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+ | ====State-Specific Sciences==== | ||
< | < | ||
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</ | </ | ||
- | --Charles Tart | + | --[[Charles Tart]] |
====States of Consciousness and State-Specific Sciences==== | ====States of Consciousness and State-Specific Sciences==== | ||
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* DOI: 10.1126/ | * DOI: 10.1126/ | ||
- | Blackburn (1) recently noted that many of our most talented | + | Blackburn (1) recently noted that many of our most talented |
young people are " | young people are " | ||
proposed that we recognize the validity of a more | proposed that we recognize the validity of a more | ||
Line 26: | Line 27: | ||
complementary to the classical intellectual approach. | complementary to the classical intellectual approach. | ||
- | I have seen the same rejection of science by many of the | + | I have seen the same rejection of science by many of the |
brightest students in California, and the problem is indeed | brightest students in California, and the problem is indeed | ||
serious. | serious. | ||
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religions" | religions" | ||
- | To illustrate, a recent Gallup poll (2) indicated that | + | To illustrate, a recent Gallup poll (2) indicated that |
approximately half of the American college students have tried | approximately half of the American college students have tried | ||
marijuana, and a large number of them use it fairly regularly. | marijuana, and a large number of them use it fairly regularly. | ||
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performance on complex psychomotor tests. | performance on complex psychomotor tests. | ||
- | Would you risk going to jail to experience these? | + | Would you risk going to jail to experience these? |
- | A young marijuana smoker who hears a scientist or physician | + | A young marijuana smoker who hears a scientist or physician |
talk about these findings as the basic nature of marijuana | talk about these findings as the basic nature of marijuana | ||
intoxication will simply sneer and have his antiscientific | intoxication will simply sneer and have his antiscientific | ||
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intoxication is all about (3). | intoxication is all about (3). | ||
- | More formally, an increasingly significant number of people | + | More formally, an increasingly significant number of people |
are experimenting with ASC's in themselves, and finding the | are experimenting with ASC's in themselves, and finding the | ||
experiences thus gained of extreme importance in their philosophy | experiences thus gained of extreme importance in their philosophy | ||
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meditation (4) and yoga. | meditation (4) and yoga. | ||
- | The purpose of this article is to show that it is possible | + | The purpose of this article is to show that it is possible |
to investigate and work with the important phenomena of ASC's in | to investigate and work with the important phenomena of ASC's in | ||
a manner which is perfectly compatible with the essence of | a manner which is perfectly compatible with the essence of | ||
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States of Consciousness | States of Consciousness | ||
- | An ASC may be defined for the purposes of this article as a | + | An ASC may be defined for the purposes of this article as a |
qualitative alteration in the overall pattern of mental | qualitative alteration in the overall pattern of mental | ||
functioning, | functioning, | ||
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in terms of the overall patterning of psychological functioning. | in terms of the overall patterning of psychological functioning. | ||
- | An analogy with computer functioning can clarify this | + | An analogy with computer functioning can clarify this |
definition. | definition. | ||
subroutines. | subroutines. | ||
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program of a computer. | program of a computer. | ||
- | The ASC's experienced by almost all ordinary people are | + | The ASC's experienced by almost all ordinary people are |
dreaming states and the hypnagogic and hypnopompic states, the | dreaming states and the hypnagogic and hypnopompic states, the | ||
transitional states between sleeping and waking. | transitional states between sleeping and waking. | ||
people experience another ASC, alcohol intoxication. | people experience another ASC, alcohol intoxication. | ||
- | The relatively new (to our culture) ASC's that are now | + | The relatively new (to our culture) ASC's that are now |
having such an impact are those produced by marijuana, more | having such an impact are those produced by marijuana, more | ||
powerful psychedelic drugs such as LSD, meditative states, | powerful psychedelic drugs such as LSD, meditative states, | ||
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States of Consciousness and Paradigms | States of Consciousness and Paradigms | ||
- | It is useful to compare this concept of an SoC, a | + | It is useful to compare this concept of an SoC, a |
qualitatively distinct organization of the patterning of mental | qualitatively distinct organization of the patterning of mental | ||
functioning, | functioning, | ||
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Copernican astronomy and Newtonian dynamics. | Copernican astronomy and Newtonian dynamics. | ||
- | Because of their tremendous success, paradigms undergo a | + | Because of their tremendous success, paradigms undergo a |
change which, in principle, ordinary scientific theories do not | change which, in principle, ordinary scientific theories do not | ||
undergo. | undergo. | ||
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gravity, for example. | gravity, for example. | ||
- | A paradigm serves to concentrate the attention of a | + | A paradigm serves to concentrate the attention of a |
researcher on sensible problem areas and to prevent him from | researcher on sensible problem areas and to prevent him from | ||
wasting his time on what might be trivia. | wasting his time on what might be trivia. | ||
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communications during paradigm clashes. | communications during paradigm clashes. | ||
- | The concept of a paradigm and of an SoC are quite similar. | + | The concept of a paradigm and of an SoC are quite similar. |
Both constitute complex, interlocking sets of rules and theories | Both constitute complex, interlocking sets of rules and theories | ||
that enable a person to interact with and interpret experiences | that enable a person to interact with and interpret experiences | ||
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Paradigm Clash between " | Paradigm Clash between " | ||
- | Human beings become emotionally attached to the things which | + | Human beings become emotionally attached to the things which |
give them pleasure, and a scientist making important progress | give them pleasure, and a scientist making important progress | ||
within a particular paradigm becomes emotionally attached to it. | within a particular paradigm becomes emotionally attached to it. | ||
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different paradigm. | different paradigm. | ||
- | The conflict now existing between those who have experienced | + | The conflict now existing between those who have experienced |
certain ASC's (whose ranks include many young scientists) and | certain ASC's (whose ranks include many young scientists) and | ||
those who have not is very much a paradigmatic conflict. | those who have not is very much a paradigmatic conflict. | ||
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virtue of being incapable of perceiving the obvious! | virtue of being incapable of perceiving the obvious! | ||
- | Historically, | + | Historically, |
bitter emotional antagonisms, | bitter emotional antagonisms, | ||
opponent. | opponent. | ||
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nil. | nil. | ||
- | Must the experiencers of ASC's continue to see the | + | Must the experiencers of ASC's continue to see the |
scientists as concentrating on the irrelevant, and the scientists | scientists as concentrating on the irrelevant, and the scientists | ||
see the experiencers as confused (7) or mentally ill? Or can | see the experiencers as confused (7) or mentally ill? Or can | ||
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The Nature of Knowledge | The Nature of Knowledge | ||
- | Basically, science (from the Latin scire, to know) deals | + | Basically, science (from the Latin scire, to know) deals |
with knowledge. | with knowledge. | ||
experiential feeling of congruence between two different kinds of | experiential feeling of congruence between two different kinds of | ||
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been worked out for judging degrees of congruence. | been worked out for judging degrees of congruence. | ||
- | All knowledge then, is basically experiential knowledge. | + | All knowledge then, is basically experiential knowledge. |
Even my knowledge of the physical world can be reduced to this: | Even my knowledge of the physical world can be reduced to this: | ||
given certain sets of experiences, | given certain sets of experiences, | ||
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again attribute to the external world. | again attribute to the external world. | ||
- | Because science has been incredibly successful in dealing | + | Because science has been incredibly successful in dealing |
with the physical world, it has been historically associated with | with the physical world, it has been historically associated with | ||
a philosophy of physicalism, | a philosophy of physicalism, | ||
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The Essence of Scientific Method | The Essence of Scientific Method | ||
- | I shall discuss the essence of scientific method, and show | + | I shall discuss the essence of scientific method, and show |
that this essence is perfectly compatible with an enlarged study | that this essence is perfectly compatible with an enlarged study | ||
of the important phenomena of ASC' | of the important phenomena of ASC' | ||
that state-specific sciences (SSS) be developed. | that state-specific sciences (SSS) be developed. | ||
- | As satisfying as the feeling of knowing can be, we are often | + | As satisfying as the feeling of knowing can be, we are often |
wrong: | wrong: | ||
or has no generality. | or has no generality. | ||
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pitfalls of observation and reasoning. | pitfalls of observation and reasoning. | ||
- | I shall discuss four basic rules of scientific method to | + | I shall discuss four basic rules of scientific method to |
which an investigator is committed: | which an investigator is committed: | ||
the public nature of observation; | the public nature of observation; | ||
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Observation | Observation | ||
- | The scientist is committed to observe as well as possible | + | The scientist is committed to observe as well as possible |
the phenomena of interest and to search constantly for better | the phenomena of interest and to search constantly for better | ||
ways of making these observations. | ways of making these observations. | ||
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parts of it. | parts of it. | ||
- | Many of the most important phenomena of ASC's have been | + | Many of the most important phenomena of ASC's have been |
observed poorly or not at all because of the physicalistic | observed poorly or not at all because of the physicalistic | ||
labeling of them as epiphenomena, | labeling of them as epiphenomena, | ||
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whether it is difficult or not. | whether it is difficult or not. | ||
- | We must consider one other problem of observation. | + | We must consider one other problem of observation. |
the traditional idols of science, the " | the traditional idols of science, the " | ||
place in dealing with many internal phenomena of SoC' | place in dealing with many internal phenomena of SoC' | ||
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compensate for them. | compensate for them. | ||
- | A recognition of the unreality of the detached observer in | + | A recognition of the unreality of the detached observer in |
the psychological sciences is becoming widespread, under the | the psychological sciences is becoming widespread, under the | ||
topics of experimenter bias (8) and demand characteristics (9). | topics of experimenter bias (8) and demand characteristics (9). | ||
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Public Nature of Observation | Public Nature of Observation | ||
- | Observations must be public in that they must be replicable | + | Observations must be public in that they must be replicable |
by any properly trained observer. | by any properly trained observer. | ||
that led to the report of certain experiences must be described | that led to the report of certain experiences must be described | ||
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aspects of the conditions. | aspects of the conditions. | ||
- | The physicalistic accretion to this rule of consensual | + | The physicalistic accretion to this rule of consensual |
validation is that, physical data being the only " | validation is that, physical data being the only " | ||
internal phenomena must be reduced to physiological or behavioral | internal phenomena must be reduced to physiological or behavioral | ||
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is quite possible. | is quite possible. | ||
- | The emphasis on public observations in science has had a | + | The emphasis on public observations in science has had a |
misleading quality insofar as it implies that any intelligent man | misleading quality insofar as it implies that any intelligent man | ||
can replicate a scientist' | can replicate a scientist' | ||
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a background in the physical sciences. | a background in the physical sciences. | ||
- | Given the high complexity of the phenomena associated with | + | Given the high complexity of the phenomena associated with |
ASC's, the need for replication by trained observers is | ASC's, the need for replication by trained observers is | ||
exceptionally important. | exceptionally important. | ||
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observers of ASC phenomena. | observers of ASC phenomena. | ||
- | Further, for the state-specific sciences that I propose | + | Further, for the state-specific sciences that I propose |
should be established, | should be established, | ||
would constitute adequate training. | would constitute adequate training. | ||
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investigators of meditative states. | investigators of meditative states. | ||
- | Public observation, | + | Public observation, |
limited, | limited, | ||
among those specially trained people that data become accepted as | among those specially trained people that data become accepted as | ||
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cannot replicate the observations is of little relevance. | cannot replicate the observations is of little relevance. | ||
- | A second problem in consensual validation arises from a | + | A second problem in consensual validation arises from a |
phenomenon predicted by my concept of ASC's, but not yet | phenomenon predicted by my concept of ASC's, but not yet | ||
empirically investigated, | empirically investigated, | ||
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seem " | seem " | ||
- | Practically all investigations of communication by persons | + | Practically all investigations of communication by persons |
in ASC's have resulted in reports of deterioration of | in ASC's have resulted in reports of deterioration of | ||
communication abilities. | communication abilities. | ||
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empirically determined. | empirically determined. | ||
- | Thus consensual validation my be restricted by the fact that | + | Thus consensual validation my be restricted by the fact that |
only observers in the same ASC are able to communicate adequately | only observers in the same ASC are able to communicate adequately | ||
with each other, and they may not be able to communicate | with each other, and they may not be able to communicate | ||
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Theorizing | Theorizing | ||
- | A scientist may theorize about his observations as much as | + | A scientist may theorize about his observations as much as |
he wishes to, but the theory he develops must consistently | he wishes to, but the theory he develops must consistently | ||
account for all that he has observed, and should have a logical | account for all that he has observed, and should have a logical | ||
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necessarily accept). | necessarily accept). | ||
- | The requirement to theorize logically and consistently with | + | The requirement to theorize logically and consistently with |
the data is not as simple as it looks, however. | the data is not as simple as it looks, however. | ||
consists of a basic set of assumptions and a set of rules for | consists of a basic set of assumptions and a set of rules for | ||
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Observable Consequences | Observable Consequences | ||
- | Any theory a scientist develops must have observable | + | Any theory a scientist develops must have observable |
consequences, | consequences, | ||
predictions that can be verified by observation. | predictions that can be verified by observation. | ||
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invalid, regardless of its elegance, logic, or other appeal. | invalid, regardless of its elegance, logic, or other appeal. | ||
- | Ordinarily we think of empirical validation, of validation | + | Ordinarily we think of empirical validation, of validation |
in terms of testable consequences that produce physical effects, | in terms of testable consequences that produce physical effects, | ||
but this is misleading. | but this is misleading. | ||
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State-Specific Sciences | State-Specific Sciences | ||
- | We tend to envision the practice of science like this: | + | We tend to envision the practice of science like this: |
centered around interest in some particular range of subject | centered around interest in some particular range of subject | ||
matter, a small number of highly selected, talented, and | matter, a small number of highly selected, talented, and | ||
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incomprehensible to laymen. | incomprehensible to laymen. | ||
- | This general description is equally applicable to a variety | + | This general description is equally applicable to a variety |
of sciences, or areas that could become sciences, whether we | of sciences, or areas that could become sciences, whether we | ||
called such areas biology, physics, chemistry, psychology, | called such areas biology, physics, chemistry, psychology, | ||
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the same. | the same. | ||
- | More formally, I now propose the creation of various | + | More formally, I now propose the creation of various |
state-specific sciences. | state-specific sciences. | ||
would have a group of highly skilled, dedicated, and trained | would have a group of highly skilled, dedicated, and trained | ||
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people in other SoC' | people in other SoC' | ||
- | The fact that the experimenter should be able to function | + | The fact that the experimenter should be able to function |
skillfully in the SoC itself for a state-specific science does | skillfully in the SoC itself for a state-specific science does | ||
not necessarily mean that he would always be the subject. | not necessarily mean that he would always be the subject. | ||
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or be in that SoC himself for data reduction the theorizing. | or be in that SoC himself for data reduction the theorizing. | ||
- | Examples of some observations made and theorizing done by a | + | Examples of some observations made and theorizing done by a |
scientist in a specific ASC would illustrate the nature of a | scientist in a specific ASC would illustrate the nature of a | ||
proposed state-specific science. | proposed state-specific science. | ||
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State-Specific Sciences and Religion | State-Specific Sciences and Religion | ||
- | Some aspects of organized religion appear to resemble | + | Some aspects of organized religion appear to resemble |
state-specific sciences. | state-specific sciences. | ||
believer to enter an ASC and then have religious experiences in | believer to enter an ASC and then have religious experiences in | ||
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ASC's induced by an intensely emotional atmosphere. | ASC's induced by an intensely emotional atmosphere. | ||
- | In examining the esoteric training systems of some | + | In examining the esoteric training systems of some |
religions, there seems to be even more resemblance between such | religions, there seems to be even more resemblance between such | ||
mystical ways and state-specific sciences, for here we often have | mystical ways and state-specific sciences, for here we often have | ||
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knowledge. | knowledge. | ||
- | Nevertheless the proposed state-specific sciences are not | + | Nevertheless the proposed state-specific sciences are not |
simply religion in a new guise. | simply religion in a new guise. | ||
involve the kind of commitment to searching for truth that is | involve the kind of commitment to searching for truth that is | ||
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belief system. | belief system. | ||
- | The crucial distinction between a religion utilizing ASC' | + | The crucial distinction between a religion utilizing ASC' |
and a state-specific science is the commitment of the scientist | and a state-specific science is the commitment of the scientist | ||
to reexamine constantly his own belief system and to question the | to reexamine constantly his own belief system and to question the | ||
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considerable overlap. | considerable overlap. | ||
+ | < | ||
| | ||
| | ||
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| | ||
+ | </ | ||
+ | |||
[Apologies for the crudeness of this Wen diagram, the circles in the | [Apologies for the crudeness of this Wen diagram, the circles in the | ||
original look much better than these ASCII approximations] | original look much better than these ASCII approximations] | ||
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handled more adequately | handled more adequately | ||
- | Interrelationships more complex than those that are | + | Interrelationships more complex than those that are |
illustrated in Fig. 1 are possible. | illustrated in Fig. 1 are possible. | ||
- | The possibility of stimulating interactions between | + | The possibility of stimulating interactions between |
different state-specific sciences is very real. Creative | different state-specific sciences is very real. Creative | ||
break-throughs in NCS have frequently been made by scientists | break-throughs in NCS have frequently been made by scientists | ||
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within their NCS. | within their NCS. | ||
- | A current example of such interaction is the finding that in | + | A current example of such interaction is the finding that in |
Zen meditation (a highly developed discipline in Japan) there are | Zen meditation (a highly developed discipline in Japan) there are | ||
physiological correlates of meditative experiences, | physiological correlates of meditative experiences, | ||
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Differences | Differences | ||
- | A widespread and misleading assumption that hinders the | + | A widespread and misleading assumption that hinders the |
development of state-specific sciences and confuses their | development of state-specific sciences and confuses their | ||
interrelationships is the assumption that because two people are | interrelationships is the assumption that because two people are | ||
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socially approved lines, these differences are covered up. | socially approved lines, these differences are covered up. | ||
- | For example, some people think in images, others in words. | + | For example, some people think in images, others in words. |
Some can voluntarily anesthetize parts of their body, most | Some can voluntarily anesthetize parts of their body, most | ||
cannot. | cannot. | ||
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no images. | no images. | ||
- | This means that person A may be able to observe certain | + | This means that person A may be able to observe certain |
kinds of experiential data that person B cannot experience in his | kinds of experiential data that person B cannot experience in his | ||
ordinary SoC, no matter how hard B tries. | ordinary SoC, no matter how hard B tries. | ||
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normality. | normality. | ||
- | In some cases, B may be able to enter an ASC and there | + | In some cases, B may be able to enter an ASC and there |
experience the sorts of things that A has reported to him. A | experience the sorts of things that A has reported to him. A | ||
realm of knowledge that is ordinary for A is then specific for an | realm of knowledge that is ordinary for A is then specific for an | ||
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SoC. | SoC. | ||
- | The phenomenon of synesthesia can again serve as an example. | + | The phenomenon of synesthesia can again serve as an example. |
Some individuals possess this ability in their ordinary SoC, most | Some individuals possess this ability in their ordinary SoC, most | ||
do not. Yet 56 percent of a sample of experienced marijuana | do not. Yet 56 percent of a sample of experienced marijuana | ||
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the drug-induced ASC. | the drug-induced ASC. | ||
- | Thus we may conceive of bits of knowledge that are specific | + | Thus we may conceive of bits of knowledge that are specific |
for an ASC for one individual, part of ordinary consciousness for | for an ASC for one individual, part of ordinary consciousness for | ||
another. | another. | ||
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ordinary SoC of various investigators. | ordinary SoC of various investigators. | ||
- | Another important source of individual differences, | + | Another important source of individual differences, |
understood at present, is the degree to which an individual may | understood at present, is the degree to which an individual may | ||
first make a particular observation or form a concept in one SoC | first make a particular observation or form a concept in one SoC | ||
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probably be enormous. | probably be enormous. | ||
- | I have only outlined the complexities created by individual | + | I have only outlined the complexities created by individual |
differences in normal SoC's and have used the normal SoC as a | differences in normal SoC's and have used the normal SoC as a | ||
baseline for comparison with ASC's; but it is evident that every | baseline for comparison with ASC's; but it is evident that every | ||
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Problems, Pitfalls, and Personal Perils | Problems, Pitfalls, and Personal Perils | ||
- | If we use the practical experience of Western man with ASC' | + | If we use the practical experience of Western man with ASC' |
as a guide, the development of state-specific sciences will be | as a guide, the development of state-specific sciences will be | ||
beset by a number of difficulties. | beset by a number of difficulties. | ||
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problems first. | problems first. | ||
- | The first important problem in the proposed development of | + | The first important problem in the proposed development of |
state-specific sciences is the obvious perception of truth. | state-specific sciences is the obvious perception of truth. | ||
many ASC's, one's experience is that one is obviously perception | many ASC's, one's experience is that one is obviously perception | ||
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to distrust the obvious. | to distrust the obvious. | ||
- | A second major problem in developing state-specific sciences | + | A second major problem in developing state-specific sciences |
is that in some ASC's one's abilities to visualize and imagine | is that in some ASC's one's abilities to visualize and imagine | ||
are immensely enhanced, so that whatever one imagines seems | are immensely enhanced, so that whatever one imagines seems | ||
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observed and experience it as datum. | observed and experience it as datum. | ||
conjure up anything one wishes, how can we ever get at truth? | conjure up anything one wishes, how can we ever get at truth? | ||
- | One way of looking at this problem is to consider any such | + | One way of looking at this problem is to consider any such |
vivid imaginings as potential effects: they are data, in the | vivid imaginings as potential effects: they are data, in the | ||
sense that what can be vividly imagined in a given SoC is | sense that what can be vividly imagined in a given SoC is | ||
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can be imagined may show a lawful pattern. | can be imagined may show a lawful pattern. | ||
- | More generally, the way to approach this problem is to | + | More generally, the way to approach this problem is to |
realize | realize | ||
of illusions, and misperceptions in our ordinary SoC. Before the | of illusions, and misperceptions in our ordinary SoC. Before the | ||
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lawfulness. | lawfulness. | ||
- | The effects of this enhanced vividness of imagination in | + | The effects of this enhanced vividness of imagination in |
some ASC's will be complicated further by two other important | some ASC's will be complicated further by two other important | ||
problems, namely, experimenter bias (8, 9), and the fact that one | problems, namely, experimenter bias (8, 9), and the fact that one | ||
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arising from various experiences be verified experientially. | arising from various experiences be verified experientially. | ||
- | A third major problem is that state-specific sciences | + | A third major problem is that state-specific sciences |
probably cannot be developed for all ASC's: some ASC's may depend | probably cannot be developed for all ASC's: some ASC's may depend | ||
on or result from genuine deterioration of observational and | on or result from genuine deterioration of observational and | ||
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a priori decisions based on reasoning in our ordinary SoC's. | a priori decisions based on reasoning in our ordinary SoC's. | ||
- | A fourth major problem is that of ineffability. | + | A fourth major problem is that of ineffability. |
experiences are ineffable in the sense that: (i) a person may | experiences are ineffable in the sense that: (i) a person may | ||
experience them, but be unable to express or conceptualize them | experience them, but be unable to express or conceptualize them | ||
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power and rigor as conventional scientific endeavor. | power and rigor as conventional scientific endeavor. | ||
- | Many phenomena which are now considered ineffable may not be | + | Many phenomena which are now considered ineffable may not be |
so in reality. | so in reality. | ||
experience with ASC's and the lack of an adequate language for | experience with ASC's and the lack of an adequate language for | ||
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primarily in adaptation to survival in the physical world. | primarily in adaptation to survival in the physical world. | ||
- | Finally, we should recognize the possibility that various | + | Finally, we should recognize the possibility that various |
phenomena of ASC's may be too complex for human beings to | phenomena of ASC's may be too complex for human beings to | ||
understand. | understand. | ||
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Perils | Perils | ||
- | The personal perils that an investigator will face in | + | The personal perils that an investigator will face in |
attempting to develop a state-specific science are of two kinds, | attempting to develop a state-specific science are of two kinds, | ||
those associated with reactions colloquially called a bad trip | those associated with reactions colloquially called a bad trip | ||
and a good trip, respectively. | and a good trip, respectively. | ||
- | Bad trips, in which an extremely unpleasant, emotional | + | Bad trips, in which an extremely unpleasant, emotional |
reaction is experienced in an ASC, and in which there are | reaction is experienced in an ASC, and in which there are | ||
possible long-term adverse consequences on a person' | possible long-term adverse consequences on a person' | ||
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those who experience them. | those who experience them. | ||
- | In many ASC's, defenses against unacceptable personal | + | In many ASC's, defenses against unacceptable personal |
impulses may become partially or wholly ineffective, | impulses may become partially or wholly ineffective, | ||
person feels flooded with traumatic material that he cannot | person feels flooded with traumatic material that he cannot | ||
Line 858: | Line 862: | ||
could minimize these hazards for at least some people. | could minimize these hazards for at least some people. | ||
- | Good trips may also endanger an investigator. | + | Good trips may also endanger an investigator. |
produce experiences that are so rewarding that they interfere | produce experiences that are so rewarding that they interfere | ||
with the scientific activity of the investigator. | with the scientific activity of the investigator. | ||
Line 871: | Line 875: | ||
of these, can seriously stifle the progress of investigation. | of these, can seriously stifle the progress of investigation. | ||
- | These personal perils again emphasizes necessity of | + | These personal perils again emphasizes necessity of |
developing adequate training programs for scientists who wish to | developing adequate training programs for scientists who wish to | ||
develop state-specific sciences. | develop state-specific sciences. | ||
Line 883: | Line 887: | ||
ASC. | ASC. | ||
- | Many of us know that there have been cases where scientists, | + | Many of us know that there have been cases where scientists, |
after becoming personally involved with ASC's, have subsequently | after becoming personally involved with ASC's, have subsequently | ||
become very poor scientists or have experienced personal | become very poor scientists or have experienced personal | ||
Line 896: | Line 900: | ||
SoC's that are suitable for development, | SoC's that are suitable for development, | ||
that are best suited to such work (16). | that are best suited to such work (16). | ||
- | + | ||
Prospects | Prospects | ||
- | I believe that an examination of human history and our | + | I believe that an examination of human history and our |
current situation provides the strongest argument for the | current situation provides the strongest argument for the | ||
necessity of developing state-specific sciences. | necessity of developing state-specific sciences. | ||
Line 913: | Line 917: | ||
ASC phenomena in scientific terms. | ASC phenomena in scientific terms. | ||
- | It was the hope of many people that religions were simply a | + | It was the hope of many people that religions were simply a |
form of superstition that would be left behind in our " | form of superstition that would be left behind in our " | ||
age. Not only has this hope failed, but our own understanding of | age. Not only has this hope failed, but our own understanding of | ||
Line 926: | Line 930: | ||
ourselves. | ourselves. | ||
- | not very human sciences. | + | not very human sciences. |
give us not scientific insights on questions of what to do, what | give us not scientific insights on questions of what to do, what | ||
not to do, or why to do things. | not to do, or why to do things. | ||
- | The youth of today and mature scientists in increasing | + | The youth of today and mature scientists in increasing |
numbers are turning to meditation, oriental religions, and | numbers are turning to meditation, oriental religions, and | ||
personal use of psychedelic drugs. | personal use of psychedelic drugs. | ||
Line 940: | Line 944: | ||
personal exploration with their scientific activities. | personal exploration with their scientific activities. | ||
- | It is difficult to predict what the chances are of | + | It is difficult to predict what the chances are of |
developing state-specific sciences. | developing state-specific sciences. | ||
diffuse and dependent on our normal SoC' | diffuse and dependent on our normal SoC' | ||
Line 958: | Line 962: | ||
too great. | too great. | ||
- | I have nothing against religious and mystical groups. | + | I have nothing against religious and mystical groups. |
suspect that the vast majority of them have developed compelling | suspect that the vast majority of them have developed compelling | ||
belief systems rather than state-specific sciences. | belief systems rather than state-specific sciences. | ||
Line 970: | Line 974: | ||
References and Notes | References and Notes | ||
- | 1. T. Blackburn, Science 172, 1003 (1971). | + | * 1. T. Blackburn, Science 172, 1003 (1971). |
- | 2. Newsweek, | + | |
- | 3. An attempt to describe the phenomena of marijuana intoxication | + | |
- | in terms that make sense to the user, as well as the investigator, | + | |
- | been presented elsewhere. See C Tart, On Being Stoned: A Psychological | + | |
- | Study of Marijuana Intoxication (Science & Behavior Books, Palo | + | |
- | Alto, 1971). | + | |
- | 4. C. Naranjo and R. Ornstein On the Psychology of Meditation | + | |
- | (Viking, New York, 1971). | + | |
- | 5. Note that an SoC is defined by the stable parameters of the | + | |
- | pattern that constitute it, not by the particular technique of inducing | + | |
- | that pattern, for some ASC's can be induced by a variety of induction | + | |
- | methods. By analogy, to understand the altered computer program you | + | |
- | must study what it does, not study the programmer who originally set it up. | + | |
- | 6. T. Kuhn, The Structure of Scientific Revolutions (Univ. of | + | |
- | Chicago Press, Chicago, 1962). | + | |
- | 7. Note that states of confusion and impaired functioning are | + | |
- | certainly | + | |
- | interest here. | + | |
- | 8. R. Rosenthal, Experimenter Effects in Behavioral | + | |
- | (Appleton-Century.Crofts, | + | |
- | 9. M. Orne, Amer. Psychologist. 17, 776 (1962). | + | |
- | 10. A state-specific scientist might find his own work somewhat | + | |
- | incomprehensible | + | |
- | nomenon | + | |
- | would transfer to his ordinary | + | |
- | even though it would make perfect sense when he was again in the | + | |
- | ASC in which he did his scientific work. | + | |
- | 11. " | + | |
- | a " | + | |
- | occurred | + | |
- | states. | + | |
- | 12. N. Bohr, in Essays, 1958-1962, on Atomic Physics and Human | + | |
- | Knowledge (Wiley, New York, 1963). | + | |
- | 13. B. Ghiselin, | + | |
- | 1952). | + | |
- | 14. E. Green, A. Green, E. Walters, J. Transpersonal Psychology. 2, | + | |
- | 1 (1970). | + | |
- | 15. A. Maslow, The Psychology of Science: A Reconnaissance (Harper | + | |
- | & Row, New York 1966). | + | |
- | 16. The | + | |
- | example) may be scientifically interesting, | + | |
- | high to warrant our developing state-specific sciences for them. The | + | |
- | personal and social issues involved in evaluating this kind of | + | |
- | risk are beyond the scope of this article. | + | |
- | 17. J. Needleman, The New Religions (Doubleday, New York, 1970). | + | |
- | 18. C. Tart, Altered States of Consciousness: | + | |
- | (Wiley, New York, 1969). | + | |