A Transpersonal Approach to Helping Unknowingly Needy and Worried Well Persons:
An Example of In Situ Diagnoses and Follow-Up in the Study of Common Sense and
Aberrant Common Sense in Post-World War II Germany

Roulette William Smith, Ph.D.

Institute for Postgraduate Interdisciplinary Studies
Palo Alto, CA 94306-0846 USA

E-Mail: najms@postgraduate-interdisciplinary-studies.org
E-Mail: najms@humanized-technologies.com

Revised Version of a Presentation to the

4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies

Baiyun, Guangzhou (CHINA) – September 24th-26th, 2007

Abstract

[1]
Transpersonal psychology subsumes many areas, although issues pertaining to ‘consciousness’
remain a central theme underlying many studies and reports. Examples include classic studies
of consciousness and altered states of consciousness, meditation and mindfulness, shamanism
and mind-altering substances, spirituality, and personal transformations. Significantly,
philosophers and neuroscientists now are making substantial inroads into the biological and
molecular basis for consciousness.

[2]
Philosophy Professor David J. Chalmers suggests that the challenges of consciousness should
be dichotomized into “easy problems,” on the one hand, and the “hard” or “really hard problem,”
on the other hand (1995). According to Chalmers:

“The easy problems of consciousness are those that seem directly
susceptible to the standard methods of cognitive science, whereby a
phenomenon is explained in terms of computational or neural
mechanisms. … The easy problems of consciousness include those of
explaining the following phenomena:

Chalmers then states that: “The really hard problem of consciousness is the problem of experience. When we think and perceive, there is a whir of information-processing, but there is also a subjective aspect. As Nagel (1974) has put it, there is something it is like to be a conscious organism. This subjective aspect is experience. When we see, for example, we experience visual sensations: the felt quality of redness, the experience of dark and light, the quality of depth in a visual field. Other experiences go along with perception in different modalities: the sound of a clarinet, the smell of mothballs. Then there are bodily

sensations, from pains to orgasms; mental images that are conjured
up internally; the felt quality of emotion, and the experience of a
stream of conscious thought. What unites all of these states is that
there is something it is like to be in them. All of them are states of
experience.” (p. 201)

[3]
This report focuses on a third type of difficult problems; to wit, three intriguing problems of
awareness, belief and reality. These problems occasionally appear in clinical clients who
generally are not considered appropriate for research or laboratory investigations of
consciousness. Their circumstances, challenges and problems ultimately may prove to be far
more significant to researchers, especially if their realities, when compared to their experiences,
contribute to the elucidation and explication of the onset and formation of beliefs.

[4]
One type of problem associated with reality is identified in persons who need help or assistance,
and yet those persons have absolutely no knowledge or cognitive understanding of their needs
for assistance. There can be no mistake that these persons possess consciousness. Nor is
there any doubt that they possess personal senses of realities. Yet they often misunderstand
more than they understand. They make mistakes and break things. They would rather replace a
broken item rather than repair it. Their problems are classified under the rubric of “unknowing
neediness.”

[5]
The second type of problem is identified in persons who constantly seek help or assistance, and
yet they have absolutely no need for assistance. These persons consume enormous quantities
of attention needlessly. Their behaviors are costly and chaotic. Their problems are associated
with “worried wellness.” The worried well also misunderstand more than they understand on
occasions. Interestingly, their problems often are relegated to third-party insurance providers
that decide whether or not to pay claims. In the end, neither these persons, their professional
healthcare providers, nor others are well-served by an underlying dysfunctional healthcare
system unresponsive to fundamental needs.

[6]
The third type of problem perhaps is even more important at a practical level. The underlying
clinical challenges point to issues of awareness – apart from beliefs, experiences and realities –
in scholars, clinicians and potential clients. In other words, Chalmers’ really hard problem
overlooks a transpersonal meta-issue of awareness in clinicians, scientists, and, their subjects
and co-researchers. This meta-issue occasionally is manifested in ‘experimenter effects’,
experimental bias, poor experimental design, and, failures in logic and “scientific (and scholarly)
‘common sense’” (Smith, 1983; Smith, 2006b; Smith, in preparation).

[7]
Although differences in reality and perceived experiences may be minor or subtle in most
persons, those differences may be quite profound in both the unknowingly needy and worried
well. This report focuses on a specific subgroup of persons who are unknowingly needy and/or
worried well. In particular, the focus is on persons who do not have ‘common sense’,1 and rarely

1 Lacking common sense, having no common sense, and aberrant common sense all are terms referring to persons’ ways of thinking that differ from the ways of thinking in their cultures, groups or herds. In other words, Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

seek clinical support. Attention is directed to the extremely hard problem of consciousness involving:

documenting and treating unknowing neediness and worried wellness. Persons who do not have “common sense” occasionally may not understand, may misunderstand, cannot understand, or may be out of touch with their consciousness and/or realities.

[8] Why focus on common sense and the lack of common sense? The present studies of common sense date back to the 1970s and 1980s. During the 1970s, Smith (1971) flirted with artificial intelligence aspects of common sense.2 Then, quite fortuitously in 1985, 9 young elementary school students were observed who did not have “common sense.” This determination was based on their responses to mathematics questions and problems, and other aberrant personal behaviors. The students were enrolled in grades 3 to 6 in a Sunnyvale, California (USA) elementary school Mathematics Laboratory. The mathematics laboratory provided remedial support for students performing poorly on mathematics tasks, and provided enrichment tasks and activities for “gifted” students.

[9] The Mathematics Laboratory was located in one section of the School Library. In a fortuitous conversation with the school librarian, she revealed that those same 9 students also performed poorly on reading tasks. These observations were reported to the school principal who then recommended that these matters be discussed in parent-teacher conferences. Those parent-teacher conferences revealed that for each of those 9 students, one or both parents were uniformly “negative.” Those parents simply did not (and possibly could not) say anything good, positive or commendable about their child (Smith, 1986; Smith, 1987; Smith, 1988; cf. Smith, 1971). After extensive historical and biographical research, the phenomenon of “aberrant” common sense3 associated with parental negativism was found to be widespread and universal, though not appreciated in education, psychology, medicine, other social sciences, or any clinical professions (Smith, 1992). The term “psychoviruses” then was introduced to possibly explain the transmission of non-genetic information leading to the evolution and development of aberrations in common sense and in other psychosocial disorders or dysfunctions.

[10] Psychoviruses are snippets of infectious, non-genetic information which interfere in “normal” cognitive development. Those snippets of information indirectly may lead to changes in DNA in brain. Psychovirus effects can be especially profound in children between their births and approximately age six. Children appear to be especially susceptible to adverse effects during the “terrible twos” and shortly afterward. Situational effects also can produce psychoviruses and

those persons have and use personalized styles of “sense” which do not comport with the common styles of
“sense” used by peers, within herds or other groups.
2 This report does not review artificial intelligence issues pertaining to common sense and consciousness. Rather,
the focus in this report is on “transpersonal” aspects of common sense in humans.
3 Throughout this report we use “aberrant” to connote sufficiently unusual manifestations of a phenomenon which
on the surface may appear usual or “normal.” Upon finer grained analyses – and particularly in selected situations –
the underlying phenomena may be profoundly different, though not worthy of the labels “abnormal” or “disabled.”

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

psychoviral responses (Smith, 1987; Smith, 1988; Smith, 1992; Reuters, 2006; Christakis and Fowler, 2007). Although the concept of psychoviruses predates computer viruses, the computer virus metaphor is appropriate. Psychoviruses differ from memes (Dawkins, 1976) insofar as the gene–meme metaphor cannot explain many clinical, laboratory or molecular findings which psychoviruses can explain. The gene–meme metaphor also cannot explain evolutionary findings associated with a “tripartite” model of evolution (Smith, 2005a; Smith, 2005b; Smith, 2006a; Smith, 2006b; Smith, in preparation). Not insignificantly, the notion of psychoviruses portends a potential companion notion of ‘psychovaccines’.

[11]
A possible molecular and evolutionary basis for common sense was investigated during the past
three years (Smith, 2004a; Smith, 2004b; Smith, 2004c; Smith, 2007a; Smith, 2007b; Smith,
2007c). This includes studies of common sense in more than 41 cultures worldwide (see Table
1; cf. Taormina, 2006).

[12]
As a microcosm, one component of the common sense research focuses on the evolution and
development of common sense in post-World War II Germans, Jewish Holocaust survivors
residing in the USA, and Jewish Holocaust survivors residing in Israel.4 These groups were
selected because much of World War II history and its consequences are amply documented
and archived. Even if common sense in Germans and Jewish persons differed before World
War II, one hypothetically5 should not expect statistically significant differences among Jewish
Holocaust survivors in Israel and the USA. Thus, the underlying design provides important,
though not-too-rigorous, controls in these exploratory studies.

[13]
Preliminary evidence suggests three divergent strands of common sense associated with these
three subpopulations. War and other trauma also appear to contribute generally to divergences
in common sense elsewhere6 – resulting from genocide, ethnic-cleansing, other crimes against
humanity, and other specific traumatic events. A few examples include:

4 Although Holocaust victims included many persons and groups other than Jewish persons, the decision to focus only on Jewish persons is based on practical considerations (e.g., availability of archives and documents, identifiable survivors and their offspring, access, etc.). 5 This is a “null” hypothesis. In actual fact, one should not be too surprised if there are significant divergences in common sense in Jewish Holocaust survivors in Israel and the USA. Environment, culture, government and other factors may contribute to those divergences. 6 In all instances of divergences in common sense cited in this report, attributions of responsibilities or “blame” are avoided, even though blame and causality may have relevance. Rather, the sole focus is on phenomena underlying common sense, aberrant common sense, and changes in common sense. A goal is to understand how evolutionary, molecular, developmental, situational and clinical events may contribute to the explication of common sense and changes in common sense. 7 Whereas Boccaccio’s writings were diachronic, Tuchman’s approach was more synchronic.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

Even during the 4th International Conference on Humanistic and Transpersonal Psychologies
and Psychotherapies, strife and violence among monks and the military in Myanmar are a
replay of the violent 1988 clashes between students and the military in Burma. More recently,
wild firestorms in southern California traumatized many persons after more than 2300 homes
and structures were burned to the ground and more than 500,000 persons had to be evacuated.
Thus, if instances of war and trauma contribute to divergences in common sense in individuals
and groups/herds, then studying processes and dynamics underlying experiences, belief
formation, reality, and awareness may have value – especially if they have profound
psychological, social, political and moral implications requiring universal caveats emptor (Smith,
1986; Smith, 1987; Smith, 1992).

[14]
The extremely hard problem discussed in this report is not associated with separate general
cultural experiences per se. For example, divergent differences in common sense in Germans,

8 Examples include: “Parable of the Old Men and the Young”; “The Dead-Beat”; “Mental Cases”; “Arms and the
Boy”; and “Conscious.”
Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

Jewish Holocaust survivors residing in the USA, or Jewish Holocaust survivors residing in Israel per se are not considered. Rather, an immediate challenge concerns separate realities among a unique and very small sample of German persons9 who lack common sense (cf. Smith, 1986; Smith, 1987; Smith, 1988). Their common sense (or absence in common sense) does not comport with mainstream common sense in Germany. The present in situ10 phenomenological study examines theoretical, philosophical (including moral and ethical), methodological, economic, developmental, epidemiological and clinical issues associated with this small sample of unknowingly needy and worried well persons.

[15] Insofar as ‘common’ sense in humans develops between birth and approximately age six years old (Smith, 1988; cf. Fulghum, 1986/2004), the extremely hard problem specifically includes concerns for the extremely difficult scholarly and clinical challenges of nurturing common sense skills in pre-school and elementary school aged children who lack common sense. Because the propositi and co-researchers in this study are adults, the focus is expanded to include high school students, post-baccalaureate young adults, and older adults – none of whom may have common sense.11 Older adults who lack common sense may provide clues to boundaries and limitations regarding the intractability of possible clinical treatments and therapeutic responses. Older adults also may shed light on the long-term stability of common sense. A central theme guiding this research is whether one can help these unknowingly needy persons. Is providing assistance and nurturing change a lost cause? If DNA plasticity is affirmed based on a hypothesis that DNA is the repository of long-term memories (Smith, 1979; Smith, 2003b; cf. Exhibit 1), what combination of molecular, psychopharmacological and/or therapeutic approaches can optimize therapeutic responses, if at all – and at what ages?

[16] On a broader scale, one is reminded that war often is a target and object of many (military, political, game-theoretic and other) decisions and studies. Research on common sense and aberrant common sense suggests that stability in common sense may be a concrete benefit of peace. Examples of war and traumatic situations possibly contributing to divergences in common sense were cited earlier. The potential for homogeneity in common sense and possible reduction in the prevalence of instances of aberrant common sense could be one benefit and objective. Other possible benefits include reductions in costs associated with clinical, diagnostic and therapeutic activities, as well as societal costs associated with unforeseeable consequences of divergences in common sense – including many of the types of traumatic events cited above. In other words, micro- and macro-economic aspects of common sense must be factored into the extremely hard problem, particularly insofar as rational thinking and behaviors become economic issues. An apt analogy might be Ignaz Semmelweis’ observations about hospital sanitation when coupled with recent concerns about methicillin-resistant (or, more accurately, multi-resistant) staphylococcus aureus (MRSA; cf. Klevens et al., 2007). War and trauma may contribute to messy, unhealthy and costly multi-resistant divergences in common

9 That the propositi in this study are Germans may be purely coincidental – an accident of circumstances. Retrospective analyses of other persons lacking common sense from the larger database affirm many of the findings in this report. 10 The term in situ is derived from Latin and means “in the situation.” 11 Throughout this report, we use aberrant common sense, having no common sense, and lacking common sense interchangeably. Again, we are challenged to find appropriate nomenclature which is sufficiently descriptive of underlying cognitive processes. In alleging that persons have no common sense, there is no intent to imply that those persons have no sense. Quite to the contrary, they merely lack an appreciation for others’ sense within their herd, clan or culture, and how their own behaviors do not comport with others’ common or communal sense.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

sense – including further aberrations in common sense and possibly leading to additional war and “terrorism.” The hidden micro- and macro-psychological and economic costs associated with chaos, war, terrorism, trauma, and stress-related disorders must take front and center stage.

[17] At an epistemological level, this report indirectly examines consequences of professional failures to elucidate and explicate clinical aspects of negativism, common sense, unknowing neediness and worried wellness in clinical psychology, psychiatry, medicine, the neurosciences, and clinical social work. Insofar as negativism and aberrant common sense often are manifested as chaotic thinking and behaviors, occasional costly and harmful consequences, and in other forms of inappropriate and complex human dynamics, the absence of a negative personality disorder (cf. Millon, 1981) and aberrant common sense in the Diagnostic and Statistical Manual of Mental Disorders (DSM) IV-R TR and various versions of the International Statistical Classification of Diseases and Related Health Problems (ICD) – 9 and 10 now must be redressed. The term “common sense” does not appear in the DSM IV-R TR, any version of the ICD, or in any known clinical or professional textbook in medicine, clinical psychology, or clinical social work.12 Yet, disorders of negativism and common sense pose special challenges because they mimic personality psychopathology as well as sociopathology due to their impact on and consequences for others. Moreover, professional trends in most health, health care and public health systems require that clients seek professional assistance rather than professionals seeking out the unknowingly needy. Unknowing neediness simply is not on the professional ‘radar’ – and especially in disorders of common sense. Persons who lack common sense generally do not seek help and require novel interventions. Worried wellness usually falls within the purview of health insurers largely because of economic considerations. There is little consideration for experiential aspects within a client’s reality, within professional realities, or within the intersection of those realities.

[18] In summary, a truly difficult problem for consciousness research is brought to light in studies of common sense and aberrant common sense. This problem becomes even more complex when consciousness issues underlying experimenter-subject and clinician-client dyads become a part of the challenge. Assessments of awareness and need then become a central part of the equation.

Introduction

[19] When Professors Cyrus and Magdalena Lee issued their call for papers for the 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies, the plan was to submit a manuscript discussing recent and preliminary results on divergences in “common sense” obtained during the past two years. A two month retreat in Germany was organized with a goal to assemble and analyze data related to post-World War II divergences in common sense in Germans, and Jewish Holocaust survivors in the USA and Israel. Insofar as a previous

12 Although many features of aberrant common sense mimic the borderline personality, it is sufficiently different and deserves its own Axis II designation. The ICD-10 does include two classifications (that is, F94.8 – Other childhood disorders of social functioning; and, F94.9 – Childhood disorder of social functioning, unspecified) which could subsume some commonsense-related issues, although those categories do not take into account adult-related matters. Those classifications also do not capture the cognitive aspects of the putative disorder. General anxiety disorders in adults (ICD-10 – F41.1; ICD-9 – 300.02) also are presenting symptoms in aberrant common sense, yet these disorders fail to characterize the spectrum of findings.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

presentation at the 3rd International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies dealt with new perspectives on evolution and their implications for nurturance and the transpersonal (Smith, 2005), a goal this year was to show, at least theoretically, that “common sense” and its divergences have a biological basis in humans consistent with the far-reaching “tripartite” (that is, three part) theory of evolution. A working hypothesis is that common sense generally is encoded in non-proteomic regions of the DNA genome. It is nurtured between the time of birth and roughly age six, and is not genetic per se. To the extent that common sense may represent herd behavior, a reasonable goal is to determine if there are common encodings for common sense within herds, cultures, etc. Just as a ‘genetic code’ facilitates consistent protein production based on genes in the proteome, a common non-proteomic encoding scheme may underlie long-term memory mechanisms. Ultimately, changing Guanine*Cytosine::Adenine*Thymine13 ratios in selected regions of brain might serve as crude markers for assessing common sense traits and components. These crude markers could lead to the first serious efforts aimed at distinguishing common and unique consequences of nurturance – and consciousness. This long-term research approach also can demonstrate breadth, depth and richness in the tripartite theory of evolution. That is, the theory is sufficiently powerful to capture and explain some of the most elemental forms of the human experiences – and even at a molecular level.

[20] Common sense is one of those elemental experiences. Most persons use the term common sense in their everyday lives, yet as noted above, there are very few discussions of the psychology of common sense in the literature. Despite its use, without an operational definition, one may never truly “know” what is meant by the term common sense within any herd or cultural context. Even when persons are asked to define common sense, they often encounter considerable difficulties. Indeed, initial interest in German common sense (in contrast to common sense in Germany) arose in the late-1980s in conversations with friends and professional colleagues in Munich, Germany. When discussing then extant research on common sense in young children (Smith, 1986; Smith, 1987; Smith, 1988), there was no uniform agreement regarding an appropriate German term for common sense. There was general agreement that gesundermenschenverstand best represents the notion of common sense. Moreover, because there is general agreement that Gezond verstand is the Dutch expression for common sense and because of similarities in Dutch and German languages, it is reasonable to assume that gesundermenschenverstand is an appropriate representation of what generally is regarded as common sense. Table 1 lists many representations of the term common sense in different languages.

[21] The challenge of understanding common sense is far more complex than one of determining definitions or common terminologies (cf. Table 1). Psychotherapist Salamin Alphonse (at the 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies, personal communication) notes that while bon sens may represent a correct dictionary translation of the term into French, sens commun or sens pratique may be more appropriate. The French term sens pratique (cf. Bourdieu, 1998; Geertz, 1983; Robinson, 1983)14 may provide a clue to an essential element in common sense; to wit, the importance of some

13 Hereafter designated G*C::A*T. 14 Clifford Geertz defines common sense as a form of ‘local knowledge’ (Geertz, 1983); to wit, cultural language that forms the basis for all agreements and is implied but not necessarily written. His emphasis is on knowledge not underlying cognitive processes. Pierre Bourdieu (cf. <http://en.wikipediai.org/wiki/Pierre_Bourdieu> and <http://fr.wikipedia.org/wiki/Pierre_Bourdieu>) defines sens pratique in terms of fields, habitus and doxa.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

underlying practical and socially conforming cognitive (memory and mental processing) activities within groups, herds and/or cultures.15 This would support occasional claims that a person is “book smart,” yet has no common sense.

[22] Table 1 provides a clue to another important aspect of common sense. The traditional Chinese idiographic characters and Sanskrit terms for common sense point to possible long-term and evolutionary aspects underlying common sense. These representations underscore the importance of distinguishing and disambiguating nature and nurture in discussions of common sense. Although many scholarly pronouncements on common sense by western philosophers and religious scholars may have originated in medicine during Middle Ages and Renaissance (Mullooly, 2003; Mullooly, 2006), the Chinese and Indian linguistic traditions clearly indicate much earlier uses of the concept / notion. There also is evidence of Aboriginal persons in Australia having historical and cultural notions of common sense.16 Furthermore, when the naturalistic report of a battle between a herd water buffalo and pride of lions is considered (Schlosberg and Budzinski, 2004), it is evident that both biological (that is, nature) and herd / cultural (that is, nurturance, development and adaptation) components are important.

A Role for Evolution in Common Sense and A Role for Common Sense in Evolution

[23] A tripartite theory of evolution (Smith, 2005b; Smith, 2006a; Smith, 2006a; Smith, in preparation) differs from Charles Darwin’s theory insofar as the tripartite theory has three unique components. The first component (A) subsumes all of Charles Darwin’s ideas. In other words, Darwin’s theory is necessary, though not sufficient, to explain human evolution. The two remaining components in the tripartite theory are: B) in utero experiences and possible consequences in later life related to those in utero experiences (that is, intrauterine events and “experiences” between mother and child taking place in a woman’s womb during pregnancy; possible transfers of ‘soulful’ and nurturing information in utero, and, possible long-term consequences of drugs, addictions, methylations/imprinting and the intrauterine environment; cf. Verny and Kelly, 1981/1983; Barker et al., 1989; cf. Coles, 1990; Haig, 1996; Forsen et al., 2000; Killian et al., 2000; Barker, 2001; Godfrey and Barker, 2001; Eriksson et al., 2001; Reik and Walter, 2001; Verny and Weintraub, 2002; Barker, 2002; Barker, 2003a; Barker, 2003b; Bihl, 2003; DiPietro, 2006; Dolinoy, Huang and Jirtle, 2007); and, C) DNA is the repository of long-term memories in brain and the immune system (Smith, 1979; see Exhibit 1). An abundance of clinical, epidemiological, experimental and theoretical evidence suggests that changes in DNA occur dynamically largely in non-proteomic regions of the genome (Smith, in preparation). Preliminary evidence from a variety of sources suggests that many of those DNA changes in brain may convert adenine*thymine-rich regions to guanine*cytosine-richer regions, possibly accompanied by methylation events. In immune memories, recombinations and rearrangements in immunoglobulin hypervariable genes represent an established mechanism (Tonegawa et al., 1978; Sakano et al., 1979).

[24]

15 I especially am grateful to Jutta Thompson, Greg Andonian, Gerard De Zeeuw, Salamin Alphonse, Fei Zi, Ming Lee, John Clemens, Julio Vidaurrazaga, Byron Marshall, James Stasheff, Michael Eisenstadt and others for assisting me in sorting out the importance of various cognitive components underlying common sense and aberrant common sense. These components include memory, culture / herd, processing, problem-solving, mistakes and error processing, etc. 16 At this time, it is not known if any Aboriginal notions of common sense are consistent with ‘dream time’.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

Other memory mechanisms associated with C include mutable loci and transpositions (McClintock, 1950; Smith, 1979), mirror neuron activities (e.g., imitation and grasping of intentions; di Pellegrino et al., 1992; Fadiga et al., 1995; Rizzolati et al., 1996a; Rizzolati et al., 1996b; Gallese et al., 1996; Grafton et al., 1999; Iacoboni et al., 1999; Arbib et al., 2000; Ramachandran, 2000; Iacoboni et al., 2001; Iacoboni et al., 2005), and psychovirus actions (Smith, 1987; Smith, 1988; Smith, 1992). In addition, new transmissible and epigenetic memory mechanisms (e.g., autotoxicity, autovirulence, context-specificity, ‘hit-and-run’ and ‘beneath-theradar’ transmissible infections; Smith, 1983; Smith, 1984; Smith, 2003a) may contribute to autoimmune, psychosomatic and other psycho-immuno-neurological axis disorders and syndromes.

[25] What generally distinguishes A from B and C is the forms of information transmitted and how that information is reproduced and replicated. The replication and transmission of molecular information associated with A primarily is genetic. Although Darwinian evolution presumably can accommodate the transmission of substituent particles (for example, prions and other autotoxins; transposons, microRNAs, snRNPs, and other autovirions; and other potential generators of diversity [Smith, 1984; Smith, 1989]), psychoviruses and mirror neuron actions (e.g., imitation and grasping of intentions) are more difficult to reconcile. Components B and C generally cannot be explained in Darwinian evolutionary terms. B and C can explain Lamarckian evolution and more – including common sense. C identifies other evolutionary advantages often overlooked in Darwinian evolution – including aging and different economic benefits (e.g., volunteerism and philanthropy). This tripartite evolutionary perspective may generalize to marsupial mammals, too (cf. Killian et al., 2000). Marsupials include opossums in the Earth’s northern and southern hemispheres, along with an extraordinary variety of other marsupials mostly in the southern hemisphere (for example, kangaroos, wallabies, koala bears, wombats, and even the Tasmanian devil and thylocine; see <http://www.pbase.com/mr2c280/australia_mammals>).

[26] That there may be a molecular basis for common sense and that there is a role for evolution in common sense, is not at all obvious. Some scholars may be inclined view common sense diachronously (that is, of, relating to, or dealing with phenomena [as of language or culture] as they occur or change over a period of time prospectively and/or cumulatively) or synchronously (that is, chronological arrangement of historical events and personages so as to indicate coincidence or coexistence; retrospectively and/or historically). These dichotomies, dualities, oppositions and distinctions may be artificial and simplistic – and represent instances of descriptive – structuralism and its inadequacies (Smith, 1983). Descriptive-structuralism is unlikely to shed any light on a possible molecular basis for common sense.

[27] A second possible approach to explicating common sense might involve heuristic – functionalism (Smith, 1983). One’s views of common sense must appreciate diachronous and synchronous (i.e., descriptive) details. Yet, an underlying appreciation for molecular and biological (i.e., functional) processes also is in order. Those processes may provide clues to broad molecular elements, even though those processes remain to be more fully explicated. As noted earlier, common sense possibly is encoded in non-proteomic portions of the genome. To the extent that this possibility is affirmed, an immediate challenge and long-term goal may be to ascertain whether there really are “common” elements underlying brain activities – and especially in regard to consciousness and common sense. In other words, does the term “common” in common sense have relevance at a molecular and non-proteomic level?

[28] This report reveals a third possible approach to explicating common sense. After planning a two month scholarly retreat in Germany in order to complete a report for the 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies, those best laid plans were derailed because of emergent chaos in the German household. The planned report not only would provide preliminary evidence of three divergent strands in common sense emerging from post-World War II, the report would have considered biological, evolutionary and developmental advantages of common sense to survivors of World War II. In the end, aberrant common sense was determined to be the source of the chaos. This third approach emerged from that chaos. In situ observations of aberrant commonsense17 behaviors were extraordinarily rich, informative and invaluable, and, represent a unique and fortuitous embodiment of logistic reasoning (Smith, 1983). By viewing aberrant common sense in real-time, one now may be able to understand more about both common sense and aberrant common sense.

[29] In summary, preliminary findings related to the evolution of common sense in generations of post-World War II Germans and Holocaust survivors, when coupled with logistic reasoning about aberrant common sense, possibly can provide a glimpse into biological, developmental and evolutionary mechanisms underlying common sense and aberrant common sense. These findings also will support using common sense as a concrete marker when building a solid foundation in peace studies. Finally, the findings now propel the ‘transpersonal realm’ into virgin and uncharted territories in genomic studies and neurosciences.

[30] Logistic reasoning also provides clues to needs for proactive and anticipatory strategies aimed at avoiding divergences in common sense. For example, increasing numbers of mothers now serve in the USA military services. This phenomenon also is occurring in other nations. Estimates of USA women soldiers serving in the Iraq war now exceed 170,000 tours in duty. Women also comprise approximately 10% of soldiers assigned to the war in Iraq (<http://www.npr.org/templates/story/story.php?storyId=14964676>; Norris, 2007). Women in the USA military services also have higher prevalence rates of post-traumatic stress disorders (PTSD) than their male counterparts (Norris and Hillard, 2007; Milliken, Auchterlonie and Hoge, 2007). Having women serve in the military is deemed a social objective aimed at reducing gender inequities and providing human rights consistent with the United States Constitution. Yet, many of those military mothers are being separated from their young children during those children’s formative years when common sense is developing. Those children also could be exposed to psychoviruses or other situational stresses from other non-parental and non-familial sources.

[31] Military service women of childbearing ages, and who may have experienced PTSD, pose a second challenge. Their PTSD could lead to aberrant nurturance of any offspring subsequent to their diagnosis of PTSD, thereby causing other divergences in common sense. Ultimately, an increase in prevalence rates of aberrant common sense may be a consequence of the shortsightedness in USA military strategies regarding the lack of strategic planning for long-term

17 Throughout this report, common sense is used as a noun, and commonsense is used as an adjective. Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

consequences of childbearing women in the military (cf. Montagne, 2007; Norris, 2007; Milliken, Auchterlonie and Hoge, 2007; also see <http://www.npr.org/templates/story/story.php?storyId=14964676>). Any aberrations in common sense may be viewed as concrete markers and indicators of the ill-thought and ill-advised prosecution of the wars in Afghanistan and Iraq. Even more important, the national caveats emptor in regard to “terrorism” are profound (cf. Smith, 1987; Smith, 1988; Smith, 1992; Smith, 2002). Insofar as these wars allegedly are responses to terrorism, evidence of excessive humiliation and torture (at Abu Ghraib prison in Iraq, CIA extraordinary rendition sites worldwide, and the US detention facility at Guantanamo Bay, Cuba), terrorism could beget further torture and terrorism – contributing to a cycle of divergent, divergences in common sense. Similar cycles of terrorism are evident in Russia where Chechnyan terrorists become even more emboldened by Russian responses to Chechnyan terrorist attacks.

[32]
This proactive scenario should cause one to pause and consider what clinicians, scholars,
transpersonalists, military planners and others should recommend and practice if peace,
common sense and sanity are to be preserved – and if one’s offspring (and others) are to enjoy
long-term benefits of peace. There also is a need for concrete technologies (in terms of reliability
and validity) to assess common sense and its aberrations – and, by inference, peace. It now is
time to invent and develop non-invasive technologies to assess DNA changes – and to correlate
DNA dynamics with common sense, peace and other clinical entities.

[33]
Parenthetically, in citing the proactive consequences of the war on future manifestations of
common sense in the USA and elsewhere, it also is worth mentioning a little-noted proactive
aspect and consequence of China’s ‘one child” policies on population control. There is little
evidence that the forefathers of this policy weighed its consequences and implications for the
spread of HIV/AIDS. This example is particularly important because of a question from a young
female university student at the 25 September 2007 “Going Along with Professors – Speakers of
the World” Forum at the International Hall in one of university of Guangzhou’s 10-university
center complex. The event was co-hosted by the Guangzhou University of Chinese Medicine.
The woman requested professors’ views on “one-night (sexual) stands” (cf. Wilson, 2007).

[34]
The young woman’s question was extraordinarily important insofar as the spread of HIV in
university communities can have devastating long-term consequences. Her question also was
important because of the relative imbalance in the ratio of males to females caused by China’s
one-child policy. The transmission of other sexually transmissible diseases is no less important
(cf. Moss et al., 2007). Most persons overlook one extremely important epidemiologic fact about
HIV, lentiviruses (in general), and other transmissible agents causing slowly progressive
diseases (for example, prions). In all instances, the quantity of the virus is inversely correlated
with the profoundness of disease within an individual and within the herd (Smith, 1984; Smith,
1994; Smith, 2001; cf. Kelley et al., 2007). As virus titers increase (that is, as virus “load”
increases), then incubation periods become shorter. Over the long-term, as virus titers increase,
manifestations of diseases become more profound. This finding has special significance in
physical islands and social islands because virus titers sometimes can increase exponentially –
both within individuals and herds. Perhaps more important, all agents causing slowly
progressive processes comport with as many as eleven ‘near-axiomatic’ features – including the
inverse proportionality rule and an ‘island’ hypothesis (Smith, 1994).

[35] The ‘island’ hypothesis states that prevalence rates for infectious agents causing slowly progressive diseases and the profoundness of those associated diseases generally are greater in island environments. College campuses often are social islands with many unknowingly needy clients (cf. Wilson, 2007). These factors, taken together, reveal increased risks for women in China (that is, a social island confounded by the one-child policy) to receive higher titers of HIV than their male counterparts – at least initially. To the extent that there are fewer female sexual partners available in the society, increased titers and infections rates then can shift to males. Hence, if sexual activities are carried out without consideration for others, the prevalence of HIV and opportunistic infections could continue to rise exponentially – and dynamically, shifting disproportionately among females and males. In short, common sense, common knowledge, and evolutionary considerations dictate that human sexual predilections take into account HIV/AIDS, other sexually transmitted diseases, and socio-politico dynamics. By this logic, “one night” stands, at this time in history, may be regarded as a form of aberrant common sense.

[36] Overall, the spread of HIV in humans is nicely illustrated in the Benetton photo essay appended near the end of this paper (Exhibit 2). The particular issue of the Benetton Colors Magazine appeared in 2000 – just in time for the XIII International AIDS Conference in Durham, South Africa. At that time, the spread of HIV/AIDS in sub-Saharan Africa was thought to represent the worse case scenario in this dread pandemic. The alarming changing prevalence rates of HIV/AIDS in India and China now should give pause to all Chinese nationals – and especially to university and college students (cf. Wilson, 2007). Along with the spread of HIV/AIDS, one can anticipate an increase in the prevalence rates and varieties of other infectious diseases – and especially sexually transmitted diseases.

[37] Before leaving the issue of HIV/AIDS, it is important to stress the underlying common sense and common knowledge implications (see Footnote 46). Knowledge about HIV/AIDS, other sexually transmitted diseases, and opportunistic pathogens must become common knowledge, in addition to the common sense issues regarding transmissibility of infectious pathogens. Cooperation is a central tenet in common sense. This is in contrast to reasoning used by virtually all persons with aberrant common sense. All other things being equal, the ways and actions of persons who lack common sense focus solely on their own ways and actions – and not the ways and actions of the herd. The last two graphics in this report are taken from an elementary school morality education textbook entitled “SHOGAKU DŌU TŌKU／どうとく(Morality / The way of virtue) for 1st, 2nd, and 3rd grades” (Umiuchi et al., circa 1967; Exhibit 4). They are excellent illustrations of both cooperation and common sense.18 Similar crisp and clear, “commonsense” instructions about cooperation and considerations for others were provided as animated passenger information on Japan Airlines (JAL) flights to the 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies. Another commonsense example from recent Japanese literature is Moriko Shinju’s Mottainai Grandma comic series illustrating the inappropriateness of waste (Shinju, 2004/2004; Kestenbaum, 2007). Shinju’s underlying message is the common adage “waste not; want not.”

18 Unique in the second lesson is the exceptional step (the last panel on the bottom left) taken by the fox character to teach others what it (that is, the fox) learned from the bear. This step generally is not seen in lesson plans in schools in the USA. The example also illustrates cultural differences in common sense.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

An In Situ Phenomenological Analysis of Aberrant Common Sense

[38] As mentioned earlier, a two month scholarly retreat was planned to complete a manuscript for this 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies. Those plans were disrupted for elusive reasons which remain difficult to fully understand. During the retreat in Germany, glaring, costly and potentially harmful examples of aberrant common sense were continually encountered. The remainder of this presentation focuses on an in situ phenomenological study19 and analysis of aberrant common sense during that two month period. The situation was particularly interesting because of the confluence in emerging concerns for “illness,” “aberrancy,” “health,” “wellness” and “helping.” Regarding helping, the focus in this in situ study is on unknowing neediness (in persons lacking common sense), and not the worried well. This is not to conclude that persons lacking common sense cannot be among the worried well. Indeed, Proposita “D” (see below) often presents as a hopelessly worried well client.20

Propositi – co-researchers in this study21

[39]
The propositi in this report include a divorced middle-aged mother (Proposita “A”) and her two
young adult, interracial22 daughters Propositi “B” and “C”. The investigator has known Proposita
“A” since July 2004. He met Propositi “B” and “C” in March 2005. Other propositi include two
somewhat elderly next door neighbors (Proposita “Y” and Proposita “Z”) whom the he also met
in March 2005. Propositi “Y” and “Z” are unrelated.

[40]
Of these propositi, Proposita “C” clearly lacks common sense. This was immediately apparent in
March 2005. Aberrant common sense in Propositi “Y” and “Z” became evident in 2006. Their
aberrancies in common sense are somewhat peripheral to the present study, except insofar as
their behaviors initially sparked concerns about potentially high prevalence rates of aberrant
common sense in post-World War II Germany. Propositi “A,” “B,” “C,” “Y,” and “Z” are German
citizens residing in a large urban city in Germany. Proposita “A” was diagnosed with aberrant
common sense in May 2007 midway through this in situ study. There is no evidence that
Proposita “B” has any aberration in common sense, although indirect evidence suggests that her
father Propositus “X” lacks common sense.

[41]
A divorced middle-aged mother (Proposita “D”) is known to this investigator since 1972. Her
aberrant common sense was diagnosed in 1985 – shortly after it was reported that transmissible
negativism and aberrant common sense represent important clinical entities. Prior to 1985,

19 Phenomenological studies in psychology and other social sciences are not new (cf. Braud and Anderson, 1998). This study is unique insofar as its in situ component is more akin to ethnographic research in anthropology. 20 Interest in the unknowingly needy and worried well is derived from the classic adage / paradigm about the dichotomization of knowledge and action (see Endnote after the References). 21 The word “propositi” is the plural of proposita (female) and/or propositus (male). These terms refer to designated persons in a pedigree or family tree. 22 Interracial, interfaith and interethnic relationships are cited because of past findings associated with propositi who lack common sense (Smith, 1992; Smith, 2004c). Of 37 propositi marriages and divorces, 24 of those marriages were interracial and 1 was an interfaith marriage (67.6%). Also, of those 37 propositi marriages, 16 involved 2nd marriages (43.2%), and 1 involved a 3rd marriages (2.7%). Twelve of these multiple marriages were to interracial partners. Thus, the significance of the high prevalence rates of interracial, interfaith, and interethnic relationships among persons with aberrant common sense remains to be explored beyond being a mere caveat emptor. More than 70% of Proposita “A’s” partners are interracial.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

Proposita “D” was considered to be strange, challenging, difficult, moody, emotionally labile, worried well, anxiety-laden, frequently prone to errors and misunderstandings, unreliable, and self-absorbed. In this study, Proposita “D” is one case control for Proposita “A” insofar as her age is the same age as Proposita “A,” she and Proposita “A” are second generation survivors of World War II, and Proposita “D” has members of her family who were displaced by World War II. Proposita “D” has a teenage, interfaith/interethnic son (Propositus “E”) who is approximately five years younger than Proposita “C.” Propositus “E” is selected as a case control for Proposita “C” particularly in view of findings on psychoviruses (Smith, 1987; Smith, 1988; Smith, 1992; Smith, 2004c) and higher prevalence rates associated with anxiety disorders in families. The significance of the latter will become apparent later in this report.

[42] Both Propositi “D” and “E” are cited in earlier studies (Smith, 1988; Smith, 2004b; Smith, 2004c; Smith, 2006a; Smith, 2006b; Smith, 2007a; Smith, 2007b). Proposita “D” is Jewish and, as noted, a second generation survivor of World War II. Her father’s family is Sephardic Jewish, although he was born in Poland and migrated to Canada before the Holocaust. Her mother is Ashkenazi Jewish who, along with her (mother’s) sister, was hidden by French Catholic families on farms in France. They were raised as Catholics. Propositi “A” is a non-Jewish second generation World War II survivor, and Propositi “Z” and “Y” are first generation World War II survivors whose religious heritages are unknown.

[43] By any description, Propositi “C” and “E” would be regarded as non-autistic savants insofar as each excels in some personal passion (that is, Proposita “C” is a child actress of considerable acclaim, and Propositus “E” is an expert on Civil War history). Propositus “E” alleges pass-life experiences and past-life regressions, though this has never been assessed.

[44] Proposita “F” is a second case control for Propositi “A” and “D.” She is a divorced Japanese-American who lived her formative years in internment centers in California (that is, from months shortly after her birth until the closure of the internment centers). Thus, Proposita “F” may provide another perspective on the impact and consequences of World War II on the development of common sense and it aberrations.

[45] Of all propositi, only Proposita “D” actively discusses World War II – a common finding in Jewish Holocaust survivors and their offspring. Germans and Japanese-American survivors of World War II and their offspring are less likely to openly discuss war-time experiences.23 Indeed, it is somewhat difficult to document Trümmerfrauen (that is, “rubble women”)24 activities in Germany, even though they played a significant role in the reconstruction of select regions in Germany (because of the scarcity of males due to deaths and infirmity caused by World War II). The

23 Different groups respond differently to war and trauma. Armenians are increasingly vocal about their 1915 experiences. Cambodians are relatively mute regarding the “killing fields” and displacements. Chinese only recently have begun to discuss the Cultural Revolution. Thus, an analysis of rhetoric (including prose, poetry, art, film and music) and divergences in common sense may have value if divergences in common sense in responses to war and trauma are affirmed. 24 Because their activities generally were not organized or coordinated, Trümmerfrauen could be extremely important in one’s quest to understand the evolution and development of common sense and aberrant common sense in post-World War II Germans. However, there is no evidence that Propositi “A,” “B” and “C” are progeny of Trümmerfrauen.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

investigator knows relatively little about Propositi “Y” and “Z,” however they may be significant in future studies because they are first generation survivors.

[46] Of more than 50 adult propositi in a database of aberrant common sense (Smith, 1987; Smith, 1992; Smith, 2004c), there is very little evidence of significant religious or spiritual practices among the propositi. None of the in situ propositi revealed any spiritual practice, even though Propositi “A,” “B” and “C” are Roman Catholic. Propositi “A” refused to pray in two situations where prayer may have been appropriate or indicated. This general observation could provide an opportunity for further investigation, particularly in the context of resistance, intransigence and “my way or the highway” responses in most persons lacking common sense. Faith in higher powers, in contrast to hope from the occult, lies at the core of this concern.

Mitigating circumstances may have contributed to the emergence of evidence of aberrant common sense in Proposita “A”

[47]
Proposita “A” is the master tenant in a house owned by the investigator, as is her daughter
Proposita “C” A third unrelated young adult male (Propositus “W”) also resides in the household.
Proposita “B” is the first-born child of Proposita “A,” and is a university student living
approximately one hour away from her mother and sister.

[48]
As reported earlier, there were advance plans for a two month scholarly retreat. These plans
were negotiated with Proposita “A” at least six months prior to the planned visit. Despite this
agreement, Proposita “A” may have changed her mind, although this was never communicated
to the investigator.25 Because of egregious, profound and ongoing instances of extreme passive-
aggression in Proposita “A” upon his arrival in Germany, the focus of this research was changed
to identify and understand possible reasons underlying those aberrant behaviors.

[49]
The diagnosis of aberrant common sense in Proposita “A” was made on 20 May 2007 after
more than one and a half months of observations,26 visits with relatives, family, friends and other
acquaintances, and, direct observations of breakages, mistakes, misunderstanding, and
numerous inappropriate actions. The thoroughness of this investigation was deemed essential
because Proposita “A” revealed no obvious aberrancies in common sense in the past, and
because of the sanctity of the business (that is, landlord – tenant) relationship.

[50]
The concept of passive-aggression was unknown to any propositi in this study. Despite this,
Proposita “C” and her father (Propositus “X,” the ex-spouse of Proposita “A”) are profoundly
passive-aggressive.27 This was observed in March 2005, during visits in 2006, and also was

25 This is just one example of Proposita “A’s” extreme passive-aggression. 26 The chaos at the beginning of the in situ period was palpable. It then was necessary to “rule out” borderline personality disorder, confabulations, severe passive-aggression without other co-morbid disorders, etc. 27 This finding raised two vexing issues. The first vexing issue concerns the earliest manifestations of passive-aggression in Propositi “A,” “C” and “X.” This was important in disambiguating possible vectorial actions of psychoviruses – ‘from whom to whom’. The second vexing issue was whether aberrant common sense in Propositi “A” and “X” may have been transferred to each other. After in situ encounters with Proposita “A’s” mother, siblings and childhood friends, it was apparent that Proposita “A” lacked common sense prior to meeting Propositus “X.”

reported by Proposita “A” in numerous telephone calls and on various occasions. The father-daughter passive-aggression was so profound and frequent that it often produced stress and anxiety in Proposita “A.” During the April-May retreat period, Proposita “B” also cited evidence of her father’s profound passive-aggression. Direct and indirect evidence, as well as testimony from friends, confirmed that Propositus “X” lacks common sense.28

[51] During the retreat period, aberrant common sense associated with Proposita “A,” and secondarily with daughter Proposita “C,” contributed to chaos, misunderstandings, property destruction, harmful and destructive personal and social relations, and faltering landlord-tenant relationships. The purpose of the present in situ phenomenological analysis is to document and understand aberrations in common sense during the two month period. A goal is to identify processes associated with aberrations in common sense, and reasons for their destructive consequences. More important, because of ongoing interest in the evolution and development of common sense in generations of Germans and Holocaust survivors in post-World War II Germany, it was deemed important to understand the etiology of aberrant common sense in situ. After all, it also is important to understand and possibly rule-out any relationship of the immediate instances of aberrant common sense to the broader issue of divergences in common sense arising from World War II. This is the reason Propositi “D,” “E” and “F” are incorporated in the study as case controls.

Can persons with aberrant common sense shed light on “healthy” or “balanced” persons’ (that is, common) sense – gesundermenschenverstand?

[52] Quite often diseases are used to elucidate and explicate normal processes. For example, research on slow viruses which contribute to dementia in brain and the immune system led to a new model of evolution and long-term memories (Smith, 1979). That same model accurately anticipated HIV/AIDS (Smith, 1983; Smith, 1984) and more than 90 epigenetic diseases associated with gamma herpesviruses and adenoviruses (Smith, 2003a). Linus Pauling’s groundbreaking research on sickle cell anemia led to an understanding of the molecular basis for genetic diseases (Pauling et al., 1949). Huntington’s disease is likely to shed light on boundaries between proteomic and non-proteomic regions of genomes, as well as relationships among cognitive and sensory-motor components. Hence, an ambitious goal in the present research on aberrant common sense is to provide useful clues to reality, consciousness and formation of beliefs – in addition to a possible biological basis for common sense.

[53] Ponder these questions: how can one diagnose aberrant common sense? What distinguishes common sense from aberrant common sense? What nomenclature should be used to describe persons who lack common sense? Is “aberrant” an appropriate term to describe one having no common sense? Can psychiatry, clinical psychology and other “helping” professions develop an awareness of, appreciation for, and therapeutic approaches to “transmissible negativism,” “aberrant common sense,” “unknowing neediness” and “worried wellness”? Why have other scholars failed to recognize diseases of common sense, unknowing neediness, and worried

This does not rule out Propositus “X” lacking common sense early in his childhood. Indeed, indirect and second-
hand information support this proposition.
28 Passive-aggression and aberrant common sense represent different psychological entities. Earlier studies on
“transmissible negativism” led to a hypothesis that ‘transmissible negativism’ psychoviruses could contribute to
aberrant common sense, particularly in young children between birth and approximately age 6 (Smith, 1987; Smith,
1988; Smith, 1992; Smith, 2004c). However, not all persons with aberrant common sense are negative.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

wellness? Insofar as persons who do not have common sense generally will not self-refer themselves for therapy and counseling, how can chaos and other harmful behaviors be circumvented in this unknowing needy subpopulation? Finally, why is there an absence of any concept of common sense or aberrant common sense in textbooks on psychiatry, clinical psychology and other helping professions – worldwide? Have our heads been stuck in the sand during the past century?

Is there a biological basis for common sense?

[54] Two years ago, Smith (2005b) announced a tripartite model of evolution at the 3rd International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies. A visual aid was used to depict that only 1.2% of the human genome comprises the “proteome” – the protein encoding region of the genome. That is, only 1.2% of the DNA in cells can explain our genes. Those genes and proteins are the principal “stuff” in Darwinian evolution. For purposes of simplification, one might call this nature. A large fraction (say, 75%) of the remaining ~98% of the genome sometimes is referred to as “junk” DNA, and cannot be explained by Darwinian principles. It now is proposed that a small fraction of this allegedly “junk DNA” is used to encode “common sense” – beginning at birth and extending to one becoming roughly six years old (cf. Fulghum, 1986/2004). An empirical issue then becomes whether the encoding schema for common sense are consonant or “common” in any ways for animals in a cohort. If so, this could provide powerful and compelling evidence that herd behavior may have a common biological basis. The general proposal is that nurturance and other forms of long-term memories largely are encoded in non-proteomic portions of the genome. Because this presentation focuses on persons who do not have common sense, a general theory of common sense will be discussed and amply documented elsewhere (Smith, 2004a; Smith, 2004b; Smith, 2004c; Smith, 2007a; Smith, 2007b; Smith, 2007c; Smith, 2007d). Suffice it to say, aberrant common sense may be encoded somewhere in non-proteomic regions, but this no longer is the primary concern.

[55] This report is about people who do not have common sense. Smith’s earliest observations of the phenomenon of aberrant common sense occurred in 1985 (Smith, 1986; Smith, 1988). Nine children in a Sunnyvale, California Elementary School Mathematics Lab revealed types of mistakes in mathematics that simply could not be explained using any form of error analyses. Their responses were outliers by virtually every assessment of errors. More will be said about those 1985 experiences near the end of this report on in situ phenomenological analyses and experiences of the situation in Germany earlier this year.

What is common sense and why is it important?

[56] In earlier reports (Smith, 2004c; Smith, 2006b; Smith, 2007a; Smith, 2007b; Smith, 2007c; Smith, 2007d), common sense was defined as “core ‘nurturance’ in herds.” Although this definition is vague, its intent was to underscore the uniqueness of common sense in herd behaviors. Herds may include spiritual, ethnic, cultural, sects, professional, or other groupings of living entities. In plain language, the definition of common sense was meant to represent core “nurturing” experiences possessed by most members of a herd. Nurturance derives from parents, friends, community and other herd experiences – including environmental influences. This is an embodiment of Marian Wright Edelman’s reference to an African proverb that “it takes a village to raise a child.” Aberrant common sense generally refers to outliers – both as individuals in the herd and as thinking and problem-solving behaviors not shared by most members of the herd. The village metaphor fails. Persons with aberrant common sense do not seem to have acquired village or herd teachings / values. The vagueness in the earlier definitions was meant to underscore uniqueness, variability and value-laden aspects in taught, learned and nurtured experiences.

[57]
In the end, the present in situ phenomenological findings reveal that neither of these definitions

– for common sense or aberrant common sense – is adequate or sufficient to capture the salient
mental features central to logic and information processing in common sense. On the surface,
nurturance should be both necessary and sufficient to enculturate all of the needed logical skills
for survival and other practical decision-making. This in situ phenomenological study reveals
otherwise. It underscores a need for a finer grained analysis of thinking, cognition and
mentation. For example, earlier studies revealed the importance of mathematics problem solving
and reading skills in commonsense and aberrant commonsense behaviors (Smith, 1987; Smith,
1988; Smith, 1992). Those studies also highlighted unusual error processes associated
mathematics and reading in persons who lack common sense. For this study, selected
mathematics, problem solving and deep reading skills are deficient in adult Propositi “A,” “D,”
“F,” and younger propositi “C” and “E.” Their deficiencies teach that logistic reasoning and
anticipatory skills are critically important in common sense, whereas the absence of logistic
reasoning and anticipatory skills may be associated with frustration, humiliation and anxiety
disorders. This may be a reason why Proposita “D” graduated cum laude from University of
California, Berkeley and possess a law degree, yet still lack common sense. Propositi “A,” “C,”
“D” and “F” are high-functioning, non-autistic individuals except when confronted with extreme
tasks and/or critical thinking challenges. Then they become “unglued” and “come apart.”

[58]
Perhaps more important, the scope of breakages, errors, mistakes, misunderstandings and
misinterpretations are quite prevalent and prominent in persons lacking common sense. Those
error processes often produce anxiety and generalized anxiety disorders over extended periods
of time. Estimates of prevalence rates for anxiety disorders range from 3% - 17% in the general
population (Ries, 1996; Gater et al., 1998). Insofar as many of the propositi in this study live
near Mainz, Germany and at a greater distance from Berlin, the prevalence rates for generalized
anxiety disorders in Mainz are particularly intriguing (cf. Table 3 in Gater et al., 1998). Yet,
because little is written about common sense, aberrant common sense and anxiety disorders, it
is not known whether aberrant common sense is a major component of this fraction.

[59]
In the present study, Proposita “A” is medicated for an anxiety disorder. She revealed this to the
investigator and only one other person. None her children, siblings or other family members
were informed of her medication. Proposita “D” resolutely refuses any medical attention for her
frequent anxiety attacks – even upon recommendations of her primary care and other
physicians. Proposita “C” is unmedicated, although she has consulted a clinical psychotherapist
upon the recommendation of her primary care physician. Neither Propositi “A” nor “C” is willing
to consider long-term psychotherapy (such as cognitive-behavioral therapy), even with
substantial positive incentives and inducements.

[60]
Although many features characterize all propositi in this study (see Table 2), two features of
aberrant common sense define all propositi in this study and propositi in the larger database of
propositi with aberrant common sense. First, all propositi show limitations in overall scope and
purview for broad issues (that is, they never are able to see the “big picture”). Second, each of

the propositi relies almost exclusively on her or his thinking – “it’s my way or the highway.” Regarding the latter, there virtually is no evidence of “commonality” in their common sense. Those personal limitations also may be sources of stress and anxiety, especially when their reasoning skills fail them.

Is common sense limited to humans?

[61] Please view the video clip of predator-prey behavior (involving water buffalo, lions, and a crocodile/alligator) in South Africa’s Kruger National Park (Schlosberg and Budzinski, 2004; see <www.youtube.com/watch?v=LU8DDYz68kM>).29 The videoclip shows a herd of water buffalos meandering in one direction, with a pride of predator lions lying in wait at a distal point in that direction. The lions eventually attack the water buffaloes, ultimately mauling one calf. Other (more senior) water buffalo return to the herd and, by some unknown means, summon its support to defend themselves, the calf being mauled, and their “space” (Schlosberg and Budzinski, 2004). This videoclip poses several questions. Does water buffalo behavior involve “common sense”? By what means did the returning water buffaloes communicate the need for a ‘common sense’ response to the lion attack? How and when did these behaviors develop and/or evolve? Is there any “common” encoding of “common sense” in non-proteomic regions of the water buffalo genome (in their brains)? Through this simple example, one may see that common sense may not be limited to humans. One also may appreciate why the term “herd” (instead of “group” or some similar word) has value for indicating common or collective behavior. This example also provides theoretical support for studies of divergences in common sense arising from war and trauma. Ultimately, if and when non-invasive imaging of G*C :: A*T ratios in regions of brain can be recorded, one may seek evidence of divergences in common sense in non-proteomic portions of the genome after traumatic situations similar to the Battle at Kruger.

[62] The Battle of Kruger video clip has value for another reason. If the mauled calf survived, ponder how being traumatized by the lions and crocodile will affect its post-traumatic common sense. How might the calf’s common sense diverge from other members of the herd? What will be the long-term developmental and evolutionary consequences of that traumatic experience for the specific calf and its offspring? In other words, this remarkable video clip encapsulates and embodies many, if not most, of the elements this investigator initially planned to explicate for this conference – though with the human focus being the developmental and evolutionary consequences of post-World War II German and Holocaust survivors, and their offspring.

Can one cite an animal model of aberrant common sense?

[63] Because this report focuses on people lacking common sense, it is appropriate to ask if there are animal models of aberrant common sense. Crabs (that is, selected crustaceans) seem to lack common sense, a phenomenon observed as a child on family fishing expeditions. Crabs often were caught on the ocean side in quantities which would fill “bushel” baskets. The crabs never seemed to exhibit cooperative behaviors among themselves, always pursuing their personal pathways – even if it involved stepping all over there basket mates. One also sees this type of behavior in fish and crustacean holding tanks in Chinese markets and restaurants

29 The Battle at Kruger – a battle over a water buffalo calf between a pride of lions, a herd of buffalo, and a crocodile

– was witnessed by Jason Schlosberg and David Budzinski in September 2004 (Schlosberg and Budzinski, 2004) at a watering hole near Pretoriuskop Camp, Mpumalanga in South Africa's Kruger National Park. Copies of this videoclip can be obtained from NegativeSpace at <http://www.negativespace.com/battle.htm>.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

worldwide. Even though cooperation is not synonymous with common sense, an extremely important hallmark of aberrant common sense is a person’s “my way or the highway” or “go it alone” belief construct. This is the basis for the statement ”my way or the highway” meaning that ‘I am always correct and refuse to consider other views or thoughts’.

Features of aberrant common sense

[64] As mentioned earlier, in 1985 nine elementary school students in grades three through grade six were observed to have aberrant common sense. The elementary school was in Sunnyvale, CA

– in the heart of “Silicon Valley.” Aberrant common sense was diagnosed based on student’s answers to selected mathematics problems. In mathematics, one generally has one or more correct answers, and other possible error responses. In most instances, correct and error responses are rather narrowly circumscribed. The 9 students’ responses were outliers to reasonable circumscribed error responses. Their responses had a quality of being unbelievable and outrageous. In a fortuitous conversation with the school librarian (where the math laboratory was being held during non-library hours), the school librarian mentioned that those same 9 students had reading difficulties. They had difficulties with reading prose, and invented stories from cartoons. She cited examples from a Japanese Elementary Morality Education textbook to illustrate her point (Umiuchi, 1967; Exhibit 4).Suffice it to say, another hallmark of aberrant common sense is that math and reading skills often are limited.

[65] The 1985 experience included another surprising observation. When parents were contacted regarding their child’s performance (and, obviously without using the term “not having any common sense”), those parents were observed to be uniformly negative. The term psychovirus then was coined to explain the presumptive transmissible and infectious psychological process contributing to aberrant common sense (Smith, 1986; Smith, 1987; Smith, 1988; Smith, 1992). Experiences in Germany were similar. Persons who lack common sense may have been exposed to profound negativity and/or be profoundly negative themselves.

[66] The in situ study revealed the profound importance of misunderstanding and misinterpretation in aberrant common sense. The terms misunderstanding and misinterpretation are unrelated to one’s native (first) language. In other words, the fact that German was the spoken language, and the investigator’s first language is English, is not relevant.30 Rather, propositi with aberrant common sense often state or do things which are outrageously preposterous and/or unbelievably thoughtless.31,32 The term “chaos” is too kind a term to describe consequences of

30 Proposita A” is reasonably fluent in the English language and Propositi “B” and “C” are fluent in English and are American citizens. 31 The term ‘thoughtless is a relatively neutral term used in lieu of ‘stupid’ and ‘stupidity’ – even though the latter are more accurate in some instances. The latter are harsh and likely to be too “charged.” The challenge was to find terms which do not imply that one innately is incompetent, unable, or has an inability or mental deficiency. Persons with aberrant common sense generally are neither dull, incompetent, unable, nor mentally deficient. Rather, their momentary responses and mental lapses in challenging situations reveal a quality of thoughtlessness, lacking judgment and/or being unaware, unthinking and transfixed. These transfixed behaviors may lead to psychopathology – including passive-aggression, cynicism, frustration, stress, anxiety, and resistance, intransigence and “my way or the highway” responses. Although somewhat counterintuitive, the insensitivities and lack of judgment and awareness may be sources of underlying sociopathy. More important, ‘believable’ is used to describe certain types of circumscribable mistakes and errors (as in mathematics; cf. Smith, 1987; Smith, 1988; Smith, 2004c). ‘Unbelievable’ is used to describe outliers which challenge one’s credulity. In aberrant common sense, errors, mistakes, misunderstandings, and breakages often are of the unbelievable sort.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

these phenomena. Indeed, any underlying chaos serves to underscore the challenges regarding whether the classification of aberrant common sense is a psychopathological or a sociopathological disorder. It is both! Persons with aberrant common sense are both psychopaths and sociopaths.33

[67]
In studies of aberrant common sense over many years, persons with aberrant common sense
often are extremely passive-aggressive. Procrastination and tardiness often are hallmarks of
passive-aggression. An extreme form of passive-aggression can involve procrastination and
tardiness over many months. There is an “I will show you (that it will be my way)” attitude unlike
in other milder forms of passive-aggression. Passive-aggression is manifest in other ways.
Cynicism and internecine (that is, “back-stabbing) behaviors are rampant – and especially in
responses to negativity. Wit and humor often are relentlessly stinging and unsparing. Proposita
“F” uses the term “zingers” to describe these stinging barbs and wit.

[68]
Many of the in situ findings for the German and other case control propositi are summarized in
Table 2. The following comments provide additional vignettes about German propositi which
could not be reported in Table 2, and especially during the April-May retreat.

32 The term ‘thoughtless’ often does not capture underlying ‘stupidity’. Despite her healthcare profession background, Proposita “A” on several occasions used a table knife to obtain and spread jelly and/or quark on bread, and then licked the knife before sticking it back into the jelly jar. Somewhat later, she was surprised that the jam was moldy. When this behavior was pointed out to Proposita “A” immediately after it occurred, she vehemently denied her behavior. Another Swedish propositus in the larger aberrant common sense database also seeded bacteria in jellies using the same mechanism (Smith, 1992; Smith, 2004c). Proposita “C” often would hoard bread, jellies and other products passive-aggressively, and then express surprise when products became moldy and/or rancid. 33 ‘Sociopaths’ are antisocial-personality disorders or dissocial personality disorders (ICD-9 301.7; ICD-10 F60.2). Several propositi (with aberrant common sense show) show a disregard for social norms, are impulsive and nonstrategic thinkers, unwittingly cause harm to themselves and others, and, disregard others’ feelings and rights. Insofar as Germans are highly law-abiding persons, disregard for rights in the present context refers to non-codified rights and laws though which are social norms. Proposita “C” did not understand why it was inappropriate to ‘crash’ a neighbor’s dinner party, and Proposita “A” justified her daughter’s behavior on the grounds that the neighbor had enough food to accommodate extra guests. This example is particularly salient insofar as cultural norms in Germany may differ from cultural norms in Armenia or Bulgaria – two cultures in which dinner guests may be openly embraced. 34 It is for this reason that negativism and aberrant common sense was present in Proposita “A” prior to any mitigating circumstances cited earlier.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

35 Reference to sex addiction is used advisedly. This investigator respects and fully appreciates the needs and challenges single and divorced persons face when pursuing fulfilling loving and sexual relationships. In the context of aberrant common sense, the sole concern is about high risk behaviors with no apparent concern for risks to others (see Exhibit 2). 36 Aberrant common sense does not imply that all decision-making and problem-solving behaviors are defective. The terms ‘kinetic’ and ‘potential’ are meant to underscore this important distinction. This also is a reason why persons who lack common sense can be highly functional and successful. A challenge in future research will be to assess which decision-making and problem-solving skills are defective, and, if possible, to teach or properly nurture acceptable skills and behaviors.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

a.    o Aberrant sensitivities (Proposita “A”)

b.   o Impractical concerns and knowledge (Proposita “A”)

c.    o Inappropriate body language (Proposita “A”) [Note: This is new in the investigator’s research on common sense.]

d.   o Irrational fears (Proposita “A” and “C”)

e.    o Discernment (Propositi “A” and “C”)

f.     o Lack of mindfulness (Propositi “A” and “C”)

g.    o Disorders in groundedness and embodiment (Proposita “A”)

37 In today's world, there are many products which are replaced rather than being repaired, in part, because costs for repairs are greater than the price for replacing the product. At the same time, this could represent an example of divergent common sense from the common sense of earlier (say, one’s grandparents’) generations. In contradistinction, the types of breakages without repairs associated with persons with aberrant common sense represent extreme and outlying behaviors.38 Mollie Spring, personal communication

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

<www.sparknotes.com/psychology/abnormal/anxiety/summary.html>). Therefore it is not surprising that Propositi “A” and “D” are resistant to psychotherapy.39

Why does Proposita “B” have common sense and not Proposita “C”?

[69] As noted earlier, it immediately was apparent in March 2005 that Proposita “C” lacked common sense. At that time, there were no indications that Propositi “A” or “B” lacked common sense. Indeed, observations of Propositi “A,” “B” and “C” provided the initial breakthrough leading to the tripartite model of evolution. Proposita “B” was a healthy, happy, joyful and wanted child – particularly during pregnancy and the first six years of her life. When Proposita “A” became pregnant with Proposita “C,” tensions and anxieties immediately developed between Propositi “A” and “X.” During her formative years, Proposita “C” was needy, constantly clamoring for parental affection, manipulative, and often sleeping with her parents even beyond 7 years old.40

[70] It is not surprising that Proposita “A” constantly demonstrates unconditional love and sacrifice for Propositi “B” and “C.” This represents “motherly love,” even though Proposita “C” continually

39 Despite her resistance to psychotherapy, Proposita “A” is medicated for anxiety attacks allegedly brought on by her work environment. This study reveals an additional possibility that aberrant common sense may have contributed to her anxiety.40 Succinctly, Proposita “B” was a planned and desired pregnancy. Proposita “C” was an unplanned pregnancy, and a source of considerable (albeit somewhat latent) marital strife and tension between Propositi “A” and “X.” Insofar as the tripartite theory distinguishes between pregnancy (that is, in utero or intrauterine) and after-birth experiences

– in both the mother and her offspring - this finding could have significance in terms of disambiguating in utero

contributions and nurturance after childbirth.
Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

uses extreme passive-aggression to manipulate her mother. When Proposita “A” was diagnosed with aberrant common sense, a seeming contradiction (between unconditional love and sacrifice for her daughters, on the one hand, and extremely poor parenting, on the other hand) was resolved. Unconditional love and parental nurturance was beneficial for Proposita “B,” whereas unconditional love and poor nurturance may have been detrimental for Proposita “C.”

[71] Regardless of the accuracy of any underlying theoretical characterization of the family dynamics, findings in this study provide additional support for psychoviruses in the etiology of some aberrations in common sense. These findings also lend support to observations of that anxiety disorders often are reported in families. Whether psychoviruses will be implicated in these familial findings remains to be explicated. The intersection between stress-induced consequences of EBV infections (Smith, 2003a), one the one hand, and psychovirus consequences, on the other hand, also should be a matter for further study. Perhaps most important, findings in this in situ study underscore the importance of reasoning, problem-solving and critical thinking skills in common sense and aberrant common sense.

General Anxiety Disorder is a common finding in persons lacking common sense

[72]
Many medical and psychiatric disorders accompany aberrant common sense. As noted earlier,
general anxiety disorder (ICD-10 – F41.1; ICD-9 – 300.02) perhaps is the most common of
these disorders, particularly in adults. It often is characterized by uncontrollable and excessive
worry about work, health, appearance, money, family problems, and petty issues. Irrational
worries and misunderstandings also are common findings. Physical symptoms include rapid
heart beat, sweating, difficulties breathing, feeling tense, muscle tensions, muscle aches,
trembling, irritability, fatigue and headaches (cf. Hoehn-Saric et al, 2004). Stress-induced
Epstein-Barr virus (EBV)-related epigenetic disorders (Smith, 2003a) also are common
presenting symptoms. Propositi “A” and “C” regularly report each and all of these psychological
and physical findings. Although these findings can be anticipated in persons lacking common
sense, it remains unclear if cognitive-behavioral therapies or other psychotherapeutic
approaches can beneficially resolve any aberrations in common sense.

[73]
Findings in this study raise a more important issue. To what extent are aberrations in common
sense substantial components in anxiety disorders, and, vice versa, to what extents do anxiety
disorders presage and anticipate aberrations in common sense?

What are the challenges?

[74] Persons who lack common sense are unlikely to seek any forms of psychotherapy (cf. <http://www.sparknotes.com/psychology/abnormal/anxiety/summary.html>). A “friends can be good medicine” approach was used because Proposita “A” is extremely resistant to seeking psychotherapy. This particular approach was devised by the California State Department of Mental Health in the 1980s (Hunter and Lloyd-Kolkin, 1883; Hersey et al., 1984; Taylor et al., 2004; cf. Exhibit 3). Three different posters were framed and presented to Proposita “A.” The overarching motivation and perspective is captured in a Kenneth Patchen picture-poem; to wit, “Caring is the only daring. Oh you better believe it.” After a three month period using these approaches, Proposita A shows no willingness to pursue any form of professional therapy – despite optimism, and substantial inducements and incentives. This study teaches that conventional and unconventional approaches to care-giving may not resolve fundamental

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

challenges of convincing persons with aberrant common sense to seek psychotherapy. The rampant psychopathic and sociopathic behaviors in Propositi “A” and “C” continue unabated.

Some ‘Meta’-Transpersonal Issues and Perspectives

[75] A number of presentations at the 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies intersect with the present study. For example, inclusion of this presentation in a round-table forum on “Problems with Legal Determination of Psychosis” highlighted a need for clinicians and transpersonalists to appreciate interdisciplinary issues in law, psychiatry, psychology and the judiciary. Another presentation (Zhang, 2007) raised a question of whether transmissible negativism, poor nurturance, and/or aberrant common sense may be an underlying factor in a young man’s psychological and art therapy challenges. Professor Arons’ presentation of Zimbardo’s research on heroism (Franco et al., 2007; Zimbardo, 2006) posed issues of heroism versus common sense. This section considers some of those intersecting issues and how they serve to germinate newer and more generalized perspectives – meta-perspectives. Also considered in this section are lessons learned from the particular in situ phenomenological study – much alike the last panel in the second Japanese SHOGAKU DŌU TŌKU cartoon in Exhibit 4 (see Footnote 18)? A third challenge is to reflect on parsimony and continuity, particularly in the context of reports at the 3rd International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies. The present study is a parsimonious extension to earlier discussions on slow viruses, Darwinism and evolution (Smith, 2005b).

[76] Overall, these concerns represent meta-transpersonal perspectives. To avoid being any more diffuse, discursive or detracting from the principal in situ findings in this study, this section is presented in outline form rather than as a narrative. A thorough explication of these issues will appear in Smith (in preparation).

Evolutionary Perspectives

[77]

a.    o although predicting futures may have dubious reliability and validity, logistic reasoning (Smith, 1983) may lead to better- or well-circumscribed possibilities (Smith, 1979; also see the “Did you know” videoclip <http://www.youtube.com/watch?v=xHWTLA8WecI>)

b.   o trauma of technological futures – impact of $100 computer on common sense in third world countries

c.    o PTSD and other consequences of war and trauma (cf. Milliken, Auchterlonie and Hoge, 2007)

Transpersonal Methods

[78]

a.    o Revised test theory based on peer influences on individual differences

b.   o Peer review when there are no peers (Horrobin, 1882)

Interdisciplinary and Transdisciplinary

[79]

a.    o Genomics – proteomics versus non-proteomics

b.   o Changing G*C::A*T ratios in selected regions in brain

c.    o Non-invasive imaging of changing DNA in brain

d.   o fMRI studies

e.    o Disambiguation and refinement of the autism spectrum, temporary autism (Gladwell, 2005), common sense, aberrant common sense

a.    o Transmissible negativism and national caveats emptor (Smith, 1987; Smith, 1988; Smith, 1992)

b.   o The biogenesis, development and evolution of terrorism (Smith, 2002)

c.    o Common sense as a concrete marker of peace

d.   o Common sense and terrorism – does terrorism beget terrorism, and can peace beget peace

1.   o Peace – terrorism – forgiveness – common sense (Regarding terrorism and forgiveness, see stories of Michael Berg and Peter Katz on Canadian Broadcast

2.   Company “As It Happens” radio new clips for 8 June 2006 <http://www.cbc.ca/world/story/2006/06/08/berg-father.html> and 13 November 2007 <http://www.cbc.ca/radioshows/AS_IT_HAPPENS/20071113.shtml>)

e.    o “Truth and reconciliation” as an adjunct to divergences in common sense

a.    o The economics of common sense and common knowledge (for example, the cost of HIV/AIDS associated with failures in common sense and/or limitations in common knowledge)

b.   o The economics of knowing when and how to stop (for example, addictions, gambling, attempts at making vaccines against HIV, experiments involving select approaches to gene therapies [Smith, 2007e (unpublished)], or to shift paradigms [Smith, 2007a; Smith, 2007b; Smith, 2007c; Smith, in preparation]; cf. chapters 29, 30, 32, and 44 in Lao Tzu’s Tao Te Ching [Yi Wu, 1989; Keith H. Seddon, date after 1989])

a.    o Newly articulated transpersonal and peer-based test theories

b.   o “Psychovaccines” against psychoviruses

a.    o Biofeedback

b.   o fMRI studies,

c.    o valid and reliable, non-invasive technologies for assessing psychological illness, health, wellness and holistic embodiment (for example, assessing syntropy [Smith, 2007] using non-invasive determinations of Guanine*Cytosine :: Adenine*Thymine DNA base-pair ratios [Smith, 2007a; Smith, 2007b; Smith, 2007c])

a.    o The example of the spread of HIV/AIDS and other sexually transmitted diseases (cf. Moss et al., 2007) in university settings is discussed above, and demonstrates the importance for transpersonal psychology to have a pulse on social and epidemiologic issues

b.   o Increasing and improving common knowledge and common sense

c.    o Epidemiological studies of common and uncommon findings – including common sense, aberrant common sense, common pathogens in HIV/AIDS, uncommon and nascent pathogens in HIV/AIDS

Environmental and Ecological Factors

[80]

Common Sense in Science, Scientific ‘Common Sense’, and Aberrations in Scientific ‘Common Sense’

[81]

Looking Back – what have we learned?

[82]

a.    o Definitions – recasting definition in terms of descriptive-structuralism, heuristic-functionalism, and logistic reasoning (cf. Ennis, 1984)

b.   o Purpose versus function – as in changes in DNA in brain

c.    o Common sense

d.   o Aberrant common sense

e.    o Impractical, thoughtless and “stupid” behaviors

a.    o Passive-aggression given aberrant common sense, and aberrant common sense given passive-aggression

b.   o {Pr[ pa | acs ] = Pr[ pa and acs ] / Pr[ acs ]}

c.    o {Pr[ pa | acs ] = Pr[ pa ∩ acs ] / Pr[ acs ]}

d.   o {Pr[ pa | acs ] = (Pr[ acs | pa ] x Pr[ pa ]) / ((Pr[ acs | pa ] x Pr [ pa ]) + (Pr [ acs | not pa ] x Pr[ not pa ]))}

e.    o {Pr[ pa | acs ] = (Pr[ acs | pa ] x Pr[ pa ]) / ((Pr[ acs | pa ] x Pr [ pa ]) + (Pr [ acs | ¬pa ] x Pr[ ¬pa ]))}

f.     o Anxiety given aberrant common sense, and aberrant common sense given anxiety

g.    o {Pr[ an | acs ] = Pr[ an and acs ] / Pr[ acs ]}

h.   o {Pr[ an | acs ] = Pr[ an ∩ acs ] / Pr[ acs ]}

i.      o {Pr[ an | acs ] = (Pr[ acs | an ] x Pr[ an ]) / ((Pr[ acs | an ] x Pr [ an ]) + (Pr [ acs | not an ] x Pr[ not an ]))}

j.      o {Pr[ an | acs] = (Pr[ acs | an] x Pr[ an ]) / ((Pr[ acs | an ] x Pr [ an ]) + (Pr [ acs | ¬an ] x Pr[ ¬an ]))}

k.   o ‘Transmissible negativism given aberrant common sense, and aberrant common sense given ‘transmissible negativism’

l.      o {Pr[ tn | acs ] = Pr[ tn and acs ] / Pr[ acs ]}

m.o {Pr[ tn | acs ] = Pr[ tn ∩ acs ] / Pr[ acs ]}

n.   o {Pr[ tn | acs ] = (Pr[ acs | tn ] x Pr[ tn ]) / ((Pr[ acs | tn ] x Pr [ tn ]) + (Pr [ acs | not tn ] x Pr[ not tn ]))}

o.   o {Pr[ tn | acs] = (Pr[ acs | tn ] x Pr[ tn ]) / ((Pr[ acs | tn ] xPr [ tn ]) + (Pr [ acs | ¬tn ] x Pr[ ¬tn ]))}

p.   o Race/culture in relationships given aberrant common sense, and aberrant common sense given race/culture relationships

q.   o {Pr[ rcr | acs ] = Pr[ rcr and acs ] / Pr[ acs ]}

r.     o {Pr[ rcr | acs ] = Pr[ rcr ∩ acs ] / Pr[ acs ]}

s.     o {Pr[ rcr | acs ] = (Pr[ acs | rcr ] x Pr[ rcr ]) / ((Pr[ acs | rcr ] x Pr [ rcr ]) + (Pr [ acs | not rcr ] x Pr[ not rcr ]))}

t.      o {Pr[ rcr | acs] = (Pr[ acs | rcr ] x Pr[ rcr ]) / ((Pr[ acs | rcr ] x Pr [ rcr ]) + (Pr [ acs | ¬rcr ] x Pr[ ¬rcr ]))}

a.    o Insofar as terrorism may beget terrorism (cf. <http://www.cbc.ca/world/story/2006/06/08/berg-father.html>), one should not overlook possibilities that peace may beget forgiveness and peace (cf. <http://www.cbc.ca/radioshows/AS_IT_HAPPENS/20071113.shtml>)

b.   o Aberrant common sense and terrorism

[83] In ending this report, participants at the 4th International Conference on Humanistic and Transpersonal Psychologies and Psychotherapies discussed and debated eastern versus western versus Chinese psychology. Those discussions serve to underscore a central tenet in this report. Transpersonalists and others are overlooking fundamental opportunities to move humanity forward, not merely as easterners, westerners or Chinese – especially in booming China. Professor Arons cited another cogent example – that of a child running into a street of oncoming traffic. His example was meant to explicate and elucidate a point about heroism (Franco et al., 2007; Zimbardo, 2006). In the context of discussions on common sense, it is common sense, and not heroism or courage, which would propel a person to rescue the child. It is common sense which can propel humanity forward – and serve as a concrete marker of peace. Again, this was nicely illustrated in the YouTube “Battle at Kruger” videoclip when water buffaloes took responsibilities for themselves and their kin-calf (see <http://www.youtube.com/watch?v=LU8DDYz68kM>).

Conclusions

[84] Earlier studies of aberrant common sense identified selected features associated its clinical presentations (Smith, 1988; Smith, 1992). This report represents the first known study of aberrant common sense in situ. Neither in situ nor phenomenological studies are new. For example, Robert Coles’ classic and award-winning reports on race and trauma in children (initially inspired by a young first grade black student surrounded by an angry mob; Coles, 1995) represent in situ and phenomenological analyses (Coles, 1967; Coles, 1977; Coles, 1986; Coles, 1989; Coles, 1990; Coles, 2000; Coles, 2003). The present in situ phenomenological approach to studying aberrant common sense and unknowing neediness provided a unique opportunity to observe, first-hand, processes underlying the extensive chaos, trauma, dysfunctional family and social interactions. Significantly, this study also highlights subtle costs (to the propositi and others) and other economic considerations associated with this disorder. This approach also provided an opportunity to document the transmissibility and infectiousness of occasional underlying ‘psychovirus’ phenomena.

[85] Coles’ studies serve to inform this research in another way. Although his observations about race and trauma in children have never focused on aberrant common sense and especially its putative relationship to peace, many of his studies of children worldwide do lend support to our hypothesis that war and trauma may contribute to divergences in common sense. Sadly and regrettably, because there are no references to common sense or any forms of aberrant common sense cited in any textbooks in psychiatry and other clinical and educational professions, the potential significance and profoundness of this matter may have been misplaced or overlooked.

[86] Three approaches to scientific reasoning were discussed in a previous report (Smith, 1983) – especially in life sciences. These approaches are descriptive-structuralism (DS), heuristic-functionalism (HF), and logistic reasoning (LR). The present in situ phenomenological analyses of a mother–daughter co-propositi, when combined with an ongoing study of a mother–son coproposita–propositus, reveal the absolute centrality and importance in understanding definitions and underlying processes (cf. Ennis, 1974). Definitions may include descriptions and nomenclature, structures, synchronic and diachronic issues, individual and group processes, dynamics (that is, dynamic changes in both structures and processes), evolution and more (Smith, in preparation). The latter includes external factors – including economics, environment, social ecology, discrepancies in “reality,” ethnomethodology, philosophy of science, and metaissues. In the present study, processes and dynamics could only be discovered using the in situ phenomenological approach – thus adding further support for HF and LR, especially in life science research.

[87] In the end, a definition of common sense is more elusive than ever! Core nurturance is a necessary but not sufficient component in common sense. In situ findings reveal that active (kinetic) processes also are necessary. Knowledge alone is not sufficient (see Footnote 46). Although it is not reasonable to expect error-free processes and performance, common sense processes are well-circumscribed and concordant with herd behaviors. Aberrant common sense involves outlier behavior beyond some herd- or culture-circumscribed norms. Preliminary evidence suggests that psychoviruses, trauma and other situational factors may contribute to the profoundness of any outliers – and divergences in common sense.

[88] Insofar as realities may be shaped by nurturance, psychoviruses, trauma and other factors, the present report highlights the importance in distinguishing and disambiguating experiences and realities. Consider the example of Helen Anna Keller (Keller, 1961). She used her disabilities and experiential limitations (due to her deafness and blindness) to remarkable advantages involving realities consistent with her and others’ abilities. Even though she was never evaluated for any aberrations in common sense, most scholars would agree that her tenacity and successes are indicative of some measures of reality and common sense – despite her disabilities. This report on aberrant common sense reveals the need to appreciate sensory deficits (e.g., in Helen Keller) in contrast to deficits in cognitive processing (such as “functional strokes”; see below) in aberrant common sense.

[89] Although these matters may not be intractable, findings in this study reveal extreme difficulties in dealing with persons with aberrant common sense – especially when those behaviors are florid and out-of-control. This research underscores the need for psychiatry and other clinical

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

professions (including education, psychoanalysis, psychotherapy and clinical social work) to recognize and respond to aberrations in common sense. It also may be important to set realistic objectives for persons who lack common sense. They possibly will never be sufficiently healthy or well to develop “common” common sense. In the particular situation in Germany, the term “functional stroke” was used to make a comparison to a “structural stroke” in which a region of brain is dead because of the loss of vascularization. Persons who lack common sense effectively experience functional strokes insofar as they may not fully access or use functional regions of brain. This hypothesis is testable using fMRI and other downstream technologies (e.g., non-invasive imaging devices capable of imaging changing G*C :: A*T ratios). The profound clinical question is whether such “functional strokes” are amenable to treatment and/or change using psychotherapy and/or psycho-pharmacotherapy interventions. Optimism must be the order of the day in view of neuronal plasticity in brain.

[90] Although a parent-child dyad is central to the present analyses of Propositi “A” and “C,” other parent-child and intergenerational instances of aberrant common sense also have been investigated (Smith, 1992; Smith, 2004c; Smith, 2007a). Those studies lacked the invaluable in situ observations. The case report by Zhang (2007) is suggestive of other issues involving common sense which only became apparent during art therapy. Zhang’s client clearly exhibited neuroses, although common sense findings also may be present.

[91] In general, psychoviruses can be invoked to explain the transmission of aberrant common sense in all of the cases studied to-date including the propositi in this study. It is important to stress that no direct connection was established between Propositi “A,” “B,” “C,” “Y” and “Z” and consequences of World War II. This is a matter which was not treated lightly though. The discovery of four cases of aberrant common sense within less than 100 square meters possibly could be a statistical anomaly, or it could represent a significant statistical finding. It is known that Trümmerfrauen (“debris women”) played significant roles in the reconstruction of Germany immediately after World War II. Their behaviors were not coordinated. Hence, there are sound theoretical reasons for anticipating increased prevalence rates of aberrant common sense in post-World War II Germany, yet the present results do not support any general conclusions.41 In view of earlier remarks regarding common sense and peace, this matter must not be misplaced or trivialized.

[92] The earlier discussion cited issues of reality. This study further affirms a need for increased attention to disambiguate aberrant beliefs, aberrant realities, and aberrant common sense. What

41 There is no evidence that Trümmerfrauen, trauma or other hardship experiences contributed to Proposita “A’s” aberrant common sense. Available evidence suggests that Proposita “A” had a middle-class upbringing near the German-Dutch border. Some evidence (from her mother, siblings and childhood friends) reveals that her parents were very diligent, industrious and successful innkeepers. During this period in her parents’ career, her parents unwittingly may have neglected Proposita “A” during her formative years and during the rapid reconstruction and revitalization of West Germany in the 1950s. Not too surprisingly, this unwitting parental neglect is quite similar to Proposita “C’s” formative development when Proposita “A” and “X” were at odds. In other words, aberrant common sense in Proposita “A” indirectly may have given rise to parental neglect in Proposita “C.” Both findings possibly can be attributed to the emergent economy in West Germany after World War II. Moreover, Proposita “A’s” birth order placed her early development right at the time her parents were aggressively developing their business interest. As the second of six siblings, this also might explain Proposita “A’s” relationships with her siblings. However, these matters require further investigation. At the very least, these findings underscore the importance of consistency in common sense and parental responsiveness to birth order and other fractious elements in nurturance.

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

is crystal clear is that distorted reality is a prima facie characteristic of persons with aberrant common sense.

[93] An example of the economics of aberrant common sense was cited earlier. The Introduction cited plans to complete an analysis of data associated with common sense in Germans when contrasted to common sense in Holocaust survivors in the USA and Holocaust survivors in Israel. The household strife, upheavals and dynamics associated with aberrant common sense in the co-propositi presented real costs and lost opportunities. Other aspects of economics of common sense and aberrant commonsense may be even important. Just as gambling and other addictions represent failures in knowing when or how to ‘stop’ clinically (see outline of metatranspersonal perspectives), and there may be needs for “national caveats emptor” (Smith, 1986; Smith, 1987; Smith, 1992), aberrant scientific common sense also inflicts a huge economic toll. The unwarranted and avoidable deaths of Jolee Mohr and Jesse Gelsinger are two cases in point (Smith, 2007e; cf. Smith, 1983; Smith, 1984; Smith, 2001). Recent failures in an HIV vaccine trail represent another example (Timberg, 2007a; Timberg, 2007b; Timberg, 2007c). Furthermore, inappropriate dogma (Timberg, 2007a; Timberg, 2007b; Timberg, 2007c). Furthermore, inappropriate dogma (Smith, 2001) and confusion about Koch’s postulates and causality in HIV/AIDS (Prusiner, 2002; cf. Smith, 2002/2007) contribute to scientific chaos and ultimately misplaced costs (Smith, in preparation) Hence, a thoroughgoing analysis of the economics of common sense and the economics of failures and aberrant common sense are important matters for future investigation.

[94]
In terms of methodology and ethnomethodology, in situ phenomenological studies are fraught
with many challenges. This study reveals the seminal failure of psychiatry and the clinical
professions to respond to unknowing neediness in occasionally urgent situations (such as, when
a person with aberrant common sense may be causing chaos and harm self or others). There
also are enormous ethical, moral, economic, political and philosophy of science challenges and
implications underlying this research. For brevity and succinctness, these issues were not
addressed, but will be discussed elsewhere (Smith, in preparation).

[95]
Finally, the meta-transpersonal perspectives alluded to in the outline reveal a need for listening,
observational, reasoning and anticipatory skills beyond the transpersonal.

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Endnote

[96] Help for Unknowingly Needy and Worried Well – A paradigm and model for social design and engineering

It is said that … “Mankind may be divided into four classes:

(1)

Those who KNOW and know that they KNOW – of them seek knowledge;

(2)

Those who KNOW but do not know that they KNOW – awaken them;

(3)

Those that do not KNOW and know that they do not KNOW – instruct them;

(4)

Those who do not KNOW but think that they KNOW – they are fools, dismiss

 

them.”

 

Salomon Ibn Gabirol (also known as Avicebron)

 

In Mibhar Hu-Peninim [Choice of Pearls]

 

No. 60 (circa 1050 AD)

[97]

 

An analysis of this adage reveals that those with and without knowledge may be partitioned, albeit somewhat simplistically, according to their education, alertness, motivation and ability to educate. The range of possibilities is even more instructive if the words “NEED” and/or “HELP” are substituted for the capitalized and italicized word “KNOW.”

Acknowledgments

[98] No research is performed in a vacuum! Many contributors often are unaware of their profound contributions – even in seemingly insignificant ways. Thus, it is a great honor and pleasure to acknowledge seminal insights and contributions from the following persons, though not in any specific order: Norma Abe; Yvonne Allen; Can Altinbay; Professor Greg Andonian; Professor Mark Arons; Henry and Sue Bass; Ann Bromley; David Brownell, Ph.D.; Professor Jerry L. R. Chandler; J. Andrew Chapman; John Clemens; Angelique Delaney; Stephanie Delaney; Neill Edwards; Michael Eisenstadt; Glenda Eoyang, Ph.D.; Ms Hirose, the school librarian at Cherry Chase Elementary School in Sunnyvale, CA; Professor Douglas Hofstadter; Professor Stanley Krippner; Herr Klaus Krückemeyer; Karla Bindokat, Ph.D.; Ursula Lemcke-Schmalzl, Esq.; Caesar Freiherr von Paleske, Esq.; Professor Ming Lee; Ricki A. Lewis, Ph.D.; Lin Ling “Eleanor” Luo; Giancarlo Magnago; Mathematics Laboratory students in 1985 classes at the Cherry Chase Elementary School in Sunnyvale, CA (USA); Alan Mease, M.D.; Byron Marshall; Professor James Mullooly; Yoko Noda; Valdus Plato; Professor Henry Poon; Vivian Powers; The Very Reverend Scott Richardson; Aneetha “Anita” Rodriquez; Salamin Alphonse; Dave Schmalz; Nicole M. Smith, Ph.D.; Todd R. Smith; Mollie Spring (pseudonym); Professor James Stasheff; Janet Dickerson Stephens, L.L.D. [Hon. Caus.]; J. Paul Stephens, Ed.D.; David Sutton, Ph.D.; Students at an evening forum at the Guangzhou University of Chinese Medicine; Tajiri Takanari; Jutta Thompson; Margaret S. Warner, Ph.D.; Professor Jerry Unger, Julio Vidaurrazaga; Ram Lakhan Pandey Vimal, Ph.D.; Professor Gerard De Zeeuw; Jiazhen Zhang; Cai Fang “Jeremy” Zhu; Professor Fei Zi; and, not least, co-researchers “A,” “B,” “C,” “D,” “E,” “F,” “W,” “X,” “Y,” and “Z.” Perhaps most significant, I am grateful to Professors Cyrus and Magdalena Lee for providing an opportunity to present and explicate another unusual example of the transpersonal (i.e., common sense) along with its clinical implications (i.e., aberrant common sense, unknowing neediness, and worried wellness).

Table 1 – Examples of the Term “Common Sense” in Different Languages

• 常識 traditional43 or 常识 simplified (“chang shi”; Chinese)

• 常識 (jyoshiki; Japanese – common sense)

• 良識 (ryoshiki; Japanese – good sense)

• 상식 (Korean)

• trí-thưć phô’-thông (Vietnamese – pronounced “tree tuck foe tom”)

• สามัานก (Thai – pronounced “saaRM” or “sahmR neukH;” common sense)44

ญสํึ man

43 There is some evidence that these idiographic Chinese characters may date back several thousand years. Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

44 Every syllable in Thai is pronounced in one of five tones: low, mid, high, falling, or rising. The transliteration shown in the dictionary indicates the required tone with a superscripted capital letter after the syllable; L, M, H, F, or R, respectively.45 “There is no phrase in Plato that expresses what we mean nowadays by common sense. There may be a phrase in Aristotle equivalent to our meaning of common sense, although we are unable to identify that term in his writings. This may be due to limitations on available search engines. Nor does an equivalent expression for common sense appear in the Septuagint, the Greek translation of the bible. The term does appear in the Latin of Cicero who uses the phrase in the modern meaning of the phrase” (Michael Eisenstadt, personal communications).46 It is possible that this term may date back thousands of years (circa Manu’s formulation of the caste system in India), although we are not able to confirm this hypothesis. The term “Aprikshitakaraka” certainly is known to exist in the Panchatantra – the “five principles.” It is the fifth of the five principles, and, roughly translated, means “knowledge is not enough, application is essential.”

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

Table 2 – Psychological and Physical Symptoms in the Propositi in this Study

Propositi Psychological

“A”

“B”

“C”

“D”

“E”

“F”

“X”

“Y”

 

“Z”

Gender

F

F

F

F

M

F

M

F

 

F

Aberrant common sense

XXX

 

XXX X

XXX XX

XX

X

X

XX

 

X

Impaired reasoning, anticipatory & problem-solving skills

XXX

 

XX

XXX X

XXX

X

 

XX

 

X

Negativism

XXX

 

XX

XXX

 

 

X

X

 

unk

Selfish

XXX

 

XXX X

XXX X

unk

X

X+

unk

 

unk

Witty & humorous “zingers”

XX

 

XX

X

 

XX

unk

unk

 

unk

Unconditional love for offspring

XXX

N/A

N/A

XXX

N/A

X

unk

unk

 

unk

Poor parenting skills

XXX XX

N/A

N/A

XXX XX

N/A

 

XXX

unk

 

unk

Blames others

XXX

 

XX

XX

unk

X

X

X

 

unk

Mood swings

XXX X

 

XX

XXX

X

 

unk

unk

 

unk

Obsessive-Compulsive

 

XX

 

unk

unk

 

unk

X

 

unk

Passive-aggressive, tardy & procrastinates

XXX

 

XXX XXX

XXX XX

?

 

XXX X

unk

 

unk

Internecine behavior

X

 

XXX

 

 

 

unk

unk

 

unk

Suicidal ideation

X

 

unk

XXX

unk

 

unk

unk

 

unk

‘My way or the highway’

XXX X

 

XXX

XXX X

unk

X

X

XX

 

X

Exhibitionist

X

 

X

 

 

 

unk

unk

 

unk

High risk sexual behavior

XX

X

X

XX

 

X

XX

unk

 

unk

Constantly seeking love

XX

?

XXX X

XXX X

N/A

X

X

 

 

 

Interracial, interfaith, interethnic relationships

XXX

 

X

XXX X

N/A

X

XXX

unk

 

unk

High failure rate in relationships

XXX

X

XXX X

XXX XXX

?

X

X

unk

 

unk

Addiction

X

 

 

 

N/A

 

XX

unk

 

unk

Teetotaler

 

 

X

X

N/A

 

 

unk

 

unk

Aberrant distillation skills

XXX

 

XX

XXX X

?

 

X

X

 

X

• Impractical concerns and/or poor knowledge

XXX

 

XX

XXX X

 

 

X+

X

 

X

• Insensitivities

XX

 

X

XXX

 

 

XX

X

 

X

• Poor discernment

XX

 

 

XXX

 

 

unk

unk

 

unk

• Poor mindfulness

XXX

 

X

XXX

 

 

X

X

 

X

 

 

 

 

 

X

 

 

 

 

 

Prone to mistakes, breakages & errors

XXX

 

X

XX

 

X

unk

unk

unk

Misunderstandings

XXX

 

X

XXX

 

X

unk

unk

unk

Does not accept responsibility

XXX

 

XXX

XXX XX

 

 

unk

unk

unk

Difficulties in understanding

XXX XX

 

 

XXX XX

 

 

unk

unk

unk

Chaos & unbelievably thoughtless (Footnote 31)

XXX X

 

X

XXX

 

 

XX

unk

unk

Confuses reasons & excuses

XXX

 

X

XX

 

 

X

unk

unk

Inappropriate body language

XX

 

X

 

 

 

unk

unk

unk

Narcissistic and single-minded

X

 

XX

XX

 

 

X

unk

unk

Savant-like behavior

 

 

X

 

X

 

unk

unk

unk

Irrational actions, fears, worries & risks

XXX X

 

XX

XXX XX

 

 

unk

unk

unk

Interest in occult and

XX

 

 

XXX

 

X

unk

unk

X

mystical

 

 

 

X

 

 

 

 

 

Physical and Somatic

 

 

 

 

 

 

 

 

 

Anxiety > 6 months & generalized anxieties

XXX X

 

XX

XXX XXX

X

 

unk

unk

unk

Medicated for anxiety

Yes

 

 

No

 

 

unk

unk

unk

Rapid heat beat

XX

 

 

XXX

 

 

X

unk

unk

Sweating

X

 

 

XX

 

 

unk

unk

unk

Difficulty breathing

X

 

 

XXX

 

 

unk

unk

unk

Feeling tense

XX

 

X

XX

 

 

unk

unk

unk

Muscle tension

XXX

 

XX

XXX

 

 

unk

unk

unk

Neck and back pains

XXX

 

X

XXX

 

 

unk

unk

unk

Headaches

XXX

 

X

XXX

 

 

unk

unk

unk

Trembling

X

 

 

XX

 

 

unk

unk

unk

Irritability

XX

 

X

X

 

 

X

unk

unk

Fatigue

X

 

X

XX

 

 

unk

unk

unk

Easily “stressed out”

XXX

 

XX

XXX

unk

 

unk

unk

unk

Stress-induced (EBVrelated) epigenetic disorders

X

 

?

XX

 

 

unk

unk

unk

Psychosomatic disorders

XXX

 

X

XXX X

 

 

unk

unk

unk

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.

Exhibit 1

Abstract for a 1979 Presentation in Which the Notions of DNA is the Repository of Long-

Term Memories and “Immune Dementia” Were Proposed

Abstracts, 7th MEETING OF THE INTERNATIONAL SOCIETY
FOR NEUROCHEMISTRY, Jerusalem, ISRAEL - September 2-6, 1979, p. 590.

"LONG-TERM MEMORIES: Where Does The 'Buck' Stop? – Toward
a Testable Theory of Debugging the Molecular Basis of Long
Term Memories in Living Organisms"

Roulette Wm. SMITH, PhD
School of Medicine, University of California, San Francisco
Editor – INSTRUCTIONAL SCIENCE & HEALTH POLICY AND EDUCATION

A review of the literature on the molecular basis of memory
reveals no evidence supporting extant views that RNA and/or
proteins may be the repository of long-term memories (LTM)
in living organisms. This study reveals a plausible and
testable model based on DNA modifications, insertions, trans-
positions and reverse transcriptions which is more consistent
with published reports. The theory may explain the "slow-
ness" of slowly transmissible infectious agents, certain can-
cers, and a variety of other clinical entities. Independent
ly of the accuracy of the theory of LTM, we show that no mod-
el of LTM can be complete without the definitive evaluation
of DNA as the ultimate repository of information. This the-
sis enables one to discuss the evolutionary and development-
al basis of memory, and to describe experimental technologies
considered essential for the explication of memory. The
study also reveals the potential for studying memory at the
cellular level with differentiation being analogous to LTM
and autophagy/cellular optimization being more analogous to
STM. Implications for a variety of multidisciplinary issues
are described, including aging, evolution, DNA dynamics,
virology, experimental design, theory formulation and the
philosophy of science, and, the search for the elusive engram
in psychology.

Exhibit 2
Pictorial Essay from Benetton Magazine Special Issue on AIDS

 

 

 

Exhibit 3 – An Example of a “Friends can be good medicine” Poster

Transpersonal Aspects of Helping Persons With Aberrant Common Sense 61

Exhibit 4 –Examples of Elementary Moral and Common Sense Education from a Japanese Textbook

 

Copyright © 2007 by Roulette William Smith, Ph.D. – All rights reserved.