A few years ago, I was invited to present a paper on a panel titled “Teaching for the Post-Anthropocene.” At the time, I was an English teacher, at a high school in England. I was unfamiliar with the word “Anthropocene” and so started an educational journey that took me to the heart of the matter – an understanding of the root causes of environmental decline. My primary sources were Lovelock’s Gaia hypothesis, Deep Ecological thought from Arne Naess and Joanna Macy, and the works of Gregory Bateson and Fritjof Capra. These writings, among others, helped me understand that all life on Earth is interconnected and interdependent. Addressing the matter of environmental decline abstractly, in a reductionist way, is thinking about the wicked problem at the same level of consciousness that created it. It is not enough to recycle or change lightbulbs, as Leonardo Di Caprio, the UN Ambassador of Peace for Climate Change, demonstrates in his documentary Before the Flood that what is needed is a shift in perspective – shift in the way we view the world and our place in relation to it.

Fundamentally, the problem of environmental decline is a malady of tension – between the self, society, and nature. Over time, when one begins living in a more connected way, developing intimacy with nature, a deep reverence for life and an awareness of the spirit emerges. The environment’s decline is a sign that modernity is suffering from a crisis of spirituality. Despite the urgency with which humans need to reconnect with nature and the spirit, I believe it is important for a person to discover and find the deep mysteries of life on their own. With guidance, yes – but each of us must relate to, and discover, the world, personally. Becoming connected to and aware of nature highlights the role of the educator in the post-Anthropocene paradigm.

Before diving into the educational offer of this new paradigm, which Thomas Berry calls the Ecozoic era – “the geological era earth is entering when humans live in a mutually enhancing relationship with Earth and the Earth community” – we need to touch briefly on the elements within the present education systems, across the world, that have fed the existence of the Anthropocene.

Through the lens of Paolo Freire, we understand formal, mainstream education is oppressive. It is dehumanizing and moulds people into consumers and workers. Education systems all over the world value academic intelligences (Gardner) over all others. These intelligences are favoured because they serve the economic values the system upholds. These values define what education offers, as well as the way one sees the world and their relationship to it. Education presently preserves patho-adolescence, which few move on from in adult life. This is a term that will be discussed later in this article.

The contemporary education system also perpetuates “The Old Story” – the story of separation. This story divorces humans from nature and the world by “othering” and commodifying it. The world becomes an empty place, devoid of spirit. And the kosmos – a term revived from the Greeks by Von Humboldt to describe the interconnection of all in the universe – becomes a dark, empty void. Because humans are educated and socialized into these values and perspectives, it is understandable that many see the world as a place absent of soul, and they do not recognize or understand the responsibility of guardianship that comes with living life as a human being. Viktor Frankl says, “with great freedom comes great responsibility.” Because many adults are unable to recognise their responsibility to life, is it fair to ask, are we really free? Or are we just poorly educated?

Regenerative education supports the emergence of healthy adults. From the ecozoic perspective, this adult is one “who understands why he is here on Earth, why he was born, and is offering his unique contribution to the more-than-human world” (Plotkin). The soul-centred adult is one who lives with a sense of belonging to the Earth community, and who works with nature and lives with a sense of reverence towards it.

This adult has shifted perception and no longer lives with an Anthropocentric/human-centered worldview. Rather, the adult that emerges lives with an eco/soul-centered sense of belonging. This means one recognises one’s self as being a part of the web of life. One has embodied understanding, that each living being has significance and contributes to the whole in its own unique way. This shift is extremely empowering, because it enables a person to understand and recognize that we are all irreplaceable; that we all carry and hold a gift that no one else can offer to the Earth community. When one begins to live from that gift and shares it with the community of life, the Earth becomes a little more complete.

John Seed, an environmental activist, makes the point clearly. He experienced the shift in his perception while protecting some native rainforest in Australia. He said,

‘I am protecting the rainforest” develops to “I am part of the rain-forest protecting myself. I am that part of the rainforest recently emerged into thinking.’ What a relief then! The thousands of years of imagined separation are over and we begin to recall our true nature. That is, the change is a spiritual one.

When one’s perspective shifts to that of belonging and place, the choices one makes, the values one lives by, and the attitudes one has towards life and one’s self, shift, too. It is this shift that regenerative education serves.

When planning for regenerative education, two points of focus emerge. The first is the support and guidance given to the person as they progress through life, and the second is culture repair – co-creating regenerative culture. If the culture of the place one learns in is not regenerative – that is, connecting the self, society, and nature – and is not conducive to the peace growing from these connections, then growth, flourishing, and individuation are inhibited. The individual needs a healthy, life-enhancing environment to be in, and to thrive, the environment needs a collection of connected people.

The San bushmen, a nomadic hunter/gathering tribe that lives in the Kalahari Desert, offer comprehensive examples of what a connected way of life resembles, and they model how it is lived and shared through their culture. Through his 20+ years of research, Jon Young, an anthropologist and tracker, has come to believe the San people are some of the most connected people in the world. It is with their knowledge, and the knowledge of other wisdom traditions from around the world, that modernity can begin to relearn how to live in a connected way. The challenges come in finding ways to bridge ancient wisdom with modern attitudes and ways of life.

We, in the modern world, have forgotten what it takes to raise and develop healthy, connected human beings.

Jon Young believes there are 64 elements (512project.com) which comprise regenerative culture/culture repair. For these elements to exist, they need a defined social structure. Traditionally, this structure has been called “the village.” In a regenerated system of learning, it is the village that raises and educates the child. The process of education and support for the newborn begins from the moment of birth, if not before. Parents give love and support the independence of the youth to develop into self-reliant adulthood. Aunts and uncles facilitate the emergence of the child’s uniqueness, offering mentoring in ways parents cannot. Grandparents teach children what they need to know, offering healing and support from their wisdom and experience. Such social support is difficult to come by in modern settings and households, because a) the nuclear family rules; b) adults need to work to provide for their families; and c) there has been a breakdown in trust between adults and youth. Within the context of the village, a person has 25-30 people to share stories with. This is far greater than the access any modern human has to intimate and trusting social connection.

The biggest difference that is emerging between The Old Story and The New Story is abstraction/holism. Formal mainstream education judges a human being ready to learn from a curriculum at a set age – usually 4 – and ready to enter the world of work at the age of 18. In these 14 formative years, the person will have learnt enough about the world and acquired the necessary knowledge and competencies to go into the world with qualifications (hopefully) and begin working; or, they will continue learning at a university. The New Story understands education holistically and recognizes it is a shared, collective responsibility to support, mentor, and guide a child and adolescent into true adulthood. Each member of the village can give something unique to the child, enriching the learner’s understanding of their place and journey. The New Story asserts that learning is qualitative and is not time-bound. We all develop and grow in our own ways, at our own paces and rhythms. We each have our own gifts to bring into this world.  

Measuring learning quantitatively overlooks the psycho-social and psycho-spiritual development of a human being. Presently, students may graduate with grades (or not) and be judged ready to go into the world of adulthood, but psycho-spiritually, they may be stuck in patho-adolescence. This refers to a psycho-social stage in life, which many Westerners sleepwalk through. Bill Plotkin, a depth psychologist and the founder of the Animas Valley Institute, defines pathoadolesence as,

an egocentric existence focused upon the attempt to look good to others; to conform and/or to rebel against the ordinary and mainstream; to “get ahead” in the dog-eat-dog competition for material possessions, financial wealth, and social status; and to minimize the experience of challenging realities by way of addictions (whether to substances or to compulsive behaviors such as shopping, impersonal sex, or gambling).

Many remain stuck in the late adolescent psycho-social phase of development due to an absence of the village and an absence of rites of passage, which celebrate or confirm a life transition. Plotkin has refined the four life phases of childhood, adolescence, adulthood and elderhood into eight – that is, two stages per life phase. The model he has defined can be seen below. The life cycle begins and ends in the east and moves clockwise/earthwise around the circle.

This model is revelationary, because it looks at human development soul-centrically. It acknowledges and understands that every human being has a natural rhythm of unfolding and growth, which enables each person to live to the fullness of their potential… if the life-cycle is followed and supported. Each phase is defined by an archetype which speaks to and outlines the qualities, gifts, and tasks that each stage offers a person in their development. One is ready for a rite of passage when one has done the daily work of addressing and meeting the task of that specific developmental stage.

When a person experiences a shift in their center of gravity – observed in regenerative culture by elders and true adults – a rite of passage is orchestrated for the human to navigate and move through. Elders and true adults are able to identify the moments when a person is ready for a rite of passage, because they themselves have walked the path and have gone through the processes themselves. The competencies one needs to have in order to facilitate these learning and initiatory processes are completely different from the skillset of a teacher operating in a system of formal education. Comparing and analyzing the differences between “Mentors of Connection” and “Guides to the Soul” to “Teachers of Subjects” promises to be an insightful exploration of specific roles within regenerative education. However, this will need to be explored at a later time.

A question to ask, at this point is: how can the holistic support of the village be offered to a person living in the industrialized/industrializing worlds, allowing them to live in a healthy, connected way?

Over time, in the most developed parts of the world, I foresee increasing numbers of people moving away from cities, returning to the land and community/village life. This movement and transition of people can be seen as a shift towards neo-egalitarianism. It is not enough to move onto the land with good intentions and high ideals; one needs to understand what regenerative culture is, and, with this understanding, one needs to begin building the village and repairing culture. This is necessary, if one is to begin co-creating the life enhancing reality that is presently emerging across the world.

There are pockets of regenerative culture that exist already, yet we, as an industrialized/industrializing population, are a long way from realizing “local autonomy and decentralisation” (Naess). I believe the early adopters have already begun to make these transitions, yet the shift and tipping point will take longer than our lifetimes to occur. This invites the intergenerational perspective. The first peoples of North America practice the wisdom of thinking seven generations ahead. When we expand our thinking and consciousness to imagine intergenerational transition, it is possible to live with greater faith and hope, knowing that our lives are a part of something far greater than what we are living now. What we create with our lives, whilst we live, can continue to serve and be built upon by the generations who come after us.

Soulcentrism and Nature Connection are needed in today’s world and are central to a regenerative system of education: these methodologies support the emergence of human beings who are capable of leading and shaping the future of life on Earth. The soul-centered and connected adult is capable of being an artisan of cultural change. Such a person lives with the eight attributes of connection: inner happiness; vitality; a commitment to mentoring and paying it forward; empathy and respect for nature; being truly helpful with vision activated; having full awareness, full aliveness, love and forgiveness, and quiet mind; creativity; and presence. These are the qualities of true leadership, and it is these qualities that empower any person to lead and consciously contribute to The Great Turning, which Joanna Macy defines as “the essential adventure of our time. It involves the transition from a doomed economy of industrial growth to a life-sustaining society committed to the recovery of our world.”

Nooriye is a 39-year-old Iraqi female. She had a pretty normal life until a group of terrorists knocked on her door. Her two sons were killed in front of her. She was abused and tortured for days, as was her husband. Rebels eventually took her husband and left. Some neighbors helped her to bury her sons and provided her with shelter and food. She was about to kill herself when, miraculously, her husband came back 57 days later. He never told her what he went through during those 57 days. They were both in extreme pain but able to hold onto each other.

They immigrated to the U.S. a year later. Her husband found a job and is still working. They are safe now, but it has not been enough to heal them. Both still have nightmares and flashbacks. She spends all her time in her home. She stares at walls, feels numb and very fearful, and cries every day. Her speech is sparse, and she never smiles. She goes out with husband once a day but grabs his hand and won’t let him go when they are out. When faced with stress, she often passes out.

Her husband “has to be strong because she is the only thing he has,” although he also has extreme pain. He hides his tears from his wife, is unable to sleep at night, feels guilty, and misses his sons. He is afraid to make any Iraqi friends and stays away from mosques.

Obviously, providing a safe place, food, and a job is not enough to heal these people’s pain. Invisible wounds and problems are much harder to treat than visible ones.

In this article we will try to elucidate some elements of what Nooriye and thousands of other families have been exposed to all around the world.

Mass trauma

When a group of people, regardless of size, experience psychological effects after a trauma that was suffered collectively, this is called a mass trauma. Sometimes an entire society witnesses the same trauma, and this may cause a collective sentiment, often resulting in a shift in that society’s culture and mass actions.^1,2

Wars, political violence, natural disasters, exile, torture, and terrorism are examples of mass trauma. The Holocaust, the Atomic bombing of Hiroshima and Nagasaki, slavery in the United States, and the 9/11 attacks are well-known collective traumas.

Collective traumas have been shown to play a key role in group identity formation. Having the same problems, suffering from the same pain, and being under the same pressures bring individuals together. This togetherness eventually helps to build a community, a group, and sometimes a nation. Almost every nation has traumatic events in their history. Even the concept of “nation” is extensively affected by these events.

Nevertheless, despite its role in building group identity, mass trauma is still individually painful. In fact, the effects of mass trauma can be very deep and transferred through the generations. In 1966, clinicians observed that large numbers of children of Holocaust survivors were seeking treatment in psychiatric clinics in Canada. Moreover, when compared to the general population, the grandchildren of Holocaust survivors were three times more likely to seek clinical psychiatric help.³

Post-Traumatic Stress Disorder

According to the National Center for Posttraumatic Stress Disorder, the most common stress reactions in the wake of disaster may include the following:

Emotional reactions, including shock, fear, grief, anger, guilt, shame, feeling helpless, feeling numb, and sadness.

Cognitive reactions, including confusion, indecisiveness, worrying, shortened attention span, and trouble concentrating.

Physical reactions, including tension, fatigue, edginess, insomnia, bodily aches and pains, startling easily, racing heartbeat, nausea, change in appetite, and changes in other bodily desires.

Interpersonal reactions, including distrust, conflict, withdrawal, work or school problems, irritability, loss of intimacy, and feeling rejected or abandoned.⁴

Several factors present in the acute-phase recovery environment of a disaster have been found to aggravate stress reactions and therefore increase survivors’ risk of developing negative outcomes. These include:

• Lack of emotional and social support
• Presence of other stressors such as fatigue, cold, hunger, fear, uncertainty, loss, dislocation, and other psychologically stressful experiences
• Difficulties at the scene
• Lack of information about the nature and reasons for the event
• Lack of, or interference with, self-determination and self-management
• Treatment [given] in an authoritarian or impersonal manner
• Lack of follow-up support in the weeks following the exposure

Protective factors that may mitigate negative effects include:

• Social support
• Higher income and education
• Successful mastery of past disasters and traumatic events
• Limitation or reduction of exposure to any of the aggravating factors listed above
• Provision of information about expectations and availability of recovery services
• Care, concern and understanding on the part of the recovery services personnel
• Provision of regular and appropriate information concerning the emergency and reasons for action.⁵

In most cases, the symptoms of trauma eventually disappear, but unfortunately, some of the survivors of the mass trauma will eventually develop Post-Traumatic Stress Disorder (PTSD). PTSD is a mental disorder resulting from exposure to an extreme traumatic stressor.

The National Comorbidity Survey Replication (NCS-R), conducted between February 2001 and April 2003 in the U.S., estimated the lifetime prevalence of PTSD among adult Americans to be 6.8%.⁶ The lifetime prevalence of PTSD among men was found to be 3.6% and among women 9.7%. ⁷

PTSD is described in the Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition) (DSM 5) which is published by the American Psychiatric Association, as:

Criterion A (at least one required): The person was exposed to: death, threatened death, actual or threatened serious injury, or actual or threatened sexual violence, in the following way(s):

• Direct exposure
• Witnessing the trauma
• Learning that a relative or close friend was exposed to a trauma
• Indirect exposure to aversive details of the trauma, usually in the course of professional duties (e.g., first responders, medics)

Criterion B (at least one required): The traumatic event is persistently re-experienced, in the following way(s):

• Intrusive thoughts
• Nightmares
• Flashbacks
• Emotional distress after exposure to traumatic reminders
• Physical reactivity after exposure to traumatic reminders

Criterion C (at least one required): Avoidance of trauma-related stimuli after the trauma, in the following way(s):

• Trauma-related thoughts or feelings
• Trauma-related reminders

Criterion D (at least two required): Negative thoughts or feelings that began or worsened after the trauma, in the following way(s):

• Inability to recall key features of the trauma
• Overly negative thoughts and assumptions about oneself or the world
• Exaggerated blame of self or others for causing the trauma
• Negative affect
• Decreased interest in activities
• Feeling isolated
• Difficulty experiencing positive affect

Criterion E (two required): Trauma-related arousal and reactivity that began or worsened after the trauma, in the following way(s):

• Irritability or aggression
• Risky or destructive behavior
• Hypervigilance
• Heightened startle reaction
• Difficulty concentrating
• Difficulty sleeping

Criterion F (required): Symptoms last for more than 1 month.

Criterion G (required): Symptoms create distress or functional impairment (e.g., social, occupational).

Criterion H (required): Symptoms are not due to medication, substance use, or other illness.⁸

Treatment for mass trauma:

Treatment for mass trauma should be delivered at two different levels: the community level and the individual level.

1. Community level:

Dr. Frantz Omar Fanon gives the recipe for mass trauma treatment at the community level: “Mass trauma can be alleviated through cohesive and collective efforts such as recognition, remembrance, solidarity, communal therapy and massive cooperation.”

The statement above can be a topic for a separate article. Here, we would like to express the importance of the remembrance days. People comes together on remembrance days and remind the victims that they are not alone and not forgotten. This can be therapeutic for the victims and alleviate their pain.

2. Individual level

PTSD treatment includes pharmacotherapy (medical treatment) and psychotherapy. Some of the medications which have been helpful combatting depression are selective serotonin reuptake inhibitors (SSRIs), such as Fluoxetine (Prozac), Sertraline (Zoloft), Paroxetine (Paxil), and serotonin-norepinephrine reuptake inhibitors (SNRIs) such as Venlafaxine (Effexor) and Duloxetine (Cymbalta).

There are several therapy types that have been shown to be effective at treating PTSD. Trauma-focused psychotherapies are the most highly recommended psychotherapies for PTSD. In these therapy types the treatment focuses on the memory of the traumatic event or its meaning. These treatments use different techniques to help a victim process their traumatic experience. Some involve visualizing, talking, or thinking about the traumatic memory. Others focus on changing unhelpful beliefs about the trauma. Prolonged exposure therapy, Cognitive Processing Therapy, Eye-Movement Desensitization and Reprocessing, Brief Eclectic Psychotherapy, and Narrative Exposure Therapy are the some of the therapies that have been found to be helpful for PTSD patients.

Additionally, spirituality might help treat PTSD, too. A study of Bosnia-Herzegovina war veterans suggested that veterans who prayed had significantly higher levels of incorporation, self-protection, and reactive formation and significantly lower levels of regression, compensation, transferring, lack of control, and aggressiveness than their peers who did not pray. ⁹

In brief, providing shelter, food, and a safe environment are mandatory for trauma patients, but they aren’t nearly enough. Psychological traumas are very hard to treat, and treatment may take years. It has been shown that soldiers who have somebody to share their war experience/trauma with, have a lower risk for PTSD when compared with the ones who can’t talk to anybody. Victims need professional help along with community support. Trauma can be alleviated through cohesive and collective efforts and cooperation. Praying for the trauma victims, as politicians suggested for recent hurricane victims, definitely has some social impact. It has also been shown that medication/prayers decrease PTSD symptoms ¹⁰; however, showing support and empathy, listening to victims, and acts of remembrance are the other key elements of community support.

References

1. Lisa Gale Garrigues, “Slave and Slave Holders Break Free of History’s Trauma“, Yes Magazine, August 2, 2013
2. Updegraff, Silvler, Holman, “Searching for and Finding Meaning in Collective Trauma, Journal of Personal and Social Psychology, September 2008
3. Coffey, R. (1998). Unspeakable truths and happy endings. Sidran Press. ISBN1-886968-05-5
4. https://www.ptsd.va.gov/professional/pages/handouts-pdf/Reactions.pdf
5. NSW Institute of Psychiatry and Centre for Mental Health. (2000). Disaster Mental Health Response Handbook.North Sydney: NSW Health.
6. Kessler, R.C., Berglund, P., Delmer, O., Jin, R., Merikangas, K.R., & Walters, E.E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6): 593-602.
7. National Comorbidity Survey. (2005). NCS-R appendix tables: Table 1. Lifetime prevalence of DSM-IV/WMH-CIDI disorders by sex and cohort. Table 2. Twelve-month prevalence of DSM-IV/WMH-CIDI disorders by sex and cohort. Accessed at: http://www.hcp.med.harvard.edu/ncs/publications.php
8. American Psychiatric Association. (2013) Diagnostic and statistical manual of mental disorders, (5th ed.). Washington, DC.
9. Pajević I, Sinanović O, Hasanović M. Association of Islamic Prayer with Psychological Stability in Bosnian War Veterans. J Relig Health. 2017 Dec;56(6):2317-2329. doi: 10.1007/s10943-017-0431-z.
10. Gallegos AM, Crean HF, Pigeon WR, Heffner KL. Meditationand yoga for posttraumatic stress disorder: A meta-analytic review of randomized controlled trials. Clin Psychol Rev. 2017 Dec; 58:115-124. doi: 10.1016/j.cpr.2017.10.004.

Who gives them the right to abuse the pure name of “Islam”? How can it be so easy to establish a self-claimed state built on blood and skulls and name it an “Islamic” State? How can such heinous murderers claim that they are establishing a state of “peace” – as the true name of Islam means? How do they expect us to think they are serving Islam as they hold black banners with the name of the Prophet in one hand and a cut-off head in the other?

There are many questions to ask: where are they getting their support from? Who is pushing them from behind and giving them the confidence to grin broadly as they slaughter a human being? Where are the arms coming from? Who is funding them? Who is giving them political and logistical support?

Islam is not being hijacked by blood-thirsty terrorists alone. There is a bigger threat that has crept up on Muslim societies for over a century, where Islam has been abused for political aspirations at the expense of its true message. When a religion is made an instrument in political rivalry, it becomes the property of the party that can best package it at rallies and debates. Such a positioning is ontologically against the nature of religion, which by definition should be appealing and welcoming to all. The seductive aspect of political activism and competition drives even pious believers to do whatever is necessary to win elections, to beat other parties, and subdue their electorates, who are heathens to be corrected and enslaved. What follows is the corruption that comes with power and fame, and which drags the new ruling elite into hypocrisy. They are now in a conflict between the need to preserve their assumed Islamic identity on the surface and the untamed carnal desires for even more power, wealth, and lust that roil beneath the surface. The former is needed to continue their legitimacy and to use it as a veil over their dirty business, while the latter has by now become a whirlpool they cannot get away from.

What is more dangerous is the fact that religion becomes a rather ceremonial cultural aspect of life. Thus, its injunctions towards good morals and virtue, and its basic tenets like belief in an omnipotent God and the judgment day, are reduced down to myth. As the lead article in this issue reads, “truth was slaughtered innumerable times; on top of that, those who slaughtered it did so for another presumed truth.”

We would have rather talked about the content of the magazine in this editorial; however, the current events in the Middle East are so desperate that we felt a need to draw attention to the heartbreaking developments there. We condemn all sorts of violence, regardless of faith and race, but especially when perpetrated under the name of a heavenly religion. We hereby honor the memory of all the victims, including our colleague James Foley, and offer our condolences to their families and loved ones.

With half the world living on less than $2.50 per day and with 46.2 million people in the United States living below the poverty line, poverty is a growing concern.

The United States is known all over the world to be a very powerful and rich country. It is not just American people who believe in the American Dream, but also many people from other countries have been dreaming of coming to the US to live in better conditions. Although the US is thought to be a rich country, we still see hungry and homeless people, especially women and children in the streets. Women, who are either married or unmarried, whether supported by their husbands or single mothers with no support, struggle to earn money for food, clothes, safe shelter, and other intangible needs such as love and happiness. When observed closely, it is easy to understand the reasons why this is so. It is because of the wage gap between men and women, the decreased amount of opportunities in having high income jobs, and the fact that more women are the head of their household compared to men, means that the ratio of poor women is rising, and the increased need for governmental help makes “welfare” necessary.

Understanding the definition of poverty becomes very important because it categorizes people into groups which are poor and wealthy. Richard Ropers states that poverty can be understood and described in numerous ways, and that people will not understand the meaning of poverty if they do not recognize the situation of the poor. To be poor means to not have any sustenance, shelter, or any support from family. However nowadays, living alone, or being pushed out of society, being under depression of unchanging destitution also describes poverty. Being fired from a job, losing self-esteem, having no power, or being away from cultural values are also other parameters to describe poverty (Ropers, 25). Ropers also describes “widespread poverty” as a disloyalty to the democratic values’ failure to gain optimism. Successful leaders must aim to provide economical comfort for their citizens. If the majority of the people are not happy because of poverty, it means the government is not as strong to deal with the problems.

The official poverty line is inadmissible as an accurate system to determine the number of poor people. “The US government identifies the poverty line by multiplying the cost of a minimally nutritious diet by three,” then the number of people who live in the same house is calculated (Popers 35). According to the Census data for 2011, 46.2 million people in the United States lived below the poverty line. According to Peter Edelman, a law professor in Georgetown University, even though there are so many hard working people, they are still living in poverty or just barely above the poverty line (Bilitteri, 723). These people are not given the necessary governmental support. There is also a huge gap between the poor and the wealthy people in the US (Cooper, 337). The highest income is $102,000 for households, just 1% of the population, and the lowest earning is $250 for people, who make up 90% of the population, explains Thomas Piketty and Emmanuel Saez (Bilitteri, 723).

One given image portrayed in the media is that “the poor have only themselves to blame” (Mantsios, 638). The problem of poverty is not just one individual’s problem. There is a strong connection between the poor and society. How can a defenseless child be responsible for being poor, not having shelter, and for not earning any money? How can a single or divorced mother with a little baby, without any family help, be expected to work full time without feeding the little one for hours. The term “poor are eyesores” (Mantsios, 637) is not a responsible and thoughtful depiction, rather, it is a way of not being able to see the problems of the people outside and breaking away from the realities of the poor.

More and more women, especially single mothers, are experiencing poverty at a higher rate than the rest of society. Ropers notes that 58% of women are facing poverty, and in this category 48% of the women are the head of their household. According to Albelda and Tilly, 50% of single women are below the poverty line with no support of a husband. In 1993, while 16% of families struggled against poverty, simultaneously, 52% of single mothers, bereft of husband or family support, experiences real difficulty to provide for their basic needs. Most women work at least two jobs at the same time. On the one hand they work at home without earning any money, and on the other hand work outside to earn money (Albelle & Tilly 307). In 1947, about 38% of women were working mostly in paid labor jobs; however, in 1954, the number of working women who were African American, doubled to 54%. Then in 1996 the ratio of working women rose up to 88%, as reported by Albella and Tilly. Even though the number of hard working women is increasing year by year, they are still, except for a small percentage, earning low income and their situation still remains below the poverty line. According to Albelda and Tilly, “women’s earnings are considerably lower than men’s, approximately 70 cents to the man’s dollar.” This difference makes women’s lives miserable as they try to work outside and head the household all at the same time.

For so many years, women have been endeavoring to have the same rights, opportunities, and benefits as men have in their working lives. Although women’s working situations are not as bad as some years ago, women still face graceless and unpleasant discrimination when they look for jobs. Even though women are more educated nowadays and have more opportunities to get a job, there are distinctive wage gaps between men and women. Being the head of the family (Bernstein, 370), giving birth to a child, being under differentiation of occupation, and being sexually abused by employers are some of the common reasons as to why women are behind men when it comes to the benefits of the jobs (Wage Project, 373).

Family responsibilities are one of the most common reasons why women work in a part time job instead of having a full time job (Bernstein, 371). There are so many married or single women who do most of the household responsibilities while trying to work in a job. It is hard to deal with the chores and manage the expectations at work at the same time. For this reason, women in these kinds of situations prefer to work in part time jobs. According to Bernstein, only 25% of women are able to work full day, for the rest of the women cannot dedicate their whole day for work. This being the case, women cannot get the equal remuneration like other women who work in full time jobs. Interestingly, there is also a huge payment gap between women who work full time and men who work full time. Bernstein explains that “on average women work a lot less than men: 1,498 hours a year, vs. 2,219 worked by the typical man.” According to The Wage Project, part time women employees make only 38% of men’s full time yearly salary. Bernstein also mentions the Hartmann and Rose’s data which shows that women employees can have the same benefits if they leave all the family responsibilities behind and come to work behaving like a “traditional man.” The continuation of such unfair treatment is sure to wear down woman, a situation that’s already strained them enough.

Another reason for the wage gap between men and women is the choice a women makes to have a child (Wage Project, 378). Bernstein says after quoting Bergland that after delivering a child, women have to work part time or stay away from work for a while because they do not receive the necessary help from the society.

Nowadays, the position of women employees is assumed to not be as powerful as men’s by most bosses (Wage Project, 377). Even if men and women have the same educational level (Bernstein, 372) and women show more talent, the suggestions made by women are mostly not considered important until, of course, there is no other choice but to accept (Wage project, 375). Bernstein states that women’s yearly salary is much less than men’s, even when they are at the same educational level.

Sexual harassment is another important factor for women to leave their jobs (Wage Project, 377). Sometimes in situations like these, women are unfortunately seen as sexual means by their bosses. If the women, even if they are educated, do not accept the advances of their bosses, they have no choice but to leave or drop out of their jobs, benefits, emotional solidity, and sometimes even their lives (Wage Project, 377). Women encounter such discriminatory situations at the same time while they are dealing with difficulties which they have in their personal lives.

Some people think that people are getting welfare because they are too lazy and they don’t want to work. This theory can be true for just a few people. Making this kind of generalization for all people who are in poverty is derogatory against them. Albelda and Tilly say that the reasons for the poverty experience by single mothers and their families is not because of their laziness or lack of ambition. They are in poverty because they don’t have parent support, they face job discrimination, they earn less than men, and they have the added responsibility of taking care of their children. Blaming the poor is so easy, but being aware of their situation and helping them out of it would be the best thing for all.

Making reforms on the welfare program will make it work well. Some malicious people display themselves as poor to get support from welfare. Under the welfare program, the situation of the applicant must be clarified through an attentive investigation. Determining the really needy persons, eliminating their needs, and opening free high qualified career courses will make welfare a more beneficial program for the poor and will reduce the complaints made against the program.

Being in poverty is mostly not a personal choice. People in poverty don’t just lack food or safe shelter, but they have also lost their hope and happiness. Women, especially single mothers with no support, encounter the most difficult situations of all. Having an income less than men, taking care of their children without any support, facing job discrimination, and heading the family are the most common adversities faced by women today. Receiving no government support will not help reduce their problems; on the contrary, having access to effective government support will let people in poverty know that there are people with helping hands, people who care about them and who think about them. Poor people need helping hands, at least to not let them give up their hopes and dreams.

References

• Albelda, Randy.,& Tilly, Chris. 2001. “‘Women, Income, and Poverty’: There’s a Family connection.” Race, Class, and Gender in The United States. Ed. Paula S. Rothenberg. New Jersey: Worth,. 305-314.
• Billitteri, Thomas J. “Gender Pay Gap.” CQ Researcher 18.11 (2008): 241-264. CQ Researcher Online. CQ Press. Elisabeth Sturn Library, Reno, NV. “Domestic Poverty.” CQ Researcher 17.31 (2007): 721-744. CQ Researcher Online. CQ Press. Elisabeth Sturn Library, Reno, NV. Cooper, Mary H. “The Working Poor.” CQ Researcher 5.41 (1995): 969-992. CQ Researcher Online. CQ Press. Elisabeth Sturn Library, Reno, NV. 5 Nov. 2008 “Income Inequality.” CQ Researcher 8.15 (1998): 337-360. CQ Researcher Online. CQ Press. Elisabeth Sturn Library, Reno, NV. 5 Nov. 2008
• Glazer, Sarah. “Welfare Reform.” CQ Researcher 11.27 (2001):601-632. CQ Researcher Online. CQ Press. Elisabeth Sturn Library, Reno, NV. 5 Nov. 2008 Berstein, Aoron. 2007. “‘Women’s Pay: Why the Gap Remains A Chasm.” Race, Class, And Gender in The United States. Ed. Paula S. Rothenberg. NJ: Worth. 370-372. Mantsios, Gregory. 2007. “‘Media Magic: Making Class Invisible.’” Race, Class, And Gender in The United States. Paula S.Rothenberg. New Jersey: Worth. 636-643. Ropers, H. Richard. 1991. Persistent Poverty, New York: Plenum. Rothenberg, Paula S. (Ed.). 2007. The Wage Gap And Its Costs. Race, Class, And Gender in The United States. NJ: Worth. 373-378.

How is uterus to be placed in the frontier abdomen?

In order for a baby to survive, a suitable space in which it will be fed and protected is necessary. Therefore, the uterus is in the best location as it is, and its equivalent cannot be maintained in the belly. Let us consider that births would really happen through the belly. If the uterus, where a baby develops in 40 weeks, were placed in the belly, then a set of problems would appear. The opening of the uterus would be turned toward the abdomen wall, and thus there would be no strong bonds to tie it up with the surrounding area. In this case we cannot place the intestines, mesenteric blood vessels, aorta, and the net of nerves in connection to them in any way. If the uterus were in the belly, it would unavoidably pressurize the stomach, liver, spleen, and other internal organs, as the mass inside a pregnant woman grew. This could obviously pose a lethal threat for both the mother and the baby.

How would the birth process begin?

If the uterus were anywhere else than its present position, it would contradict the physiology of birth. The fetus assumes three different positions along the developmental process: as it begins to be formed the head is up and the feet are down. At the sixth month, the baby assumes a horizontal position. When the birth draws near, feet and the hips are positioned on top and the head is turned downward, closer to the opening of the uterus. As the head gets closer to the opening, mechanical pressure increases. Thus, signals for the birth are sent to the brain so that the relevant hormone aid is sent in response. With the effect of the hormones, the uterus begins to contract in order to dispose of the being inside. As the opening of the uterus enlarges, the contractions increase. With its mechanical help, the sacro-coccigeal joint makes a 2-cm stretch to give way and with the support of the pubis bone in front, the birth is realized. If human birth was to occur through the belly, then how would the process—including the brain, pituitary gland, and adrenal glands—be triggered with mechanical pressure without the help of gravitation? If the uterus is placed inside the belly vertically, then a tube or similar opening is needed for a way out from between the legs. Even if there is mechanical pressure and the hormones to facilitate birth are secreted, then what way will the baby move? How can birth be realized through the soft-walled belly without any mechanical support at all? If human birth were possible through the belly without any support from the bones, the duration of birth would be much greater. In addition, as the size of the baby increased, a high positive pressure would be needed in order to balance the effect of gravity. However, the more a belly grows, the weaker its muscles become. If birth would ever be possible through the belly, then the mother would have to deliver her baby by lying prone in order to prevent the soft tissue to be torn. In addition certain flora (beneficial microorganisms) need to be placed to the birth channel in order to prevent relevant complications. Should the genital organ be transferred to the navel? For the best protection against complications, the baby’s head need to be in horizontal position as if it were swimming. The effect of gravitation applies different pressures on the baby’s head while the mother stands, sits, and lies in a supine position. In this case, by which force would the head be directed toward the opening in the frontal abdomen wall to start the birth process? The three different positions of a fetus along its development will never be possible in a uterus located in the belly. Then the fetus would dangle like a tree leaf under the effect of gravitation.

The easiness of normal physiological birth

A form of birth through the belly, a cesarean delivery is only realized in the face of certain anomalies. Although some women assume cesarean as a painless form of birth, findings adds to the cons of cesarean. Accordingly, rate of allergic asthma in cesarean-born children is found six times higher in comparison to others. It is thought that during normal birth, the baby receives some of the microorganisms on the mother’s genital organ and the immune system forms antidote against them, which provides protection against asthma.

Strapping up the uterus?

As the baby develops in a period which lasts more than nine months, the uterus gradually grows. In the mean time, it is necessary to fix the uterus with sound bonds so that it becomes resistible to shakes. Counting in both sides, 14 pieces of bonds fixes the uterus to the bones (ilium, ischium, pubis, sacrum) around the hips. Were the uterus to be in the belly, how could we find such sound structure to support the bonds?

To conclude, God Almighty could have created our body in a different form, and He would have shaped our anatomy accordingly, which would then provide the best means for an ideal birth. Thus, it is nonsensical to seek errors in our present biological makeup in order to dishearten the faithful in their belief. Leaving aside such speculations, one cannot help but admire the perfect arrangement in human anatomy when considered from the perspective of wisdom.

Arslan Mayda is a medical doctor at Sifa Hospital, Izmir, Turkey.

The children who appreciate their talents and capabilities-believing in the importance of them-and have self-confidence become active agents in their personal improvement since belief and confidence motivate them. They do not feel shy when asking questions, trying something new, or exploring. Instead of waiting for an opportunity to knock at their doors, they take advantage of present opportunities. They act with courage in exploring life and joining in every aspect of life.

If their thoughts and decisions are not valued, if they suffer from violence, are not taken seriously, if their excuses are mostly considered lies, if their confidence is generally thought of as a sign of know-it-all behavior, if their pleasure is seen as a sign of being pampered, then children will not develop self-respect and they will lose self-confidence.

Another point that should be kept in mind is that children always want to spend some time on their special interests. Yet, if it is the parents who generally decide what the child should do and do not offer other options, the child becomes deprived of his or her interest.

Since children are not very experienced, they can easily start to think that they are not capable. The most helpful action to remove this kind of feeling is to make them realize that there are some people who can understand them and have empathy with them. If the child experiences emotional support from parents, his or her chance of overcoming the anxieties of incapability and attaining a healthy character increases. On the other hand, if the parents do not pay attention to the complex feelings of the child and the reasons behind them, some new problems may arise. Things that are not significant for us may be very significant for the child; so we should not ignore the fears of a child.

When children feel incapable of dealing with a new problem, the parents should reveal their belief in their capacity to overcome the problem and show their support. When children need the parents, they should be near enough that the children can find them as soon as they look for them. However, this “closeness” should not be limited only to physical occasions. There should be emotional support, too.

The most important way for parents to supply this psychological support is to show their love to their children. Hugging, kissing and putting an arm on the child’s shoulder can be much more impressive than saying, “Do not be afraid; I am here with you!” Nevertheless, to say, “I show my support through my actions. There is no need to state it,” is not true. Expressing, “I love you!” with the tongue may not be so important for adults, but it is a magical expression that every child wants to hear. In this way, the child feels strong and every duty turns into a pleasure for them. To make children gain self-confidence, the parents should first know them from every aspect, recognize their talents, and then should establish necessary environment to improve their abilities. Moreover, it is essential to give opportunity to children to express their thoughts very often, to try to understand their feelings by asking, “What do you think? How do you feel?” to look at their face while they are speaking, to say how much you love the child, to make them feel that you care about them and value their opinion, to assign them some works and responsibilities that are compatible with their age, and to appreciate positive behaviors and successes they have demonstrated. In addition, it is important to set some time aside for the child, to chat with them, to talk about their negative behavior and how it could be corrected, not to forget special days, to establish a happy and peaceful family environment, to strengthen family relations and to make children feel that they are an inseparable part of the family. Children who are socially active are more self-confident, and they can easily join in the social environment around them. In this sense, especially less sociable children should be encouraged to attend social activities, and, if it is necessary, the parent should accompany the child, and promote them in asking for permission to speak inside a community. Also, parents should neither humiliate their child among other people nor exaggerate his or her failures. In order to help the child to establish a strong character, the fears and concerns of the child should be respected; thus, the parents should avoid severely critical or judgmental behavior, and they should not compare the child with other children. Furthermore, children should be required to do things that are appropriate to their age, especially to do homework by themselves. The parents should avoid improper types of punishment and reward.

Hence, children should not be belittled, and their presence should be respected; however, the parents should not expect extraordinary things, and keep in mind that the child has a different and improving character. The parents should pay attention to their school life, character education and spiritual life. Such prayers in action that are made through the tongue of necessity should also be supported with the actual prayers, and therefore parents should trust that God will arrange things for the best.

If I had not actually seen them I would have said, it is mere fantasy, idle talk or imagination-a luminous shadow of the generation of the noble companions of the Prophet. Although it is understood of course, that the merit of the Companions cannot be surpassed, in these men were combined two of their great qualities-migration (hijra) and support (nusra). However, they were not divided into migrants and helpers but rather were migrants who help.

Migration to God and His Messenger (upon him be blessings and peace) are words often pronounced on tongues but rarely heeded by hearts. It is when a person leaves behind a life of comfort and rest, and the alluring bright lights of the city. He sets off journeying through the land to penetrate into foreign and remote territory. Carrying a lantern in his hand he searches out the needy throughout the land in order to nourish them with a sip of the nectar of life. On this path he has to endure self-sacrifice, self-annihilation and the abandonment of his worldly interests. That is a spiritual experience that nobody can truly comprehend except the one who has endured it. This is indeed an obstacle besides which are more obstacles, which count among the various degrees of striving.

Their sun rises in the land of Anatolia, and its rays effuse throughout the world in clear radiant beams. By this light old ties of kinship are bonded and the warmth of compassion is imparted to the wounded. They are migrants who left everything behind them and set forth like unsaddled, unshod horses. They open the doors and windows of the besieged in every land and teach them how to breathe again, breathe in the open air after having lost their ability to sense life centuries ago.

They are migrants (muhajirun) who have abandoned that before which dead-hearted people debase themselves: the pleasures of this life and its adornment, even though these flowed toward them in abundance from every direction. They set out towards God, distributing words of light, giving the world the good tidings of security and peace, and transmitting to the hearts of the poor great hope. Their legions are dispersed over deserts, mountains, jungles, and oceans. A horse may buckle here or there but the vanguard ever reaches its goal and raises its banner of light on the highest and loftiest peaks. True faith in God is elevated and honored through them.

A shadow of the generation of the Companions or a new copy, I know not. I have certainly seen them and my eyes did not deceive me. Among them are those who have passed on and among them are those who await their turn. They have not changed. It is for God to reward them! What men they are!

They are helpers (ansar) for they have supported the good, becoming thereby the helpers of the modern age. Each time they see the light of a candle faltering in a stormy wind, wherever it may be, they rush forth without a care for hardships and shield it with a niche of clear glass. Then it becomes like a shining star emanating beauty and splendor.

They went hungry so that others could eat, and they gave the clothes of their backs so that their poor could be clothed. They went short so that their needy could have possessions, and they wept so that their brothers could laugh. Truly, they preferred others over themselves even though they were themselves needy.

They are helpers who have acquired their state of support (nusra) by drawing from the light of Medina Al Munawwarra in the period just after the emigration of the Messenger (upon him be blessings and peace) there, when the joy of the people of Yathrib was still fresh and expressed in outbursts of song. It is from there that they have received the essence of their support, fresh and moist as a supple green branch sprinkling dew and bearing delicious fruit.

They migrated, and they gave their support. Furthermore, they have given themselves fully to the quest of migration and given themselves fully to the task of offering support. On this earth there remains nothing for them! However, in the world of the spirits they own everything through their dependence on God, the Rich beyond need, Owner of Praise.

They are crazy in their love of serving in foreign lands, from the cold of Siberia to the heat of South Africa. There is no island, cave, plain, or mountain, in all the continents of the world where they have not reached and there transmitted the rays of light effused by the approaching dawn. They smile in the face of painful afflictions, and they are happy to cross thorn-ridden fields which cause blood to flow from their feet and tears to flow from their eyes while their hearts rejoice in God!

They are truly men; men about whom if an ancient book had spoken, we would have called it an exaggeration like the exaggerations encountered in stories, histories and biographies. However, they are living now in the present and in the future. There they are, in front of you-living examples of burning longing and great dynamism. How commendable they are these youths and mature folk. They have revived in us hope in life, and given us certainty of a new dawn. They are a testimony to the verity of the prophetic words that God will make true faith in Him triumph universally such that there will not remain a house of wool or mud to which it will not have entered, bringing to it either humiliation or honor.

I have beheld the lights of the beautiful divine names reflected in their eyes. Those lights pour out before them and they follow their guidance, drawn by their force, to realize the will of God, the Tremendous, to revive the earth after its death, with prosperity, generosity and munificence. You would see one of them as a nation embodied in a man or a man as if he were a whole nation. If your eyes set upon one of them, they would be dazzled, and you would say, “Goodness! Surely, he can have no equal.” But when you see another, his beauty would make you forget the magnificence of the first. They have united within themselves all the best qualities associated with goodness and virtue. One gaze upon them would rid you of the need to read any books on philosophy and morality, and imaginary ideas on the “city of virtue.”

They do not speak about good character; rather they are in themselves the embodiment of good character walking on earth in an age when noble character is a neglected object consigned to the museum of history.

Would you like to be one of them? Think, and think again before saying yes, for it is just a word that you pronounce but a truly great proclamation that you make, before which lies the obstacle that you must overcome. But what will explain to you what that obstacle is? It is that you should sell your soul to God completely. There should not remain anything of yourself belonging to you; nothing whatsoever. Then you should submit to God’s will and accept whatever comes to you by His decree such that when your whole self is buried away in some corner of the world far, far away from your familiar home country, family folk or loved ones, your only provision and your sole source of nourishment will be the remembrance of God and dependence on His magnificent light.

To be one of them means that everyone will forget you and only God will remember you. It means leaving this world while you are still living, eating its food and walking its streets. You do not see anything in yourself or anything that is yours. You observe among the contemporaries with whom you are acquainted those who have a high opinion of themselves. The latter have not been able to free themselves from earthly yokes or escape from the snares of the realm of causes. They climb in the ranks of worldly delusion and look down on you from their high towers, proud of their posts and titles.

As for you, you walk on the earth barefoot, poor in everything except for the support of God Almighty.

But we have made some of you a means of testing others-will you stand fast? (Furqan 25:20)

Do you really want to be one of them?

“Yes.” That is a word that is easy on the tongue, but it involves a bitter experience. Whoever says that fire does not have the quality of burning; let him test it with his hand. Are you prepared to be burned to the extent that your body becomes dust-dust which the wind then disperses throughout the continents of the world, scattering particles here and there? Whenever one of these particles falls on barren ground, it becomes verdant and sprouting…

These are the giants of our time, examples of the true human being whose appearance has been awaited by the world for a long time. Has not the time come to return to the earth the security that was established there by the liege of creation, Muhammad (upon him be blessings and peace)?!

They have surrounded the oppression of guns and defenses with institutes and schools and put out the fire of discord and wars with words and letters. Every school that they build, wherever it may be, becomes a green tree which continues to sprout palm shoots around it that grow and grow until the region becomes full of trees. Thus does a forest of goodness stifle the loathsome sound of bullets and rid it of the rotten stink of gunpowder.

They are teachers who have spread everywhere; teaching the children of the world the language of birds and the song of sparrows. They draw on their green boards in front of them dreams of a beautiful future and the outlines of the path leading to Paradise. The children who graduate leaving the custody of these teachers, throughout the continents of the earth, come out singing one hymn-giving tidings of goodness and peace to the world.

The angels of remembrance love them, for often do they listen to their heart rending songs. The angels of knowledge know them, for often do they carry their vanguard under their wings while it is journeying through the land towards the forests of Australia, the deserts of Asia, the jungles of Africa, or the foggy lands of the far west.

They shoot rays of light over skyscrapers. They are teachers, unarmed except with the weapons of education and edification. They are prepared to venture into dangerous situations wherever they may be. They advance bare-chested, smiling in the face of abysses of discomfort.

Extending before them, they have a far reaching vision which never strays from its goal. Behind them is solid instruction which provides them with guided inspirations received from God. The burning core of their teacher’s heart makes them steadfast through works of wisdom. These works are outpourings of light which gush forth via streams whose support could scarcely be cut off, God permitting!

O my beloveds! You are the true guardians of love, and upon you may God send His greetings of peace!

Farid al-Ansari is a professor of Philosophy of Islamic Law at Mawlay Ismail University, Morocco.

Autism is four to five times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries.(1) Family income, life-style, and educational levels play no role in determining whether the child will be autistic or not. Kanner observed that many of the children with autism seen in clinic came from well-educated, intelligent parents from the middle and upper social classes.(2) Surveys conducted in different countries concluded that between 2 and 4 children in every 10,000 develop autism, usually in the ratio of 3 or 4 boys to each girl. The Autism Society of America’s (ASA) equivalent estimate is 300,000 to 400,000 individuals in America.(3)

Diagnosing Autism

Autism impacts the brain’s normal development in areas of social interaction and communication skills. Autistic children and adults typically have difficulties in verbal and nonverbal communication, social interaction, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. Sometimes, aggressive and/or self-injurious behavior also may be present. Autistic people may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects, and resistance to changes in routines. Individuals also may experience sensitivities in sight, hearing, touch, smell, and taste.(4)

Current research links autism to biological or neurological differences in the brain. Such medical conditions as phenylketonuria (PKU), tuberous sclerosis, and fragile X syndrome have been identified in some autistic children.(5) But not everyone with these conditions becomes autistic. As there are no medical tests for diagnosing autism, an accurate diagnosis requires observing the individual’s communication, behavior, and developmental levels. However, because many behaviors associated with autism are shared by such other disorders as mental handicaps and Asperger’s syndrome, various medical tests must be tried to rule out or identify other possible causes of the exhibited symptoms.

Since the disorder’s characteristics are so varied, ideally a child should be evaluated by a multidisciplinary team consisting of, among others, a neurologist, a psychologist, a developmental pediatrician, a speech/language therapist, a learning consultant, or another professional knowledgeable about autism. Diagnosis is difficult for practitioners with limited training or exposure to autism, and misdiagnoses do occur. Difficulties in recognizing and acknowledging this condition often lead to a lack of services to meet an autistic individual’s complex needs.

A brief observation in one setting cannot present a true picture of an individual’s abilities and behaviors. Parental (and other caregivers’) input and developmental history are important components of an accurate diagnosis. At first, some autistic people may appear mentally retarded, have a behavior disorder or a hearing problem, or even odd and eccentric behavior. To complicate matters further, these conditions can occur together with autism. However, autism must be distinguished from other conditions, since an accurate diagnosis and early identification can provide the basis for devising an appropriate and effective educational and treatment program.

Indications of Autism

Children within the pervasive developmental disorder spectrum often appear relatively normal in their development until the age of 24-30 months, when parents may notice delays in language, play, or social interaction. By themselves, any such delay would not result in a diagnosis of a pervasive developmental disorder. Autism is a combination of several developmental challenges. The following areas are among those that may be affected by autism (6):

Communication: Develops language skills slowly or not at all, uses words without attaching the usual meanings, communicates with gestures instead of words, and has a short attention span.

Social Interaction: Spends time alone, shows little interest in making friends, and is less responsive to such social cues as eye contact or smiles.

Sensory Impairment: May be sensitive to sight, hearing, touch, smell, and taste.

Play: Shows a lack of spontaneous or imaginative play, does not imitate others’ actions, and does not initiate pretend games.

Behavior: May be overactive or very passive; throw tantrums for no apparent reason; show an obsessive interest in one item, idea, activity, or person; exhibit an apparent lack of common sense; may show aggression to others or self; and often has difficulty with changes in routine.

Some autistic individuals may have other disorders that affect the brain’s functioning (e.g., epilepsy, mental retardation, Down’s syndrome) or genetic disorders (e.g., fragile X, Landau-Kleffner, William’s, or Tourette’s syndromes). Many of those diagnosed with autism will test in the range of mental retardation. Approximately 25-30 percent may develop a seizure pattern at some point.(7)

As every autistic person is an individual having a unique personality and combination of characteristics, those affected show great differences. For example, some mildly affected individuals may exhibit only slight delays in language and greater challenges with social interactions. They might find it hard to initiate or maintain a conversation. Communication is often described as talking at others.

Autistic people process and respond to information uniquely. Educators and other service providers must consider each autistic person’s pattern of learning strengths and difficulties, when assessing learning and behavior, to ensure effective intervention. Individuals with autism can learn when information about how they receive and express information is addressed and implemented in their programs.

Their abilities may fluctuate daily due to difficulties in concentration, processing, or anxiety. Those who show evidence of learning one day may give no such indication the next day. Changes in external stimuli and anxiety also can affect learning. They may have average or above-average verbal, memory, or spatial skills but find it difficult to be imaginative or join in activities. Individuals with more severe challenges may require intensive support to manage the basic tasks and needs of daily life.(8)

Contrary to popular understanding, many autistic children and adults may make eye contact, show affection, smile and laugh, and exhibit other emotions, although in varying degrees.(9) Like other children, they respond to their environment in both positive and negative ways. Autism may affect their range of responses and make it harder to control how their bodies and minds react. Sometimes visual, motor, and/or processing problems make it difficult to maintain eye contact. Some autistic individuals use peripheral vision rather than looking directly at others.(10) Sometimes another person’s touch or closeness results in withdrawal even from family members. Anxiety, fear, and confusion may result from being unable to make sense of the world in a routine way.

Therapies

Therapies are available, among them applied behavior analysis, auditory integration training, dietary intervention, discrete trial teaching, medication, music therapy, occupational therapy, the Picture Exchange Communication System (PECS), physical therapy, sensory integration, speech/language therapy, Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), and vision therapy. There are various approaches to psychological therapies, and each one follows a different path. Behavioral therapy would stress shaping such adaptive behaviors as toilet training and decreasing mal-adaptive behavior, analyzing behavior through its causes and consequences to identify factors that would reward or encourage appropriate behavior, and discouraging disruptive behavior. Rewards are usually based on the patient’s values.

Behavioral therapy seems to be the most effective, for it replaces inappropriate behavior with appropriate behavior and helps the person fit into society. Psychotherapy probably would not be very helpful, for it is based on the principle that parents must become better parents if the child is to develop emotionally. As parents cannot cause their child’s autism, this premise is invalid.(11)

Functioning in Society

Autistic adults can benefit from vocational training by acquiring job-related skills, and from social and recreational programs. They can live in settings ranging from an independent home or apartment to group homes, supervised apartment settings, with other family members, or in a more structured residential care. More autistic adult support groups are emerging around the country. Many self-advocates form networks to share information, support each other, and speak for themselves in the public arena. They frequently attend and/or speaking at conferences and workshops on autism. Others provide valuable insight into this disability’s challenges by publishing articles and books and appearing in television specials about themselves and their disabilities.(12)

TEACCH, a program established by Eric Schopler in North Carolina and widely used in America, includes language- and behavior-focused intervention programs, as well as school and other agency consultation.(13) This treatment also works with parents by encouraging parent training and counseling or facilitating parent support groups.

With appropriate treatment, some behaviors associated with autism may change or diminish over time. Communication and social deficits continue in some form throughout life, but other difficulties may fade or change with age, education, or level of stress. The person often begins to use skills in natural situations and to participate in a broader range of interests and activities. Many autistic individuals enjoy their lives and make meaningful contributions to their community. People with autism can learn to compensate for and cope with their disability quite well.

Studies show that autistic people respond well to highly structured, specialized education programs tailored to their needs.(14) A well-designed intervention may include some elements of communication therapy, social skills development, sensory integration therapy, and applied behavior analysis delivered by trained professionals in a consistent, comprehensive, and coordinated way. The more severe challenges of some autistic children may be best addressed by a structured education and behavior program featuring a one-on-one teacher-to-student ratio or a small group environment. However, many other autistic children may succeed in a fully inclusive general education environment if they receive appropriate support.

Some autistic adults live and work independently, drive a car, earn a college degree, or get married. Others may be fairly independent and only need some support for daily pressures, while some depend on a great deal of support from family and professionals.

In addition to appropriate educational supports, autistic students should receive training in functional living skills at the earliest possible age. Learning to cross a street safely, buying something, or asking for help are critical skills that may be hard even for those of average intelligence. Tasks that enhance the person’s independence and give more opportunity for personal choice and freedom are important.

To be effective, an approach should be flexible, rely on positive reinforcement, be re-evaluated regularly, and provide a smooth transition from home to school to community environments. A good program also incorporates parent and caregiver training and support systems, along with general skills for all settings. Rarely can a family, teacher, or other caregiver provide effective help unless offered consultation or in-service training by an experienced specialist who is knowledgeable about autism.

Research into this puzzling condition continues. According to the Associated Press, (Nov. 28, 2000): Scientists have long theorized that about (15) different genes play a role … and now they’ve finally found one of those genes… The NIH [National Institutes of Health] called the finding a significant step in understanding what predisposes people to developing autism.15

Footnotes

1. http://faculty.washington.edu/chudler/aut.html.
2. Simon Baron-Cohen and Patrick Bolton, Autism: The Facts (New York: Oxford University Press, 1996).
3. Ibid.
4. Michael Rutter and Eric Schopler, Autism, A Reappraisal of Concepts and Treatment (New York: Plenum Press, 1976).
5. Baron-Cohen and Bolton, Autism.
6. Rutter and Schopler, Autism.
7. Ibid.
8. Ibid.
9. Ibid.
10. Ibid.
11. Baron-Cohen and Bolton, Autism.
12. Rutter and Schopler, Autism.
13. Eric Schopler, Ph.D., is a professor of psychology, editor of the Journal of Autism and Developmental Disorders, and author of numerous books and articles on autism. TEACCH is the nation’s first and only comprehensive statewide program for the treatment and education of autistic and communication-handicapped children. (www.autism-society.org/package/edkids-erics.html) He developed TEACCH in the early 1970s. Also see Rutter and Schopler, Autism.
14. Ibid.
15. www.foxnews.com/scitech/112800/autism.sml.

Time continues its relentless movement forward at an ever-faster pace. Despite of all the technological advancements and other labor-saving devices that are aimed at making our lives simpler and carefree, we still feel the burden of keeping up-to-date with developments and becoming more productive by using our time wisely. As every day brings more information, it becomes difficult to determine what should have priority and what can be postponed or ignored.

The Fountain seeks to help you with this hard task. Although it is not possible to freeze time, we can lessen its impact by providing you with information designed to help you expand your worldview, to re-interpret spiritual and scientific information so that it becomes personal knowledge. We believe that this knowledge will awaken a desire in your mind and heart, which will transform it into wisdom.

In this issue, we present an article on the relation between healing and faith. At the end of the millennium, many scientists began to move away from the traditional mechanical methods of the universe. Ordinary Americans and people across the world are increasingly exhibiting a strong interest in alternative medicines, such as acupuncture, meditation, herbal foods supplements and drinks, and a wish to find some way around chemical-based medicines that cure only one problem only by causing a host of unwelcomed side-effects. The health industry has been conducting research of their own to see if their proponents’ claims have any basis in truth. Also, scientists are more willing to study possible relationships between mind and matter, breaking a long-standing taboo. Psychologists have conducted experiments and research to see if a person’s faith and outlook on life can influence his or her recovery. We consider this a positive trend, for each individual has both spiritual and physical dimensions. Focusing on just one dimension to the total exclusion of the other cannot cure the individual completely. This new holistic approach to solving people’s problems and illnesses should open an entire new branch for medicine.

Another article focuses on humanity’s progress to happiness and decline to misery. Human beings have a special rank in the universe, for they are the only members of creations who can change the face of the world. Using their God-given comprehensive abilities to drive themselves forward, only human beings can change themselves by submitting themselves to God and living as He wants us to live. Thousands of civilizations, both past and present, show us how these abilities can be seeds for peace, understanding, and positive progress, as well as seeds for destruction and desolation. This article sheds light on these issues from a spiritual perspective.

As readers of The Fountain, your expectations are very important to us. Publishing The Fountain is an interactive process-you contribute articles, comments, and support, and we spread your views to a much larger audience than they would otherwise reach. Such an interactive relationship has mutual benefits, and has potential far-reaching results. Any act that has wide support and appeal result in cultural variation and richness, and broadens people’s thoughts, ideas, and intellect. The Fountain is dedicated to playing such a role, and seeks your continued support in this worthwhile effort. Therefore, rest assured that your feedback and articles will find a receptive audience among our staff members.

The Fountain staff is eagerly looking forward to receiving your submissions for our writing competition! We hope that our young scholars will also grab this opportunity to share their knowledge, experience, and outlook on life with people who seek to understand and make sense of the events happening around them, and the ideas and beliefs that give rise to them. Your participation will help us provide answers to those who have these questions.

Enjoy your magazine!

Wartime coverage

For big institutions that need to deal with the media, buying advertisements through media outlets is a common way to avoid being attacked by the media and sponsoring programs is a good device for using the media as PR agents. After some bad experiences with the media in the Korean War and worse experiences in the Vietnam War, the US military determined to harness the power of the media. Like any other service-providers keen to establish and maintain the popularity of their products, the military sought to advertise their services: patriotism, heroism, military might and, of course, war. During the Gulf War they played the role of an advertising client of the media, especially the broadcast media, and, in effect, sponsored a live war spectacle in the Persian Gulf. Thousands of soldiers and innocent civilians made up the cast for a show which attracted millions to their TV screens. It was a masterpiece of collaboration between the army and the media.

In order to sustain government and national policies, especially in ‘democratic’ countries, public support is vital, and today the media monopolize this power of persuasion. We can see power centres attempting to control media as early as the 1400s. When Gutenberg invented the printing press, the Roman Catholic Church saw this tool being used to undermine the papal authority, and declared it as ‘evil.’ During the second half of the twentieth century, especially in democratic countries like the US, the broadcasting media have themselves become a major power centre. Since the majority of the intellectuals in these countries regard the media as a ‘watchdog’ over the actions of government, the media exercise tremendous political authority as well as economic power. Since very few, if any, major policy decisions can be made without media approval, government needs to reconcile itself to the media rather than control them. Indeed, whoever needs the media’s ‘seal of approval’ must appeal to the media.

Except for government financed channels, all media outlets are commercial and the goal of channels like ABC, NBC, and CNN is making profit, rather than playing the ‘watchdog’ role. Inevitably, the ‘watchdog’ role is often compromised by the need to make profit. A well-known example of this in the past was the relationship between the media and the cigarette industry. Cigarette companies paid huge amounts of money to the media which encouraged them not to discuss the harmful side- effects of smoking. ‘Information concerning the hazards of cigarette smoking was available as early as 1938 but was ignored, censored or played down by the media to such an extent that, even two decades later, only 44 percent of the people thought smoking was a cause of lung cancer’ (Jensen, 1993, p.212). In exchange for some benefits, the media can be manipulated to hide information and sometimes even give false information. Such a case occurred during the Reagan administration: each of the three big networks ABC, CBS and NBC was acquired by corporations that might have been unqualified under earlier FCC standards which Reagan lifted. In return, the big media dispensed relentlessly positive news about Reaganism and the great trickle-down dream (ibid., p.25). Furthermore, by writing positive news, ‘government lying was too willingly supported by the media’ (ibid., p.26). The general public are quite ignorant of the extent of distortion and false reporting. We are not speaking of hiding some few government blunders but of giving erroneous background information to favour a declaration of war or the application of murderously punitive economic sanctions against a country. Seriously independent, investigative journalists, such as those who publish annually The Censored Year Book, document many cases of disinformation and misinformation by the US media on serious issues that involve loss of human life. 

Following what they saw as the bias of the media during the Korean and Vietnam Wars, the American military made a study of the weak points of the media, as of an enemy. In particular, they realized that the media’s concern to find the most interesting, up- to-date and spectacular news so that their channel would be viewed by large audiences was more important to them than their ‘watchdog’ role: ‘the larger the audience, the more they can charge for advertising’ (Fitzgerald). The media’s need for high ratings made them vulnerable to bargaining pressure, which the military exploited as any business interest would. War crimes and horrors were not to be shown, if the media wanted access to the international which would secure their audience ratings. The media’s capacity to present war as a big show was first realized (and managed) by British officials during the Falklands conflict. They knew that if the media were denied other alternatives than showing the official propaganda footage, they would use the propaganda rather than have nothing to broadcast. The British experience became the pattern for US military officials who set up a new, semi-formal code for US media and military relations. Following the Falklands pattern, military officials in charge of the Grenada, Panama and Gulf wars made it clear to media executives (through, for example such agreements as the Pentagon’s ten-page list of rules, revised in January 1991) that if they did not misbehave by revealing war crimes or US casualties they would have access to their military show and would make some profit. The deal suited both sides. CNN Executive Vice-President Ed Turner said:‘In the end, we are going to co-operate [with the US military]’ (Sukow, 1991) revealing his desire not to miss the chance to air the curious military show about to happen in the Arabian desert. However, it was not a show, it was a war. As a result, just as arguments for a non-military resolution were denied prominence, so too the unpleasant realities of the imposed military resolution, including the loss of human life, were hidden from a world-wide audience.

Conclusion

The military evolved tactics against the media to influence them as they had once influenced the military, began with the Korean War. Until the beginning of the end of the Vietnam War, the relations continued in the same pattern. Following the British example in the Falklands, the US military had their own model of media control in place before the Grenada invasion, and had made it more effective still for the Panama invasion. During the Gulf War, in the latest phase of these evolving tactics, there began a new level of almost overt commercial co-operation between the US military and the US mass media.

Today media and military planners work together on the battlefield. In the Gulf War, reflecting on the effort the broadcasting companies and other mass media put into advertising the war and attaining public support for it, we can say that correspondents seemed as if they were working as members of the army: the media functioned as a department of the military with the task of achieving public support for the victory. The co-operation between the army and news media succeeded. In the Gulf War, many reprehensible acts were committed by the US and its allies such as the bombing of civilian targets, including shelters and apartments, or concocting lies in order to make propaganda against the enemy seem legitimate. Sometimes this was even done by means of the President, George Bush. However, the war was legitimized in the eyes of the US public, and also in the eyes of many people all around the world.

In the past, the relationship between the military and the media was not so close. For the sake of getting good and interesting coverage, in many cases, the media harmed the aims of the military by exposing their failures or wrong actions, such as in the Vietnam War. In response, military and government offices increased censorship and stopped media access to military and governmental sources. After a long struggle and animosity between the media and the military, they appear to have become wholly reconciled in a mode of co-operation beneficial for both sides: exciting coverage and an international audience for the media and unquestioning public support for the military and government policies. Today the media, knowingly or unknowingly, function as the US Army’s PR agent, and in return the military gives them an important and exciting international event to report, which everyone is curious to see: war.

References

• FITZGERALD, J. (1995) ‘Aesthetics & Media Criticism’. Lecture in Emerson College, Media Criticism Aesthetics course, January 19.
• JENSEN, C. (1993) The News That Didn’t Make the News and Why, The 1993 Censored Year Book, Sheburne Press.
• KARNOW, S. (1984) Vietnam: A History. The first Complete Account of Vietnam at War, Penguin Books, New York, NY, p.23.
• LEE, R. S.H. (1978) ‘Early Korean War Coverage’, Journalism Quarterly, 55, pp.789fl93.
• MARTINI, L. Director. Lines in the Sand. Griffin-Wirth Assoc. c.1991.
• SHARKLEY, J. (1991) Under Fire, The Centre for Public Integrity, pp.614.
• SUKOW, M. R. (1991) ‘The Storm and the Eye’, Broadcasting, January 14.