Educational and Child Psychology

The great shift … is the movement away from the value-laden languages of … the “humanities,” and toward the ostensibly value-neutral languages of the “sciences.” This attempt to escape from, or to deny, valuation is … especially important in psychology … and the so-called social sciences. Indeed, one could go so far as to say that the specialized languages of these disciplines serve virtually no other purpose than to conceal valuation behind an ostensibly scientific and therefore nonvaluational semantic screen.

We cannot describe how the mind is made without having good ways to describe complicated processes. Before computers, no languages were good for that. Piaget tried algebra and Freud tried diagrams; other psychologists used Markov Chains and matrices, but none came to much. Behaviorists, quite properly, had ceased to speak at all. Linguists flocked to formal syntax, and made progress for a time but reached a limit: transformational grammar shows the contents of the registers (so to speak), but has no way to describe what controls them. This makes it hard to say how surface speech relates to underlying designation and intent–a baby-and-bath-water situation. I prefer ideas from AI research because there we tend to seek procedural description first, which seems more appropriate for mental matters.

Western psychologists accuse religion of repressing the vital energy of man and rendering his life quite miserable as a result of the sense of guilt which especially obsesses the religious people and makes them imagine that all their actions are sinful and can only be expiated through abstention from enjoying the pleasures of life. Those psychologists add that Europe lived in the darkness of ignorance as long as it adhered to its religion but once it freed itself from the fetters of religion, its emotions were liberated and accordingly it achieved wonders in the field of production.