endorsing radical sociopolitical change, especially by force, as in red uprising or anything associated with communism (the former USSR’s Red Square). There are even two Red armies: the Soviet army established after the 1917 Revolution, and the Japanese Red Army formed in 1969. The first was renowned for its strict penal codes and discipline, such as punishing battalions by sending them on suicide missions. New regulations in 1960 considerably lightened the Soviet Army’s redness. The second army, a small-structured Japanese terrorist organization, remained active until 1990.

Italy’s Red Brigades, an extreme left-wing terrorist organization, chose red and violence as it sought to prepare 1970s Italy for a Marxist uprising. Chinese revolutionaries seeking to end China’s traditional culture chose red and violence, as did Cambodia’s radical Khmer Rouge (Red Khmers). This latter group massacred an entire generation, an estimated 1.5 million people out of an estimated population of 5.7 million, during their 3.5-year reign. 

It is used for heavy or serious (black intrigue); dirty and soiled (black hands); thoroughly sinister, evil, or wicked (black deed); negative (a black mark in one’s record); the supernatural or Satan (black magic); very sad, gloomy, or calamitous (black despair); a disaster (black Saturday); hostility, angry discontent, sullenness (black resentment); grim, distorted, grotesque satire (black humor); or covert intelligence operations (black government missions).

Although we associate black with negative meanings, we cannot deny that it also symbolizes seriousness, respectability, and nobility. There are occasions when white, the symbol of purity and innocence, is inappropriate says social psychiatrist Ibrahim Ballioglu. Colors should be used with the proper tones and combinations. He claims that it is logical to associate white with positive and black with negative concepts. Black and white are like night and day. The dark of night scares people, whereas the light of day relieves them. The colors hidden at night come forward in daytime. People are inclined to like light and bright colors. We apply white light in our depression patients’ therapy. One’s interest in dark colors gives clues about one’s mood. A patient’s wearing white signals that he or she is getting well.

In history, such groups as the Black Hand,1 Black Faces, and Black Shirts favored violence and vandalism. Mussolini’s fascist Black Shirts group is the most interesting. After his overthrow 1943 and the Black Shirts’ dismissal, people avoided wearing black shirts.

White means free of color; light or pallid (white hair, lips white with fear); without spot, blemish, or moral impurity; innocent or chaste (white wedding); harmless (white lie, white magic); and favorable or fortunate (white days of life). It also means politically conservative or reactionary people who undertake counter-revolutionary measures (white terror). In music, it is associated with a musical tone quality characterized by a controlled pure sound and a lack of warmth, color, and resonance.

Green means mild and clement (green winter); pleasantly alluring; youthful and vigorous; not ripened or matured (green apples, tender green grasses); fresh and new; marked by a pale, sickly, or nauseated appearance; envious (green with envy); somehow deficient or unsophisticated; and an environmentalist political movement (Green Peace) or individual working to preserve environmental quality.

Yellow is associated with sensationalized scandal items or distorted ordinary news (yellow journalism), and cowardice (a yellow streak up one’s back). Pink signifies moderately radical and usually socialistic political or economic views, as well as emotional excitement (tickled pink).

Do Nations or Religions Have Their Own Color?

Color harmony, preferences, symbolism, and other psychological aspects are culturally conditioned and vary with time and place. For instance, American and Japanese concepts of warm and cold colors are essentially the same. However, Japanese consider blues and greens good and the red-purple range bad, while Americans consider the red-yellow-green range good and oranges and red-purples bad. In the West, black signifies mourning; other cultures use white, purple, or gold.

Orhan Kural says that societies tend to use colors that comply with their culture and belief: In Indonesia’s Banggai Islands, people believe that their ancestors arrived in brown canoes. Their houses look like brown-painted canoes. They sacrifice a water buffalo and hang its head at their doors to make funerals more elaborate. During these rituals they wear red. Since the streets are filled with blood, red is dominant in their culture. In Mongolia, green is dominant. Mongolians has five times as many animals as people. I think they paint their tents and furniture green due to their love of animals and nature. In Guatemala, the Spanish invaders forced each clan to wear a different color in order to differentiate them. This seems to be welcomed and accepted by the people, for it remains in force. All women I saw in the bazaars wore the same color. The city of Varanasi in India and the sacred Ganj river reminds me of orange, and the Taj Mahal reminds me of white.

Nevval Sevindi, who lived in Iran for some time, says that Iranians consider black to be holy and noble. According to her, Iranians and Westerners both see black as a symbol of mourning. Iranians use black to commemorate their Imams, and Westerners wear it at funerals and to commemorate their saints.

It seems that they are always mourning, since they keep Karbala’ alive in their memories.2 Red is a color of disgrace in Iran. However in Turkey, China, and India, red is the color of weddings. In Turkey, the bride wears a red veil over her head on the eve of the wedding day and a red belt on the wedding day. Women wear a red ribbon after giving birth. Red means a new future and abundance. Turks do not consider black the color of mourning. They attend funerals in ordinary clothes, for death is an ordinary part of life. Africans and Asians like to wear many colors. I associate this with their living in bright and sunny countries and within nature. Sunlight affects their clothes and moods. Violet is the Byzantine Empire’s color, for only the emperor wore it. This tradition continued after the emperor’s death, for his grave was built with violet porphyry stones, says Sevindi.

Tumulus-hillock excavations in Tekirdag, Turkey, reveal that Alexander the Great’s father wore mostly purplish colors, like that of a judas-tree. Maybe this is why Byzantine emperors valued purple tones so much. Other researchers give different reasons. For instance, historian Haluk Dursun states: There is a belief in Christianity: Judas Iscariot, one of the 12 apostles of Jesus Christ, betrayed him at the Last Supper. Romans arrested and crucified Jesus. Judas, full of regret, hung himself from a tree full of white flowers. This tree felt so ashamed that it reddened. Hence it is called judas-tree. It also is said that the Byzantines recaptured Constantinople from Latin invaders when the judas-trees were blossoming, and so value this color.

Do religions have colors? Yes and no. Muslims favor green, as the covers of tombs and sarcophagus are green, and green is common in mosque decorations. Otherwise, Islam does not have its own color. Perhaps people associate green with Islam because Prophet Muhammad liked green, as it relaxes the eyes and connotes nature. In fact, he advised people to dress in plain and clean color-compliant clothes that would please the eyes.

Eastern Orthodox priests dress totally in black and wear a black cap. But this is probably not a religious color, for black is favored by Catholic priests and nuns as well, maybe for its simplicity and sobriety. Some Protestant (e.g., Lutheran) priests wear white or gray, which might be a reaction to the Catholic Church. Also, many Orthodox Jewish sect members wear long black coats and hats, usually during religious or important events to signify the occasion.

Conclusion

Colors are used for many purposes, ranging from medicine to art, politics to anthropology. They are an indispensable ingredient of our lives. But no matter how they are used, the best use of colors is observed in the works of the Great Artist.

Footnotes

1. The Black Hand is associated with two groups: immigrant Sicilian and Italian extortion rackets in America’s Italian communities (roughly between 1890 to 1920), and a secret Serbian terrorist society that promoted the liberation of Serbs outside Serbia from Habsburg or Ottoman rule.
2. Karbala’: A place in southern Iraq where Imam Husayn’s forces were defeated and killed by the Umayyad caliph Yazid I in 680.

References

• Akagunduz, Ulku Ozel. Freedom to Colors.
• Zaman North America 267 (8 Nov. 1999).
• Soylemez, Hasim. Diseases Are Treated by Colors. Aksiyon 242 (24-30 June 1999).
• Sahin, M. A. Truth through Colors (Izmir: 1992).
• www.britannica.com/bcom/eb/.
• www.m-w.com/cgi-bin/dictionary (especially the shades of meaning for different colors).