Sunday, April 6, 2008

"Harmonious Integration of Reason and Passion"

This week we read LeDoux’s final thoughts about the role of consciousness in emotion and emotional regulation. LeDoux examines the possibility that as we evolve cortical structures will continue to have greater control over the amygdala or the “low road” processes. However, LeDoux expects it is more probable that we will develop a “more harmonious integration of reason and passion.” This leads into the three other readings which examine ideas about cognitive-emotional connectivity and the role of consciousness.
I thought that Dolan’s work really continued with LeDoux’s train of thought. Both Dolan and LeDoux emphasize how emotion is unique as a feeling that can take control over the other systems and influence cognition, perception, memory, etc. Dolan describes emotion as “less encapsulated than other psychological states.” Yet rather than “encapsulate” emotions through more cortical control it might make more sense to just have improved communications between the cortex and the emotional processes.
I was really interested in the study that showed a correlation between index of visceral awareness and “better predictive judgments” in shock trials. We know that predictability is one way to prevent stress. In contrast, disorganization or unpredictability can cause the stress system to go into high alert. Thus it makes sense that from bodily awareness and predictive judgment one might experience less stress from arousal. This is a great example of how a more successful emotional system is not constituted of merely more cortical control, but more fluid interaction between consciousness and the body. Dolan also examines how damage to the PFC leads to personally disadvantageous choices. This also indicates how integration between cognitive and emotional processes is important.
In ch. 8 LeDoux described how it is possible that psychoanalytic therapy works through emphasis of cortical control over the amygdala. After reading ch. 9 I see why LeDoux seemed a bit wary of this process. I remember early on LeDoux cited MacLean’s idea that psychotherapy should begin with the therapist relating the patient’s visceral brain (p. 97). I think this makes a very powerful case for Dance Movement and Arts therapies. Rather than privilege language or cortical dominance, these therapies focus on visceral and bodily awareness as a means to address the connection between emotion and consciousness.
LeDoux addresses the PFC as newer, recently evolved structure. This look at the evolution of the brain made me think of Bruce Perry’s lecture last week and where we are headed as a society. Perry discussed the transformation of our modern society into a less relational and interactive world where emotional development is neglected and not highly valued. Perry views emotional development as the foundation for cognitive or abstract thinking. Without that foundation we cannot really develop higher cortical functions, not to mention a more evolved interaction between cortex and emotion. In addition, early emotional trauma predicts comorbidities. How does this shift away from the natural world shape the development of the brain, making us unhealthy and unable to respond to stress and trauma? Are we moving in the direction LeDoux predicted?

1 comment:

Amy Fleischer said...

Interesting, I've heard that love is like finding out that someone else is real... so if we could have that realization before we shoot, we would be more evolved as human beings...

For conference, I've been exploring some videos and articles related to the theme of social-emotional learning, which also seems relevant to our class discussion this week. Namely, the videos on this website are quite interesting: http://www.edutopia.org/social-emotional-learning
Likewise, Dr. Perry's talk last week reaffirmed some of the same ideas I have discovered in reading and personal experience: which is the sense that affect and cognition are highly interrelated... and that emotional life is not adequately respected as a form of experience that requires protection and care.

Meanwhile, I still find myself asking what IS affective or emotional learning? What sort of objectives does it include? Richard Davidson (see video on link above, Heart-Brain Connection: The Neuroscience of Social, Emotional, and Academic Learning) says that it is meant to foster the ability to regulate emotions and appraise stimulus in "healthy" way... yet, I can't help but be concerned for the use of such relative terms. Many of us have wondered to what extent it is useful to teach emotion regulation; what are the potential outcomes? Another point made by Davidson is that patience,calmness, cooperation, and kindness are all skills that can be trained. Such changes are due to occur in phases of every young life; but I agree, the question above still matters because, on the one hand, emotion regulation is essential to survival and, on the other, it could lead to more and more suppression and dis-ease.