Debunking Psychics

Have you ever been curious about your future? Have you ever called a phone psychic to get some answers?

If you wonder how “psychics” work, read on. This article is for you.

Most “psychics” are plain scammers. They use cold reading to make calculated guess about the sitters. Cold reading is an interactive psychological technique which extracts information from a person  through verbal and non verbal cues. More often than not, psychics utilize known psychology techniques that can apply to almost anyone. An example would be claiming the sitter is cursed and he or she could lift that curse for a fee, because most people visit a psychic when they are down and depressed, “being cursed” is a quick, convenient reason to blame. Paying the fee to lift the curse would be the quickest solution to their complicated life problems.

There seems to be several common factors in psychic readings. The psychic usually:

+Skillfully extracts information from non verbal cues such as breathing patterns, voice, dress, skin color, and body language.

+ Makes statements that seem to give information when they are actually out to fish for it. E.g. Prompts feedback from sitters by saying “I see a man in uniform, why would that be?”

+Feeds back to the subject what the latter wants to hear

+Makes general “Barnum statements” such as “You are worrisome on the outside but insecure on the inside.”

The sitter of the reading is the key to a 'successful' reading. The sitter's willingness to connect vague 'clues' came up by the psychic will often decide how successful the reading is. Many sitters who try to contact their deceased loved ones are very motivated in the first place, and will take the psychic's message as a sign that he or she have made contact with the other side. That is why psychics subtly encourage cooperation before and during the reading. Once the psychic gains the trusts of the sitter, the latter usually actively supply information and clarifications.

Although facial expressions and body languages could mean differently to people from different cultural backgrounds, many psychologists believe that certain facial and body expressions are universal to the mankind.

How to tell dominance: People who dominates have a tenancy to stand up with an erected body, speaks slowly and rarely, and look people in their eyes for an extended period of time. Because of the demonstrated link between testosterone and aggression, people with square jaws ( testosterone induced feature) are thought as more domineering and aggressive.

How to tell submissiveness: Submissive people touches themselves a lot when they are confronted with a difficult situation. This is because human have an inborn mechanism acquired very early on in life to link physical touching with comfort and safety.

Words To Live By?

Watching the news the other day, it occurred to me that people who have "words to live by" often begin to attack and even kill others. I thought back to my own angry youth, when I could easily use words to justify violent thoughts which might have become violent actions. Words are tools, and yet it seems that they can be more dangerous than gunpowder.

Imagine two men facing each other, pointing past one another. One is pointing at a tornado that is coming, and the other at a raging fire headed towards them. Each sees their own truth and is angry at the sight of the other's hand. Each feels that the other's hand is "wrong." This may seem silly, but replace the tornado and fire with any modern issues, and the hands with words, and this scene describes how we often try to communicate.

We point past each other with our words, arguing as though we are looking at the same facts and experiences. We want to prove our words are the right ones, instead of learning to look at what the other's words are pointing at. Words are seductive, and for all their undeniable usefulness, they also can lead us away from understanding when we focus on them, when we make them more important than the truth they are meant to point at.
 
There Are No Words To Live By

This isn't just about communication with others. We focus on, and get trapped in a net of words that we use to explain the world to ourselves. We call things "right" or "wrong" for example, according to how they compare to our "definitions." Unlike mathematics, though, word formulas and definitions can never be so precise. They cannot encompass the whole truth of reality. For example, with the least effort, you can create a circumstance where "stealing" would be right, and "helping" someone wrong.

This isn't an argument against using language or logic. It is just that both only go so far. Like a car that takes you across the country or world, they are useful, but like a car, they are only useful in certain ways, and you have to get out of them when you arrive at your various destinations. Taking a car to the lake isn't a problem, but taking it into the lake is. This is what we do when our words and logic take us to dangerous situations.

Can having words to live by be dangerous, though? Absolutely. I once heard an otherwise compassionate person say he was against animal cruelty laws because he couldn't find a logical and defensible set of words to defend them. If he saw a new machine, would he refuse to believe it existed until he could explain it and describe it? Reality, and the reality of right and wrong exist outside of words - they are not the words themselves.

I watched a man say on the evening news that we have the right to drop a nuclear bomb on Iraq, and that we should. As he explained why, you could see that whatever compassionate impulses he had, they were over-ruled by his total allegiance to his words, logic, and where these take him. It never occurred to him that maybe there is truth outside of his words and logic.

It's great to have guidelines, like "don't lie," or "we have the right to defend ourselves." It is even better to remember that these rules will someday fail us, and we will have to make new ones. Words are just tools. There are words to die by, but there are no words to live by.

When the Morning Dawns

When darkness turns to day, the sun moves over the horizon and touches everything in sight. This movement across the landscape brightens everything. Such an illumination awakens us all. We rise with energy moving in and through us allowing us to create a new day. A day unique from all the rest and creatively woven into our soul.

This is the landscape of our soul. As you can see, nature has a way of showing us just how powerful we are. The same power that created the moon and the stars and the movement of all space and time lies within the human heart. It is the heart of creation itself, and perhaps, the heart of our Creator.

Human beings are fortunate to be able to be aware of our awareness. This awareness gives us an opportunity to reflect on our soul and find blessing in being alive. Our consciousness of a creative force inside us guiding us into this world, through it, and eventually to our eternal home allows us to fulfill a purpose on this earth.

Such a purpose is beyond our own ability to really know. Yet, we can open our heart enough to allow our purpose to find us. This is done by recognizing that the things in life that really matter ARE the things in life that isn't matter.

Yes, it is our soul's longing to fulfill the purpose for which we came to earth for. No one really knows how a baby is conceived totally. Science and human understanding still hasn't been able to fully comprehend such a force of nature. We can only embrace what is beyond us and find a way to bring into being forces of nature such as a tiny child.

When a child is born, we are in awe. The miracle of birth creates something inside us all. It is the remembrance that life does not come from us. Instead, life comes through us. As such, we are living in a dream come true. All of us are probably living our soul's purpose more than we know, and even, can know. It is the mystery of all mysteries.

This does not explain why some of us find peace and other's find pain. But, such a philosophy will enable us all to find grace in knowing our lives create in our world facets of ourselves we all are a part of. An understanding of such grace gives every one of us a chance to find mercy and grace and the same unconditional love we came into the world with when we were born. 

Samuel Oliver, author of, "What the Dying Teach Us: Lessons on Living"
 For more on this author; http://www.soulandspirit.org

Vampires: the Romantic Ideology behind Them

The French Revolution constituted for the conscience of the dominant aristocratic class a fall from innocence, and upturning of the natural chain of events that resounded all over Europe; the old regime became, in their imaginary, a paradise lost. This explains why some romantic poets born in the higher classes were keen on seeing themselves as faded aristocrats, expelled from their comfortable milieu by a reverse of fortune or a design of destiny. Byron and Shelley are the prime instances of this vital pose. In The Giaour he writes on a vampiric character: “The common crowd but see the gloom/ Of wayward deeds and fitting doom;/ The close observer can espy/A noble soul, and lineage high.”

Byron departed from England leaving a trail of scandal over his marital conduct and since then saw himself as an exiled expatriate. Shelley was expelled from Oxford and he fell in disgrace by marrying an in-keeper’s daughter; he always struggled to reconcile his origin with his political ideas: “Shelley could find no way of resolving his own contradictory opinions” (Cronin, 2000).

This icon of the fallen aristocrat is rooted on another character revered by romantic poets: the fallen angel. As Mario Praz proves, miltonic Satan became the rebel figure of choice among romantic poets. Milton reversed the medieval idea of a hideous Satan and wrapped its figure with the epic grandeur of an angel fallen in disgrace. Many of the byronic heros share with Milton’s Satan this fallen-from-grace condition, such as Lara: "There was in him a vital scorn of all:/
As if the worst had fall'n which could befall,/ stood a stranger in this breathing world,/An erring spirit from another hurl’d" ( Lara XVIII 315-16)

There is another social factor that is behind the formation of the romantic myth of the vampire. In the early nineteen century, the foundations of what would later become a mass society were laid; the expansion of the press and of the reading public produced an increased diffusion for literary works and fostered movements such as the gothic and the sensation novel. Byron himself experienced the event of being turned into a proto-bestseller. The unification of literary taste and preferences that was a correlate to this social changes could not be more alien to the romantic notion of individual gusto and original sensibility. In order to combat this unifying forces, romantic poets revered the individual who stands outside society and is free from common concerns. Many of Byron’s heros look down on the masses from above, even though they walk among them and do not lean towards wordsworthian escapades into nature; they achieve to remain untainted by the masses in a sort of exile within the world akin to that of a ghost or a dammed spirit. This self-definition of Manfred is revelatory:

From my youth upwards
My spirit walk’d not with the souls of men,
 Nor look’d upon the earth with human eyes;
 The thirst of their ambition was not mine,
 The aim of their existence was not mine;
 My joys, my griefs, my passions, and my powers
 Made me a stranger; though I wore the form,
 I had no sympathy with breathing flesh, (Manfred II, ii, 50-58)

Not only Byron’s works contrived to produce the modern image of the vampire in relation to the Male Seducer archetype, but also some odd events in his life and the life of those surrounding him exercised a decisive influence. A critical study bundled with an anthology of vampire tales (Conde de Siruela, 2001) attributes to the short story The Vampire (1819) by John William Polidori the fixation of the “classical images of the literary vampire as a villanious, cold and enigmatic aristocrat; but, above all, perverse and fascinating for women”. Mario Praz, in the same line, also states that Byron was “largely responsible for the vogue of vampirism”.  Polidori was the unfortunate doctor and personal assistant of Lord Byron who died half-crazy at 25. The idea for the tale published in 1819 came from the famous meetings at Villa Diodati on June 1816 between Byron, Percy Shelley, Mary Shelley and Polidori, in what was probably the most influential gathering for fantastic fiction in the history of modern literature.  In order to pass the stormy and ether-fuelled nights, they agreed to write each one a ghost story. Mary Shelley (who was then 17 years old) got during these nights the idea of what later became Frankenstein and Polidori wrote the tale The Vampire that he would publish three years later. The story appeared in the New Monthly Magazine falsely attributed by the editor to Lord Byron (taking advantages of the aura of Satanism that surrounded the poet in the popular view to promote the sales of the magazine). A misguided Goethe hailed the story as the best that Lord Byron had ever written. The tale was, actually, a covert portrait of Lord Byron disguised as the vampire Lord Ruthven, a cruel gambler and killer of innocent girls. Polidori had introduced in the story fragments from an autobiographical and revengeful novel called Glenarvon written by Caroline Lamb, an ex-lover of Byron. The Lord´s reaction was a threat to the editor and the denouncing of a commercial imposture with his name. Eventually Stoker´s Dracula (1897) blended, according to Siruela (2001), this tradition derived from Polidori´s Lord Ruthven with some old romano-hungarian tales of wandering dead and enchanted castles, fixating thus the modern images of the vampire.

The vampire is closely linked to another romantic archetype: the dissatisfied lover. Rafael Argullol summarizes its traits: “el enamorado romántico reconoce en la consumación amorosa el punto de inflexión a partir del cual la pasión muestra su faz desposedora y exterminadora.”. The romantic lover begins to feel a sense of dissatisfaction, caducity and mortality at the very moment when his passion is fulfilled. This feeling prompts him to embark in a sentimental rollercoaster where each peak of satisfaction is followed by a valley of despair and the impulse to seek satisfaction in a new object of love in order to renew the faded passion (the extreme of this attitude is the character of Don Juan). The vampire goes one step further than the seducer: for him the loved one stands as an image of his own dissatisfaction and it must be destroyed at the very moment when the longing for her disappears; at the instant of consummation. Again Byron in Manfred expresses this transference, which Argullol opportunely labels as romantic self-mirroring: “I loved her, and destroy'd her! (211)”. Keats conveys in his Ode on Melancholy the feeling of mortality that is hidden in the moment of pleasure for the romantic: “Turning to poison while the bee-mouth sips:/ Ay, in the very temple of Delight/Veil'd Melancholy has her sovran shrine,/ Though seen of none save him whose strenuous tongue/Can burst Joy's grape against his palate fine”. La belle dame sans merci is according to Argullol also a poem where “vida y muerte se vivifican y complementan mutuamente [...] se hallan en total simbiosis”. But there is a crucial difference between Byron and Keats in their approach to the fatal lover: Byron’s characters are fatal males, epitomized in the vampire, while Keats’ characters are femmes fatales. This difference underlines a different attitude to gender issues: Byron liked to emanate a dominant masculinity which is imprinted in all his leading characters. Keats, however, had a passive approach to love, his poetic personas like to be seduced even if that means, as we have seen, to be killed. Byron is the male aristocrat who thinks all women are naturally his, they are his possessions and, as such, disposable at will. Keats, who disliked Byron’s Don Juan - in a letter to his brother, he referred to it as “Lord Byron's last flash poem”, announces a more modern and non-patriarchal approach to love where the woman is free to be the seducer. Nevertheless, as we have seen, they both share the extreme notion of love as creation and destruction at the same time; and their characters, though of different gender, are vampire lovers. This different attitude is not only personal but it mirrors a wider and epochal distinction. Mario Praz has observed how the fatal and cruel lovers of the first half of the nineteenth century are chiefly males, while in the second half of the century the roles are gradually inverted until late century decadentism is dominated by femmes fatales. This literary process mirrors the advancement of social changes throughout the century, and the slow but continuous emancipation of love from patriarchal standards. Gender issues shift focus, but power and domination remain at the core of the portrayals of love even in the fully bourgeoisie society of the late nineteenth century. Goodland (2000) has explored the role of women as a redundant class subject to another classes and the gender/class dialectic found in the vampire.

 Not only Byron and Keats were fascinated by the myth of the vampire, but we can find its presence in most romantic poets, even in the proto-romantic early Goethe. A list of authors who use such characters made by Twitchell (1981) comprises: Southey in Thalaba the destroyer, Coleridge in Christabel and Wordsworth in The Leech Gatherer.

As we have seen throughout this paper the figure of the vampire is shaped in the romantic period under the form of an ideological knot where many social forces converge: the French Revolution, an embryonic mass society, the decline of aristocracy and the gradual shifting apart of gender divisions from the patriarchal model. Therefore, it constitutes a myth that may be read as a battleground for the play of discourses of its era, shedding light on other romantic attitudes towards existence. As such it is subject to an analysis that, as new historicisms maintain, is aware of the historicity of a text and the textuality of history.

The Science of Superstitions

"The most beautiful experience we can have is the mysterious. It is the fundamental emotion that stands at the cradle of true art and true science."

Albert Einstein, The World as I See It, 1931
The debate between realism and anti-realism is, at least, a century old. Does Science describe the real world - or are its theories true only within a certain conceptual framework? Is science only instrumental or empirically adequate or is there more to it than that?

The current - mythological - image of scientific enquiry is as follows:

Without resorting to reality, one can, given infinite time and resources, produce all conceivable theories. One of these theories is bound to be the "truth". To decide among them, scientists conduct experiments and compare their results to predictions yielded by the theories. A theory is falsified when one or more of its predictions fails. No amount of positive results - i.e., outcomes that confirm the theory's predictions - can "prove right" a theory. Theories can only be proven false by that great arbiter, reality.

Jose Ortega y Gasset said (in an unrelated exchange) that all ideas stem from pre-rational beliefs. William James concurred by saying that accepting a truth often requires an act of will which goes beyond facts and into the realm of feelings. Maybe so, but there is little doubt today that beliefs are somehow involved in the formation of many scientific ideas, if not of the very endeavor of Science. After all, Science is a human activity and humans always believe that things exist (=are true) or could be true.

A distinction is traditionally made between believing in something's existence, truth, value of appropriateness (this is the way that it ought to be) - and believing that something. The latter is a propositional attitude: we think that something, we wish that something, we feel that something and we believe that something. Believing in A and believing that A - are different.

It is reasonable to assume that belief is a limited affair. Few of us would tend to believe in contradictions and falsehoods. Catholic theologians talk about explicit belief (in something which is known to the believer to be true) versus implicit one (in the known consequences of something whose truth cannot be known). Truly, we believe in the probability of something (we, thus, express an opinion) - or in its certain existence (truth).

All humans believe in the existence of connections or relationships between things. This is not something which can be proven or proven false (to use Popper's test). That things consistently follow each other does not prove they are related in any objective, "real", manner - except in our minds. This belief in some order (if we define order as permanent relations between separate physical or abstract entities) permeates both Science and Superstition. They both believe that there must be - and is - a connection between things out there.

Science limits itself and believes that only certain entities inter-relate within well defined conceptual frames (called theories). Not everything has the potential to connect to everything else. Entities are discriminated, differentiated, classified and assimilated in worldviews in accordance with the types of connections that they forge with each other.

Moreover, Science believes that it has a set of very effective tools to diagnose, distinguish, observe and describe these relationships. It proves its point by issuing highly accurate predictions based on the relationships discerned through the use of said tools. Science (mostly) claims that these connections are "true" in the sense that they are certain - not probable.

The cycle of formulation, prediction and falsification (or proof) is the core of the human scientific activity. Alleged connections that cannot be captured in these nets of reasoning are cast out either as "hypothetical" or as "false". In other words: Science defines "relations between entities" as "relations between entities which have been established and tested using the scientific apparatus and arsenal of tools". This, admittedly, is a very cyclical argument, as close to tautology as it gets.

Superstition is a much simpler matter: everything is connected to everything in ways unbeknown to us. We can only witness the results of these subterranean currents and deduce the existence of such currents from the observable flotsam. The planets influence our lives, dry coffee sediments contain information about the future, black cats portend disasters, certain dates are propitious, certain numbers are to be avoided. The world is unsafe because it can never be fathomed. But the fact that we - limited as we are - cannot learn about a hidden connection - should not imply that it does not exist.

Science believes in two categories of relationships between entities (physical and abstract alike). The one is the category of direct links - the other that of links through a third entity. In the first case, A and B are seen to be directly related. In the second case, there is no apparent link between A and B, but a third entity, C could well provide such a connection (for instance, if A and B are parts of C or are separately, but concurrently somehow influenced by it).

Each of these two categories is divided to three subcategories: causal relationships, functional relationships and correlative relationship.

A and B will be said to be causally related if A precedes B, B never occurs if A does not precede it and always occurs after A occurs. To the discerning eye, this would seem to be a relationship of correlation ("whenever A happens B happens") and this is true. Causation is subsumed by a the 1.0 correlation relationship category. In other words: it is a private case of the more general case of correlation.

A and B are functionally related if B can be predicted by assuming A but we have no way of establishing the truth value of A. The latter is a postulate or axiom. The time dependent Schrödinger Equation is a postulate (cannot be derived, it is only reasonable). Still, it is the dynamic laws underlying wave mechanics, an integral part of quantum mechanics, the most accurate scientific theory that we have. An unproved, non-derivable equation is related functionally to a host of exceedingly precise statements about the real world (observed experimental results).

A and B are correlated if A explains a considerable part of the existence or the nature of B. It is then clear that A and B are related. Evolution has equipped us with highly developed correlation mechanisms because they are efficient in insuring survival. To see a tiger and to associate the awesome sight with a sound is very useful.

Still, we cannot state with any modicum of certainty that we possess all the conceivable tools for the detection, description, analysis and utilization of relations between entities. Put differently: we cannot say that there are no connections that escape the tight nets that we cast in order to capture them. We cannot, for instance, say with any degree of certainty that there are no hyper-structures which would provide new, surprising insights into the interconnectedness of objects in the real world or in our mind. We cannot even say that the epistemological structures with which we were endowed are final or satisfactory. We do not know enough about knowing.

Consider the cases of Non-Aristotelian logic formalisms, Non-Euclidean geometries, Newtonian Mechanics and non classical physical theories (the relativity theories and, more so, quantum mechanics and its various interpretations). All of them revealed to us connections which we could not have imagined prior to their appearance. All of them created new tools for the capture of interconnectivity and inter-relatedness. All of them suggested one kind or the other of mental hyper-structures in which new links between entities (hitherto considered disparate) could be established.

So far, so good for superstitions. Today's superstition could well become tomorrow's Science given the right theoretical developments. The source of the clash lies elsewhere, in the insistence of superstitions upon a causal relation.

The general structure of a superstition is: A is caused by B. The causation propagates through unknown (one or more) mechanisms. These mechanisms are unidentified (empirically) or unidentifiable (in principle). For instance, al the mechanisms of causal propagation which are somehow connected to divine powers can never, in principle, be understood (because the true nature of divinity is sealed to human understanding).

Thus, superstitions incorporate mechanisms of action which are, either, unknown to Science – or are impossible to know, as far as Science goes. All the "action-at-a-distance" mechanisms are of the latter type (unknowable). Parapsychological mechanisms are more of the first kind (unknown).

The philosophical argument behind superstitions is pretty straightforward and appealing. Perhaps this is the source of their appeal. It goes as follows:

There is nothing that can be thought of that is impossible (in all the Universes);
There is nothing impossible (in all the Universes) that can be thought of;
Everything that can be thought about – is, therefore, possible (somewhere in the Universes);
Everything that is possible exists (somewhere in the Universes).
If something can be thought of (=is possible) and is not known (=proven or observed) yet - it is most probably due to the shortcomings of Science and not because it does not exist.

Some of these propositions can be easily attacked. For instance: we can think about contradictions and falsehoods but (apart from a form of mental representation) no one will claim that they exist in reality or that they are possible. These statements, though, apply very well to entities, the existence of which has yet to be disproved (=not known as false, or whose truth value is uncertain) and to improbable (though possible) things. It is in these formal logical niches that superstition thrives.

APPENDIX - From "The Cycle of Science"

"There was a time when the newspapers said that only twelve men understood the theory of relativity. I do not believe that there ever was such a time... On the other hand, I think it is safe to say that no one understands quantum mechanics... Do not keep saying to yourself, if you can possibly avoid it, 'But how can it be like that?', because you will get 'down the drain' into a blind alley from which nobody has yet escaped. Nobody knows how it can be like that."
R. P. Feynman (1967)

"The first processes, therefore, in the effectual studies of the sciences, must be ones of simplification and reduction of the results of previous investigations to a form in which the mind can grasp them."
J. C. Maxwell, On Faraday's lines of force

" ...conventional formulations of quantum theory, and of quantum field theory in particular, are unprofessionally vague and ambiguous. Professional theoretical physicists ought to be able to do better. Bohm has shown us a way."
John S. Bell, Speakable and Unspeakable in Quantum Mechanics

"It would seem that the theory [quantum mechanics] is exclusively concerned about 'results of measurement', and has nothing to say about anything else. What exactly qualifies some physical systems to play the role of 'measurer'? Was the wavefunction of the world waiting to jump for thousands of millions of years until a single-celled living creature appeared? Or did it have to wait a little longer, for some better qualified system ... with a Ph.D.? If the theory is to apply to anything but highly idealized laboratory operations, are we not obliged to admit that more or less 'measurement-like' processes are going on more or less all the time, more or less everywhere. Do we not have jumping then all the time?

The first charge against 'measurement', in the fundamental axioms of quantum mechanics, is that it anchors the shifty split of the world into 'system' and 'apparatus'. A second charge is that the word comes loaded with meaning from everyday life, meaning which is entirely inappropriate in the quantum context. When it is said that something is 'measured' it is difficult not to think of the result as referring to some pre-existing property of the object in question. This is to disregard Bohr's insistence that in quantum phenomena the apparatus as well as the system is essentially involved. If it were not so, how could we understand, for example, that 'measurement' of a component of 'angular momentum' ... in an arbitrarily chosen direction ... yields one of a discrete set of values? When one forgets the role of the apparatus, as the word 'measurement' makes all too likely, one despairs of ordinary logic ... hence 'quantum logic'. When one remembers the role of the apparatus, ordinary logic is just fine.

In other contexts, physicists have been able to take words from ordinary language and use them as technical terms with no great harm done. Take for example the 'strangeness', 'charm', and 'beauty' of elementary particle physics. No one is taken in by this 'baby talk'... Would that it were so with 'measurement'. But in fact the word has had such a damaging effect on the discussion, that I think it should now be banned altogether in quantum mechanics."
J. S. Bell, Against "Measurement"

"Is it not clear from the smallness of the scintillation on the screen that we have to do with a particle? And is it not clear, from the diffraction and interference patterns, that the motion of the particle is directed by a wave? De Broglie showed in detail how the motion of a particle, passing through just one of two holes in screen, could be influenced by waves propagating through both holes. And so influenced that the particle does not go where the waves cancel out, but is attracted to where they co-operate. This idea seems to me so natural and simple, to resolve the wave-particle dilemma in such a clear and ordinary way, that it is a great mystery to me that it was so generally ignored."
J. S. Bell, Speakable and Unspeakable in Quantum Mechanics

"...in physics the only observations we must consider are position observations, if only the positions of instrument pointers. It is a great merit of the de Broglie-Bohm picture to force us to consider this fact. If you make axioms, rather than definitions and theorems, about the "measurement" of anything else, then you commit redundancy and risk inconsistency."
J. S. Bell, Speakable and Unspeakable in Quantum Mechanics

"To outward appearance, the modern world was born of an anti religious movement: man becoming self-sufficient and reason supplanting belief. Our generation and the two that preceded it have heard little of but talk of the conflict between science and faith; indeed it seemed at one moment a foregone conclusion that the former was destined to take the place of the latter... After close on two centuries of passionate struggles, neither science nor faith has succeeded in discrediting its adversary.
On the contrary, it becomes obvious that neither can develop normally without the other. And the reason is simple: the same life animates both. Neither in its impetus nor its achievements can science go to its limits without becoming tinged with mysticism and charged with faith."
Pierre Thierry de Chardin, "The Phenomenon of Man"

I opened this appendix with lengthy quotations of John S. Bell, the main proponent of the Bohemian Mechanics interpretation of Quantum Mechanics (really, an alternative rather than an interpretation). The renowned physicist, David Bohm (in the 50s), basing himself on work done much earlier by de Broglie (the unwilling father of the wave-particle dualism), embedded the Schrödinger Equation (SE throughout this article) in a deterministic physical theory which postulated a non-Newtonian motion of particles. This is a fine example of the life cycle of scientific theories.

Witchcraft, Religion, Alchemy and Science succeeded one another and each such transition was characterized by transitional pathologies reminiscent of psychotic disorders. The exceptions are (arguably) medicine and biology. A phenomenology of ossified bodies of knowledge would make a fascinating read. This is the end of the aforementioned life cycle: Growth, Pathology, Ossification.

This article identifies the current Ossification Phase of Science and suggests that it is soon to be succeeded by another discipline. It does so after studying and rejecting other explanations to the current state of science: that human knowledge is limited by its very nature, that the world is inherently incomprehensible, that methods of thought and understanding tend to self-organize to form closed mythic systems and that there is a problem of the language which we employ to make our inquiries of the world describable and communicable.

Kuhn's approach to Scientific Revolutions is but one of a series of approaches to issues of theory and paradigm shifts in scientific thought and its resulting evolution. Scientific theories seem to be subject to a process of natural selection as much as organisms are in nature.

Animals could be construed to be theorems (with a positive truth value) in the logical system "Nature". But species become extinct because nature itself changes (not nature as a set of potentials - but the relevant natural phenomena to which the species are exposed). Could we say the same about scientific theories? Are they being selected and deselected partly due to a changing, shifting backdrop?

Indeed, the whole debate between "realists" and "anti-realists" in the philosophy of Science can be thus settled, by adopting this single premise: that the Universe itself is not a fixture. By contrasting a fixed subject of the study ("The World") with the moving image of Science - anti-realists gained the upper hand.

Arguments such as the under-determination of theories by data and the pessimistic meta-inductions from past falsity (of scientific "knowledge") emphasized the transience and asymptotic nature of the fruits of the scientific endeavor. But all this rests on the implicit assumption that there is some universal, immutable, truth out there (which science strives to approximate). The apparent problem evaporates if we allow both the observer and the observed, the theory and its subject, the background, as well as the fleeting images, to be alterable.

Science develops through reduction of miracles. Laws of nature are formulated. They are assumed to encompass all the (relevant) natural phenomena (that is, phenomena governed by natural forces and within nature). Ex definitio, nothing can exist outside nature - it is all-inclusive and all-pervasive, omnipresent (formerly the attributes of the divine).

Supernatural forces, supernatural intervention - are a contradiction in terms, oxymorons. If it exists - it is natural. That which is supernatural - does not exist. Miracles do not only contravene (or violate) the laws of nature - they are impossible, not only physically, but also logically. That which is logically possible and can be experienced (observed), is physically possible. But, again, we confront the "fixed background" assumption. What if nature itself changes in a way to confound everlasting, ever-truer knowledge? Then, the very shift of nature as a whole, as a system, could be called "supernatural" or "miraculous".

In a small way, this is how science evolves. A law of nature is proposed. An event or occurs or observation made which are not described or predicted by it. It is, by definition, a violation of the law. The laws of nature are modified, or re-written entirely, in order to reflect and encompass this extraordinary event. Hume's distinction between "extraordinary" and "miraculous" events is upheld (the latter being ruled out).

The extraordinary ones can be compared to our previous experience - the miraculous entail some supernatural interference with the normal course of things (a "wonder" in Biblical terms). It is through confronting the extraordinary and eliminating its abnormal nature that science progresses as a miraculous activity. This, of course, is not the view of the likes of David Deutsch (see his book, "The Fabric of Reality").

The last phase of this Life Cycle is Ossification. The discipline degenerates and, following the psychotic phase, it sinks into a paralytic stage which is characterized by the following:

All the practical and technological aspects of the discipline are preserved and continue to be utilized. Gradually the conceptual and theoretical underpinnings vanish or are replaced by the tenets and postulates of a new discipline - but the inventions, processes and practical know-how do not evaporate. They are incorporated into the new discipline and, in time, are erroneously attributed to it. This is a transfer of credit and the attribution of merit and benefits to the legitimate successor of the discipline.

The practitioners of the discipline confine themselves to copying and replicating the various aspects of the discipline, mainly its intellectual property (writings, inventions, other theoretical material). The replication process does not lead to the creation of new knowledge or even to the dissemination of old one. It is a hermetic process, limited to the ever decreasing circle of the initiated. Special institutions are set up to rehash the materials related to the discipline, process them and copy them. These institutions are financed and supported by the State which is always an agent of conservation, preservation and conformity.

Thus, the creative-evolutionary dimension of the discipline freezes over. No new paradigms or revolutions happen. Interpretation and replication of canonical writings become the predominant activity. Formalisms are not subjected to scrutiny and laws assume eternal, immutable, quality.

All the activities of the adherents of the discipline become ritualized. The discipline itself becomes a pillar of the power structures and, as such, is commissioned and condoned by them. Its practitioners synergistically collaborate with them: with the industrial base, the military powerhouse, the political elite, the intellectual cliques in vogue. Institutionalization inevitably leads to the formation of a (mostly bureaucratic) hierarchy. Rituals serve two purposes. The first is to divert attention from subversive, "forbidden" thinking.

This is very much as is the case with obsessive-compulsive disorders in individuals who engage in ritualistic behavior patterns to deflect "wrong" or "corrupt" thoughts.  And the second purpose is to cement the power of the "clergy" of the discipline. Rituals are a specialized form of knowledge which can be obtained only through initiation procedures and personal experience. One's status in the hierarchy is not the result of objectively quantifiable variables or even of judgment of merit. It is the result of politics and other power-related interactions. The cases of "Communist Genetics" (Lysenko) versus "Capitalist Genetics" and of the superpower races (space race, arms race) come to mind.

Conformity, dogmatism, doctrines - all lead to enforcement mechanisms which are never subtle. Dissidents are subjected to sanctions: social sanctions and economic sanctions. They can find themselves ex-communicated, harassed, imprisoned, tortured, their works banished or not published, ridiculed and so on.

This is really the triumph of text over the human spirit. The members of the discipline's community forget the original reasons and causes for their scientific pursuits. Why was the discipline developed? What were the original riddles, questions, queries? How did it feel to be curious? Where is the burning fire and the glistening eyes and the feelings of unity with nature that were the prime moving forces behind the discipline? The cold ashes of the conflagration are the texts and their preservation is an expression of longing and desire for things past.

The vacuum left by the absence of positive emotions - is filled by negative ones. The discipline and its disciples become phobic, paranoid, defensive, with a blurred reality test. Devoid of new, attractive content, the discipline resorts to negative motivation by manipulation of negative emotions. People are frightened, threatened, herded, cajoled. The world without the discipline is painted in an apocalyptic palette as ruled by irrationality, disorderly, chaotic, dangerous, even lethally so.

New, emerging disciplines, are presented as heretic, fringe lunacies, inconsistent, reactionary and bound to lead humanity back to some dark ages. This is the inter-disciplinary or inter-paradigm clash. It follows the Psychotic Phase. The old discipline resorts to some transcendental entity (God, Satan, the conscious intelligent observer in the Copenhagen interpretation of the formalism of Quantum Mechanics). In this sense, it is already psychotic and fails its reality test. It develops messianic aspirations and is inspired by a missionary zeal and zest. The fight against new ideas and theories is bloody and ruthless and every possible device is employed.

But the very characteristics of the older nomenclature is in its disfavor. It is closed, based on ritualistic initiation, patronizing. It relies on intimidation. The numbers of the faithful dwindles the more the "church" needs them and the more it resorts to oppressive recruitment tactics. The emerging knowledge wins by historical default and not due to the results of any fierce fight. Even the initiated desert. Their belief unravels when confronted with the truth value, explanatory and predictive powers, and the comprehensiveness of the emerging discipline.

This, indeed, is the main presenting symptom, distinguishing hallmark, of paralytic old disciplines. They deny reality. The are a belief-system, a myth, requiring suspension of judgment, the voluntary limitation of the quest, the agreement to leave swathes of the map in the state of a blank "terra incognita". This reductionism, this avoidance, their replacement by some transcendental authority are the beginning of an end.

Consider physics:

The Universe is a complex, orderly system. If it were an intelligent being, we would be compelled to say that it had "chosen" to preserve form (structure), order and complexity - and to increase them whenever and wherever it can. We can call this a natural inclination or a tendency of the Universe.

This explains why evolution did not stop at the protozoa level. After all, these mono-cellular organisms were (and still are, hundreds of millions of years later) superbly adapted to their environment. It was Bergson who posed the question: why did nature prefer the risk of unstable complexity over predictable and reliable and durable simplicity?

The answer seems to be that the Universe has a predilection (not confined to the biological realm) to increase complexity and order and that this principle takes precedence over "utilitarian" calculations of stability. The battle between the entropic arrow and the negentropic one is more important than any other (in-built) "consideration". This is Time itself and Thermodynamics pitted against Man (as an integral part of the Universe), Order (a systemic, extensive parameter) against Disorder.

In this context, natural selection is no more "blind" or "random" than its subjects. It is discriminating, exercises discretion, encourages structure, complexity and order. The contrast that Bergson stipulated between Natural Selection and Élan Vitale is grossly misplaced: Natural Selection IS the vital power itself.

Modern Physics is converging with Philosophy (possibly with the philosophical side of Religion as well) and the convergence is precisely where concepts of Order and disorder emerge. String theories, for instance, come in numerous versions which describe many possible different worlds. Granted, they may all be facets of the same Being (distant echoes of the new versions of the Many Worlds Interpretation of Quantum Mechanics).

Still, why do we, intelligent conscious observers, see (=why are we exposed to) only one aspect of the Universe? How is this aspect "selected"? The Universe is constrained in this "selection process" by its own history - but history is not synonymous with the Laws of Nature. The latter determine the former - does the former also determine the latter? In other words: were the Laws of Nature "selected" as well and, if so, how?

The answer seems self evident: the Universe "selected" both the Natural Laws and - as a result - its own history. The selection process was based on the principle of Natural Selection. A filter was applied: whatever increased order, complexity, structure - survived. Indeed, our very survival as a species is still largely dependent upon these things. Our Universe - having survived - must be an optimized Universe.

Only order-increasing Universes do not succumb to entropy and death (the weak hypothesis). It could even be argued (as we do here) that our Universe is the only possible kind of Universe (the semi-strong hypothesis) or even the only Universe (the strong hypothesis). This is the essence of the Anthropic Principle.

By definition, universal rules pervade all the realms of existence. Biological systems must obey the same order-increasing (natural) laws as physical ones and social ones. We are part of the Universe in the sense that we are subject to the same discipline and adhere to the same "religion". We are an inevitable result - not a chance happening.

We are the culmination of orderly processes - not the outcome of random events. The Universe enables us and our world because - and only for as long as - we increase order. That is not to imply that there is an intention to do so on the part of the Universe (or a "higher being" or a "higher power"). There is no conscious or God-like spirit. There is no religious assertion. We only say that a system that has Order as its founding principle will tend to favor order, to breed it, to positively select its proponents and deselect its opponents - and, finally, to give birth to more and more sophisticated weapons in the pro-Order arsenal. We, humans, were such an order-increasing weapon until recently.

These intuitive assertions can be easily converted into a formalism. In Quantum Mechanics, the State Vector can be constrained to collapse to the most Order-enhancing event. If we had a computer the size of the Universe that could infallibly model it - we would have been able to predict which event will increase the order in the Universe overall. No collapse would have been required then and no probabilistic calculations.

It is easy to prove that events will follow a path of maximum order, simply because the world is orderly and getting ever more so. Had this not been the case, evenly statistically scattered event would have led to an increase in entropy (thermodynamic laws are the offspring of statistical mechanics). But this simply does not happen. And it is wrong to think that order increases only in isolated "pockets", in local regions of our universe.

It is increasing everywhere, all the time, on all scales of measurement. Therefore, we are forced to conclude that quantum events are guided by some non-random principle (such as the increase in order). This, exactly, is the case in biology. There is no reason why not to construct a life wavefunction which will always collapse to the most order increasing event. If we construct and apply this wave function to our world - we will probably find ourselves as one of the events after its collapse.

Appendix - Interview granted to Adam Anderson

1. Do you believe that superstitions have affected American culture? And if so, how?



A. In its treatment of nature, Western culture is based on realism and rationalism and purports to be devoid of superstitions. Granted, many Westerners - perhaps the majority - are still into esoteric practices, such as Astrology. But the official culture and its bearers - scientists, for instance - disavow such throwbacks to a darker past.



Today, superstitions are less concerned with the physical Universe and more with human affairs. Political falsities - such as anti-Semitism - supplanted magic and alchemy. Fantastic beliefs permeate the fields of economics, sociology, and psychology, for instance. The effects of progressive taxation, the usefulness of social welfare, the role of the media, the objectivity of science, the mechanism of democracy, and the function of psychotherapy - are six examples of such groundless fables.



Indeed, one oft-neglected aspect of superstitions is their pernicious economic cost. Irrational action carries a price tag. It is impossible to optimize one's economic activity by making the right decisions and then acting on them in a society or culture permeated by the occult. Esotericism skews the proper allocation of scarce resources.



2. Are there any superstitions that exist today that you believe could become facts tomorrow, or that you believe have more fact than fiction hidden in them?



A. Superstitions stem from one of these four premises:

That there is nothing that can be thought of that is impossible (in all possible Universes);
That there is nothing impossible (in all possible Universes) that can be thought of;
That everything that can be thought of – is, therefore, possible (somewhere in these Universes);
That everything that is possible exists (somewhere in these Universes).
As long as our knowledge is imperfect (asymptotic to the truth), everything is possible. As Arthur Clark, the British scientist and renowned author of science fiction, said: "Any sufficiently advanced technology is indistinguishable from magic".



Still, regardless of how "magical" it becomes, positive science is increasingly challenged by the esoteric. The emergence of pseudo-science is the sad outcome of the blurring of contemporary distinctions between physics and metaphysics. Modern science borders on speculation and attempts, to its disadvantage, to tackle questions that once were the exclusive preserve of religion or philosophy. The scientific method is ill-built to cope with such quests and is inferior to the tools developed over centuries by philosophers, theologians, and mystics.



Moreover, scientists often confuse language of representation with meaning and knowledge represented. That a discipline of knowledge uses quantitative methods and the symbol system of mathematics does not make it a science. The phrase "social sciences" is an oxymoron - and it misleads the layman into thinking that science is not that different to literature, religion, astrology, numerology, or other esoteric "systems".



The emergence of "relative", New Age, and politically correct philosophies rendered science merely one option among many. Knowledge, people believe, can be gleaned either directly (mysticism and spirituality) or indirectly (scientific practice). Both paths are equivalent and equipotent. Who is to say that science is superior to other "bodies of wisdom"? Self-interested scientific chauvinism is out - indiscriminate "pluralism" is in.



3. I have found one definition of the word "superstition" that states that it is "a belief or practice resulting from ignorance, fear of the unknown, trust in magic or chance, or a false conception of causation." What is your opinion about said definition?



A. It describes what motivates people to adopt superstitions - ignorance and fear of the unknown. Superstitions are, indeed, a "false conception of causation" which inevitably leads to "trust in magic". the only part I disagree with is the trust in chance. Superstitions are organizing principles. They serve as alternatives to other worldviews, such as religion or science. Superstitions seek to replace chance with an "explanation" replete with the power to predict future events and establish chains of causes and effects.



4. Many people believe that superstitions were created to simply teach a lesson, like the old superstition that "the girl that takes the last cookie will be an old maid" was made to teach little girls manners. Do you think that all superstitions derive from some lesson trying to be taught that today's society has simply forgotten or cannot connect to anymore?



A. Jose Ortega y Gasset said (in an unrelated exchange) that all ideas stem from pre-rational beliefs. William James concurred by saying that accepting a truth often requires an act of will which goes beyond facts and into the realm of feelings. Superstitions permeate our world. Some superstitions are intended to convey useful lessons, others form a part of the process of socialization, yet others are abused by various elites to control the masses. But most of them are there to comfort us by proffering "instant" causal explanations and by rendering our Universe more meaningful.



5. Do you believe that superstitions change with the changes in culture?

A. The content of superstitions and the metaphors we use change from culture to culture - but not the underlying shock and awe that yielded them in the first place. Man feels dwarfed in a Cosmos beyond his comprehension. He seeks meaning, direction, safety, and guidance. Superstitions purport to provide all these the easy way. To be superstitious one does not to study or to toil. Superstitions are readily accessible and unequivocal. In troubled times, they are an irresistible proposition.

The Basics of Western Astrology Explained

This article covers the basics of Astrology and how they are inter-related. Astrology is defined as 'the art or practice of determining the supposed influences of the planets and their motions on human affairs and human disposition'. From this practice a horoscope can be produced -  a diagram (or chart) of the relative positions of planets and signs of the Zodiac at a specific time, usually the time of birth. A forecast can then be produced.


The Zodiac:

Western Astrology originated way back, around 500 BC, with a concept called the Zodiac being developed. This comprised of an imaginary sphere surrounding the earth, which followed the path of the Sun through the constellations during the year. The Zodiac was split into twelve sections, each named after the specific constellation noted in that area.


Elements:

Many ancient philosophies used a set of classical elements to explain the way nature behaved. Each sign was connected to one of the classical elements (fire, earth, air, or water) and was also related to a region of focus; social, personal or universal.

* Water signs are related to growth processes, identification and emotion. In tandem with the other elements, water feels that fire will make it boil, air will evaporate it, but earth will shape and channel it.

* Fire signs are related to action, passion, and energy. In tandem with the other elements, fire feels that earth will smother it, water will drown it, but air will fan and enliven it.

* Air signs are related to thought, perspective and communication. In tandem with the other elements, air feels that water will obscure it, earth will suffocate it, but fire will inspire and uplift it.

* Earth signs are related to sensation, stability, and practicality. In tandem with the other elements, earth feels that air will dry it, fire will dry it, but water will refresh and nourish it.


Modalities:

Each sign is connected to one of three modalities; cardinal (sometimes referred to as movable), fixed, and mutable.

There are four quadrants following the order of the zodiacal signs, with three signs in each. Each quadrant describes a season, beginning with a cardinal sign, continuing to a fixed sign, and ending with a mutable sign.


Modalities and Related Zodiac Signs:

* Mutable signs are related to adaptability, resourcefulness and holism. They are Gemini, Virgo, Sagittarius and Pisces.
* Fixed signs are related to determination, focus and individuality. They are Taurus, Leo, Scorpio and Aquarius.
* Cardinal signs are related to creativity and initiation. They are Aries, Cancer, Libra and Capricorn.


Summary of Zodiac Sign Characteristics:

* Aries (cardinal, fire, personal): defensive, energetic, head down, assertive, impulsive.
* Taurus (fixed, earth, personal): patient, indulgent, resourceful, thorough, devoted.
* Gemini (mutable, air, personal): quick, logical, inquisitive.
* Cancer (cardinal, water, personal): clinging, protective, sensitive.
* Leo (fixed, fire, social): theatrical, generous, proud.
* Virgo (mutable, earth, social): critically, practical, efficient.
* Libra (cardinal, air, social): lazy, co-operative, fair.
* Scorpio (fixed, water, social): anxious, passionate, sensitive.
* Sagittarius (mutable, fire, universal): careless, free, straightforward.
* Capricorn (cardinal, earth, universal): suspicious, prudent, cautious.
* Aquarius (fixed, air, universal): detached, democratic, unconventional.
* Pisces (mutable, water, universal): distracted, imaginative, sensitive.

Religion and Science

There are many kinds of narratives and organizing principles. Science is driven by evidence gathered in experiments, and by the falsification of extant theories and their replacement with newer, asymptotically truer, ones. Other systems - religion, nationalism, paranoid ideation, or art - are based on personal experiences (faith, inspiration, paranoia, etc.).

Experiential narratives can and do interact with evidential narratives and vice versa.

For instance: belief in God inspires some scientists who regard science as a method to "peek at God's cards" and to get closer to Him. Another example: the pursuit of scientific endeavors enhances one's national pride and is motivated by it. Science is often corrupted in order to support nationalistic and racist claims.

The basic units of all narratives are known by their effects on the environment. God, in this sense, is no different from electrons, quarks, and black holes. All four constructs cannot be directly observed, but the fact of their existence is derived from their effects.

Granted, God's effects are discernible only in the social and psychological (or psychopathological) realms. But this observed constraint doesn't render Him less "real". The hypothesized existence of God parsimoniously explains a myriad ostensibly unrelated phenomena and, therefore, conforms to the rules governing the formulation of scientific theories.

The locus of God's hypothesized existence is, clearly and exclusively, in the minds of believers. But this again does not make Him less real. The contents of our minds are as real as anything "out there". Actually, the very distinction between epistemology and ontology is blurred.

But is God's existence "true" - or is He just a figment of our neediness and imagination?

Truth is the measure of the ability of our models to describe phenomena and predict them. God's existence (in people's minds) succeeds to do both. For instance, assuming that God exists allows us to predict many of the behaviors of people who profess to believe in Him. The existence of God is, therefore, undoubtedly true (in this formal and strict sense).

But does God exist outside people's minds? Is He an objective entity, independent of what people may or may not think about Him? After all, if all sentient beings were to perish in a horrible calamity, the Sun would still be there, revolving as it has done from time immemorial.

If all sentient beings were to perish in a horrible calamity, would God still exist? If all sentient beings, including all humans, stop believing that there is God - would He survive this renunciation? Does God "out there" inspire the belief in God in religious folks' minds?

Known things are independent of the existence of observers (although the Copenhagen interpretation of Quantum Mechanics disputes this). Believed things are dependent on the existence of believers.

We know that the Sun exists. We don't know that God exists. We believe that God exists - but we don't and cannot know it, in the scientific sense of the word.

We can design experiments to falsify (prove wrong) the existence of electrons, quarks, and black holes (and, thus, if all these experiments fail, prove that electrons, quarks, and black holes exist). We can also design experiments to prove that electrons, quarks, and black holes exist.

But we cannot design even one experiment to falsify the existence of a God who is outside the minds of believers (and, thus, if the experiment fails, prove that God exists "out there"). Additionally, we cannot design even one experiment to prove that God exists outside the minds of believers.

What about the "argument from design"? The universe is so complex and diverse that surely it entails the existence of a supreme intelligence, the world's designer and creator, known by some as "God". On the other hand, the world's richness and variety can be fully accounted for using modern scientific theories such as evolution and the big bang. There is no need to introduce God into the equations.

Still, it is possible that God is responsible for it all. The problem is that we cannot design even one experiment to falsify this theory, that God created the Universe (and, thus, if the experiment fails, prove that God is, indeed, the world's originator). Additionally, we cannot design even one experiment to prove that God created the world.

We can, however, design numerous experiments to falsify the scientific theories that explain the creation of the Universe (and, thus, if these experiments fail, lend these theories substantial support). We can also design experiments to prove the scientific theories that explain the creation of the Universe.

It does not mean that these theories are absolutely true and immutable. They are not. Our current scientific theories are partly true and are bound to change with new knowledge gained by experimentation. Our current scientific theories will be replaced by newer, truer theories. But any and all future scientific theories will be falsifiable and testable.

Knowledge and belief are like oil and water. They don't mix. Knowledge doesn't lead to belief and belief does not yield knowledge. Belief can yield conviction or strongly-felt opinions. But belief cannot result in knowledge.

Still, both known things and believed things exist. The former exist "out there" and the latter "in our minds" and only there. But they are no less real for that.

China – Its Global Economy and Favored Chinese Language

China is emerging as one of the strong global economy since the last two decade and is the world’s biggest holder of foreign exchange reserves with the reserves touching 1.2 trillion US dollars few months back (March, 2007). Many countries around the world are interested in business with China and are actively involved in learning Chinese language to understand and enhance the business opportunities.


Napoleon Bonaparte has once said that “China is the sleeping giant. Let her lie and sleep for when she awakens she will tremble the world.” Nearly two century after the visionary statement of the legend, China’s dormant economy emerged so drastically that economic power that country holds now directly affects and facilitates the pace of global market.


People around the world and countries are now deliberately moving forward to exchange business relation with world’s fastest growing nation, a nation which is experiencing huge transition from a central-planned economy to a global-oriented market and has become a dominant player in the international economy and financial system. Hence for better business understanding, business opportunity and cultural exchange, learning Chinese language has become an all time high with approximately thirty million people are studying Chinese in universities, colleges or private courses.


Chinese is considered to be one of the world’s most popular languages and is a simple structured and tonal language where a single word can have different meaning depending upon the way it is pronounced. There are number of dialects in Chinese spoken in different province but the popularity is gaining by Mandarin language and this has also been recognized as the official language of China.


To follow the suit, the United States is investing huge sums in establishing Chinese learning schools and passing bills to encourage the Chinese language programming in schools across the U.S. and cultural exchanges to improve the ties between the two countries.


Despite learning Chinese language in home countries, people often prefer to travel to China and spend time there to get acclimatized with their tradition, culture and to gather experiences of being like a Chinese. With huge demands of Chinese language, major cities in China are overcrowded with Mandarin learning schools and many of which provides superb accommodation facilities, native Chinese speaking teachers and well qualified individuals to teach Chinese as foreign language.


Furthermore, students can choose Chinese language with a hope of getting easy employment in areas like banking, trade, financial, diplomatic work, academics, news media, content management, tours and travel and many more. Each of these fields is very challenging and gives one an enough exposure to Chinese society, culture and tradition.


Hence, if you are feeling the urgency of learning Chinese language and align yourself in the fast track of business by learning Chinese language, this is the right time to start. If you cannot afford to go to China to learn typical Chinese language, there are plenty of online resources such as free online Chinese learning course, audio guidelines and other scripts which can make you perfect in Chinese language and help you actively participate in various business processes.

Capitalizing on the Benefits of a Foreign Language Translation Firm

In today’s ever-expanding world of business on an ever-shrinking planet, not only is it easy to market your organization’s products and services globally, but it is also just good business sense. With the prevalence of the Internet in every aspect of our English-speaking culture and society, it makes sense to reach out globally and put your products and/or services out for the whole world to take advantage of. Though it seems like the Internet has reduced the size of our world, marked cultural and language barriers still exist which make marketing a product or service from an English-speaking organization to a foreign market an immense challenge. In order to succeed globally, you must consider foreign language translation as a necessary faction of your organization. Whether you are considering opening offices internationally, or you just want to make your services available to foreign markets, consider employing the services of a professional foreign language translation firm in order to make every aspect of your business (both electronic and paper-based) understandable and user-friendly to whatever nationality you decide to promote your business to.

In order to fully make the most of the foreign expansion of your business, you might want to open offices in other countries in addition to providing services and products via the Internet. This might require you to hire staff members in those countries who are not native English speakers. Though this will no doubt be a benefit in helping your organization immerse itself into another culture, and help your products and/or services gain a foothold there, it will also prove challenging in trying to adapt your organization’s policies and procedures to a group of employees that will not be able to read manuals and documents in English, and not understand some of the informal grammar. For this reason, hiring a foreign language translation organization is a sensible business decision.

A foreign language translation firm typically employs native speakers from many different countries. Not only do their employees have an inherent grasp on one or more foreign languages, but they are also fluent in the English language. In addition, it is possible to hire staff that are specialists in particular areas of business, which helps to facilitate translations and allows the translators to convert your materials into understandable, relevant, and culturally sensitive documents. For your business, translators can adapt software, training and development materials, web sites, and internal organization documentation. Foreign language translation firms utilize the latest software that will translate documentation into nearly every language on Earth, as well as translate documentation into English, so that the lines of communication will be open and unhindered. Many different fields of industry utilize foreign language translation firms, including the medical field, the legal field, the computer industry, and of course, the business and marketing fields.

If you are considering the global development of your business, educating yourself on the cultures of those countries you plan to approach is very important. There are often strict differences among countries, even if they are neighbors to one another. There are also often strict differences between English-speaking and non-English-speaking countries. Being sensitive to other cultural standards will help you to understand the business climate of whatever country you want to expand your business into. This is of utmost importance for successful expansion into non-English-speaking countries. For that reason, taking advantage of one of the many online foreign language translators that are available is a sensible method of education for yourself and your organization. There are several web page translators that are available online for free. Taking the time to research the demands of your potential customers will pay off for you in the long run.

For worldwide expansion of your business, there is no more sensible decision to make than to employ a foreign language translation organization to tend to the conversion of all of your English-based business documents into whatever foreign language you need. And taking the time to research the non-English speaking markets you wish to expand into will help you understand the cultural climates you intend to take your products and/or services into. Foreign language translators make the transition into the global business community easier for your business. www.foreign-languages-school.com

Find the essential information on where and how to learn a new or second language at Foreign Language Translation

By degrees: The different German dialects

German is one of the most popular languages in the world. In fact, the Guinness Book of World Records has listed the German language as one of the three languages that are learned the most by people. It is also included in the ten most spoken languages in the world. In the European Union it is the second most known foreign language.German is also one of the agreed upon official languages of the EU and is also chosen, along with English and French, as one of the three working languages used in the European Commission.

German is also considered as a pluricentric language much like English and French. With the wide scope of usage for this language, it would be quite expected to think that a person who knows German would be able to go to any part of Germany and be expected to communicate effortlessly. Unfortunately, this is quite far from the truth. In reality, the German language has many dialects that are spoken in a large part of the country (and even in other countries).

The German dialects are not mutually intelligible to each other. This means that people who only know the different German dialects and not the common German language will not be able to understand each other.

How did the dialects evolve into this? Each dialect has evolved to contain typical words that are not considered as cognates of the words used in standard German this makes it quite difficult to understand in areas where the dialect is not spoken or an area where a different dialect is used.

There is a so-called dialect continuum in countries where German is spoken. During normal situations the dialect that is used by a neighbouring region is understood quite well even if it is also distinctly different from the dialect that is used in the adjacent region.

The so called Low German dialects that are used in the Northern part of Germany are considered mutually intelligible but it still remains not understood in other parts of the country. Of the other remaining dialects, the German dialects used in Switzerland, Southern Bavaria, Austria, and the West Bank of the Rhine are notoriously known for being very hard to understand outside the regions in which these dialects are used. On the other hand, the so called Central and Eastern German dialects are seen to be more understandable in other parts of the country.

Low Germanic dialects are those dialects that were not affected by the High German consonant shift. The Low Germanic dialect is comprised of two subgroups – Low Franconian and Low German.

The High Germanic dialects are broken down into Central German and Upper German subgroups. The Central German dialects include Ripuarian, Moselle Franconian, Hessian, Thuringian, South Franconian, Lorraine Franconian and Upper Saxon. Upper German dialects include Alemannic, Swabian, East Franconian, Alsatian and Austro-Bavarian. The Upper German dialects are also used in certain parts of the Alsace, as well as in southern Germany, Liechtenstein, Austria, and in certain parts of Switzerland and Italy where German is spoken.

An Introduction To Spanish Grammar

When learning a new language, it is always useful to be familiar with its main grammatical units. This constitutes the first necessary step in order to understand and create meaningful speech.

Here are the main grammatical elements in Spanish and some useful information about them:

Nouns:
A noun is a word which is mostly used to refer to a person or thing. All nouns in Spanish have a gender, meaning that they are either masculine or feminine. For example, “niño” (boy) is masculine and “niña” (girl) is feminine. The best way to identify gender is undoubtedly experience, although here are some general guidelines which may be useful at the beginning: usually nouns ending in –o are masculine and nouns ending in –a are feminine. Of course there are always exceptions.

For example, “mano” (hand) and “radio” (radio) are feminine. On the other hand, words of Greek origin ending in –ma, such as “dilema” (dilemma) or “problema” (problem) are masculine. When you are learning new vocabulary, it is recommendable that you learn a noun together with its corresponding article. That will help you to remember their gender. For example “la niña”, “la mano” or “el problema” and “el niño”.

Adjectives:
Adjectives are used to qualify a particular noun, to say something about it. It is important to remember that in Spanish they are usually placed after the noun. Since adjectives are always related to a noun, they have to agree with them in gender and number.

This means that if you want to say something about the noun “niño”, which is masculine and singular, the adjective that you use will also have to be masculine and singular. Thus, you can say “niño alto” (tall boy), “niño pequeño” (small boy), etc. If, on the other hand, if you were talking about a girl, you would have to say “niña alta” and “niña pequeña”.

Pronouns:
Pronouns substitute for nouns. For example, you can say “la niña está aquí” (the girl is here) or “ella está aquí” (she is here). In this case “ella” is substituting for “la niña”. The subject pronouns in Spanish are “yo” (I), “tú/usted/vos” (singular you), él (he), ella (she), nosotros (we), vosotros/ustedes (plural you), ellos (they).

The singular and plural “you” are used differently depending on the dialect of Spanish that you are using. It is important to remember that subject pronouns are frequently omitted in Spanish, since the ending of the verb already indicates this. Thus, native spears would say “estoy aquí” (I’m here) rather than “yo estoy aquí”.

Verbs:
Verbs indicate actions. Usually when you enumerate a verb, you use what is called the infinitive, for example “hablar” (to speak). In Spanish there are three different types of verbs, depending of how their infinitive ends. These different categories are called conjugations.

Thus, there are verbs ending in –ar, such as “hablar”, in -er “comer” (to eat) and in –ir “dormir” (to sleep). As mentioned before, verbs in Spanish have different endings depending on who the subject of the action is. These endings will vary from one conjugation to the other. For example, with the verb “hablar”, the singular “you” is “(tú) hablas”, whereas with “comer” it is “(tú) comes”. This can obviously be complicated for learners at the beginning, but once you get used to it, you will have no problem communicating effectively.

All About French- Speaking Countries

The French Language

Roughly around 200 million people around the world speak French. This number includes people who speak French as a native language, as a second language and students of all ages who do not live in a francophone (French-speaking) country but have learned French. In fact French as a foreign language is the second most commonly taught language worldwide after English. It is also the only foreign language that can be useful throughout the world as well as in the United States. French comes in second after English on the list of the world’s 10 most influential languages. Proof of this is the pivotal role French holds. It is one of the official working languages in dozens of powerful international organisations such as the European Union (EU), United Nations (UN), World Health Organisation (WHO), World Trade Organisation (WTO), and a host of other worldwide institutions.

The French language of today is a direct result of long periods of evolution. France, throughout its long history, had been invaded by different ethnic tribal groups. The most distinguished of these are the Franks. They adopted the Latin being spoken at that time. Thus, the French language is a descendant from Latin. It is also known as one of the Romance languages which include Catalan, Italian, Spanish, and Portuguese. They are called such because their parent tongue Latin was the language of the Romans. Over the years, the early French language has undergone changes in words and grammatical structures. It has evolved into today’s global French.

Frenchspeak - Here, There and Everywhere

The French-speaking world spans the entire globe with its language heard in all the continents. Aside from English, French is the only language spoken as a native or first language on 5 continents.

In Europe, French is the official language of France, Luxembourg, Monaco, Belgium and Switzerland. France with a population of more than 60 million is one of the most modern countries in the world. It is one of the predominant leaders in the European Union. French is a co-official language in Switzerland. This picturesque country is one of the world’s richest countries. It is the centre of many international associations. Belgium, in the half past century, has emerged as a progressive European state. Brussels, the capital of Belgium, is home to the headquarters of the European Union and the North Atlantic Treaty Organisation (NATO).

In Africa, the French-speaking countries include Algeria, Burundi, Benin, Chad, Republic of Congo, Equatorial Guinea, Cameroon, Comoros. Cote d’Ivoire, Gabon, Burkina Faso, Central African Republic, Democratic Republic of Congo, Djibouti, Guinea, Madagascar, Morocco, Rwanda, Togo, Mali, Niger, Senegal, Tunisia, Mauritius, Reunion and Seychelles.

In the Americas and the Caribbean, French is spoken in Canada, Haiti, French Guiana, Martinique and Guadeloupe (these last three are French territories).

In Australia and the Pacifics, Vanuatu and the overseas French territories French Polynesia, New Caledonia and Wallis and Fortuna are French-speaking.

In many other countries, French plays a significant role either as an administrative, commercial or international language. Some of these countries are Andorra, Argentina, Brazil, Cambodia, Cape Verde, Egypt, Greece, India, Italy, Laos, Lebanon, Mauritania, Poland, Syria, Trinidad and Tobago, United Kingdom (Channel Islands), United States particularly Louisiana and New England, the Vatican City and Vietnam. Clearly, the French language is spoken everywhere.

Convinced now to learn global French? It is quite easy. Browse through this site’s French Language Program and master French in the best place – the comfort of your own home.

Bonne chance! Good Luck!

A Latin Dictionary Saved My Life

In many ways, I have never been much of a student, especially if you are talking about being a student within the confines of a classroom. I've always loved learning, don't get me wrong, but get me inside a classroom for months on end and there is little that can be done to keep me interested in even the most fascinating subjects. I have no real idea how I managed to make it through four years of college. My Latin class in particular almost had the power to ruin my college career. I am convinced that I might have quite school had it not been for my Latin dictionary. It saved my education, and hence, my life.

I realize the previous statement may sound extreme, but it is true. I was so fed up with the stresses of my Latin class in college that I nearly dropped out of school. I guess I didn't have things in the best perspective, but that is how deeply I was being affected by the class. In the sixth week of the fifteen week class I called my father on the phone and finally told him of the truth of my current plight. He simply listened and then laughed at me and muttered two words. "Latin dictionary," he said. I had no idea how much I needed to hear those two words nor how much they would change my semester and literally the rest of my life.

I have absolutely no idea why my Latin professor didn't suggest that I buy a Latin dictionary. I'm actually a little bitter about it now that I think about it. Anyway, I rushed off to a bookstore the next day and purchased the cheapest and biggest Latin dictionary I could find. I had little money, but I felt like bigger must be better when it came to a dictionary.

Over the days and weeks ahead, I poured over that dictionary as I studied for my Latin class. Having that resource taught me an amazing amount that I just wasn't getting in the classroom. I pulled my grade up from a failing score to a B in the remaining weeks of the class. But that's not all that happened: I had a renewed love of learning. Yes, the Latin dictionary was responsible for my pursuit of learning and of new knowledge in many areas. It did little to make me enjoy time in a classroom, but it did inspire me to pursue many of the things I now love.

A guide to learning Spanish - Part 1 - Anybody can learn the Spanish language

There are many reasons why someone might want to learn Spanish. Perhaps you are planning a holiday or business trip to a Spanish speaking country or maybe you are thinking of emigrating. It could be that you don’t really need to speak Spanish at all but you just want to say that you can. Being able to communicate in another language certainly gives you a great sense of achievement.

My reasons were a little mixed. For a long time I had wanted to learn another language, and for some reason I was always drawn to Spanish. I am not entirely sure why this was. I think one reason was because the little I knew about Spain at the time somehow appealed to my sense of good living. Sun, sand, siestas, late night dinner parties and dark skinned beautiful women! Of course there is far more to Spain than this, but for me, Spain and the Spanish language held more appeal than say French or German did.

Although I had wanted to learn Spanish for a long time I guess the main reason why I finally decided to do something about it was because I was planning a long trip to Central and South America. I was about to pass through as many as 19 different countries where the official national language was Spanish. Well that was a back in 2002. Since then Spanish and all things Spanish both in Spain and in Latin America have literally taken me over. I wouldn’t have believed it then but now Spanish is a part of my every day life. I can speak, read and understand Spanish to the point where I don’t have to think about it too much.

When people ask me if I can speak Spanish fluently I am always a little hesitant to say yes. The truth is that even though I can communicate in Spanish with relative ease I still don’t feel that I know enough. I am not really sure if I ever will! There are always new words and phrases to learn for example and of course these vary from country to country.

I think one of the biggest tests for me is being able to sit in front of the TV with una cerveza (a beer) and watch a Spanish soap opera (una telenovela) or a Spanish movie and completely understand everything that is going on. After all, if I can do that in English why shouldn’t I be able to do the same in Spanish? Well I have to say I am definitely not there yet but almost! I highly recommend ‘Pasion de Gavilanes’. It’s a hugely popular telenovela from Columbia. I’ll talk more that this and others in later articles.

So, how did I get from not knowing a single word of Spanish (apart from - gracias and amigo), to being able to read a Spanish book, speak to a Spanish-speaking friend or watch a Spanish telenovel? Well the answer to that is what I intend to write about in the coming articles. I am not going to lie to you and say that the journey was an easy one. The truth is that learning a new language takes time and requires a great deal of patience and commitment. However, what I really want to convey at this point is that anybody can do it if they rally want to.

In the next article I intend to write about preparation. By that I mean thinking about what it is you want to achieve and how you intend to go about achieving it. You are not going to learn Spanish overnight and I think it makes sense to prepare yourself for the challenges ahead. Learning a new language should be fun and there is no reason why it shouldn’t be as long as you realise your limitations.

By no means do I consider myself to be someone that has a natural flare for languages. When I went to school (all those years ago!) the only subject I failed in was French. For some reason I just couldn’t get my head around it. Before I started learning Spanish I knew nothing of other languages. I started right from the beginning. I guess what I’m trying to say is, is that if I can do it then believe me anybody can.

18 Strategies For Enhancing Language Skills

The following strategies are offered for enhancing language skills and managing language challenges. This listing is by no means exhaustive, but rather is meant as a place to begin.

Alice Thomas and Glenda Thorne

1. Take the mystery away.

The first and perhaps most important strategy is to teach students about the components of language, common language challenges and language strategies, and to help students understand their own language strengths and challenges. This process is sometimes called demystification – taking the mystery away.

2. Simplify directions.

Students with receptive language challenges may need directions broken down into their simplest form. They may also benefit from a comic book-type illustration of steps to take for the completion of a task.

3. Give written copies of directions and examples.

Students with receptive language challenges may need directions given to them at a relatively slow pace. They may need directions repeated to them. They most often benefit from having a written copy of directions that are given orally. Examples of what needs to be done are also useful.

4. Provide frequent breaks.

Students who have receptive language challenges may use up a lot of energy listening, and, therefore, tire easily. Consequently, short, highly structured work times with frequent breaks or quiet periods may be helpful.

5. Give additional time.

Students with receptive and expressive language challenges are likely to have a slower processing speed and should be allowed additional time for written work and tests.

6. Sit Close.

A student may want to sit close to the teacher so he can watch the facial expression of the teacher when s/he is talking. This may also help to diminish interference from other auditory distractions.

7. Allow voluntary participation.

Students with language processing challenges should not be put on the spot by being required to answer questions during class discussions, especially without being forewarned. Rather, their participation should be on a voluntary basis.

8. Teach summarizing and paraphrasing.

Reading comprehension is often enhanced by summarizing and paraphrasing. This helps students to identify the main idea and supporting details. It may be helpful to provide key words such as who, what, when, where and why to orient attention to the appropriate details.

9. Teach a staging procedure.

Most students find a staging procedure beneficial when writing paragraphs, essays, poems, reports and research papers. First they should generate ideas, and then they should organize them. Next, they should attend to spelling and grammatical rules. They may also list their most frequently occurring errors in a notebook and refer to this list when self correcting.

10. Encourage renewed investment of energy in older students.

Older students who have experienced reading failure from an early age must become convinced that a renewed investment of energy will be worthwhile. According to Louisa Moats, an expert in the field of reading, older students who are very poor readers must have their phonological skills strengthened because the inability to identify speech sounds erodes spelling, word recognition, and vocabulary development. Phonological awareness, spelling, decoding, grammar, and other language skills can be taught as a linguistics course in which instructors use more adult terminology such as phoneme deletion and morphemic structure. Phonemic drills may include games such as reverse-a-word (Say teach; then say it with the sounds backwards – cheat.)

11. Give Foreign Language Waivers

Students who have experienced problems with their primary language are more likely to have difficulty with a foreign language. Foreign language requirements may need to be waived for these students.

12. Use echo reading for fluency development.

For fluency development, it is helpful to have a student in the lower grades echo read and also read simultaneously with an adult. The adult and the student may also take turns reading every other sentence or paragraph. Additionally, the adult may model a sentence and then have the student read that same sentence.

13. Amplify auditory input.

Multisensory techniques can be used to increase phonetic skills and to memorize sight words. For example, a student may sound out a word or write sight words on a dry erase board using different colored markers, all while using Hearfones, a Phonics Phone or a Toobaloo device to enhance auditory input. These devices amplify and direct the student's own voice straight back to his ears, causing increased auditory stimulation to the brain. These devices can be purchased from CDL's A+ WebStore at www.cdl.org.

14. See, say, hear and touch.

Multisensory strategies are helpful for learning letter names. Examples include: 1) spreading shaving cream on a table top and having the child write letters in the shaving cream while saying the letter name out loud; and 2) cutting out letters from sandpaper and having the child "trace" the sandpaper letter with his or her finger while saying the name of the letter.

15. A picture is worth a thousand words.

The expression, "A picture is worth a thousand words," may become especially important for the visual person who has difficulty expressing himself verbally. For example, a student may make diagrams, charts, or drawings to help him remember what he has read. If he is good at art, the student may draw or paint pictures to explain his ideas.

16. Teach active reading.

To help with comprehension, it may be helpful to underline key words and phrases with a pencil or highlighter and to paraphrase them in the margins, thereby making reading more active. If the student is not allowed to write in the book, he can write the main words or ideas on Post-It notes.

17. Guide students to read between the lines.

When first teaching students to infer while reading, the teacher should first guide the thinking by using a whole class activity. After the class as a whole has identified a logical inference, the teacher should facilitate the examination of the process by which they arrived at their inference. Leading questions may be, "What is the author saying to us? How do we know the author meant this?" Remind students that authors provide clues (imply) so readers can infer.

18. Provide individual evaluation and intervention.

Many students with language challenges benefit from individual evaluation and remediation by highly qualified professionals. It is critical to use assessment tools designed to pinpoint specific skill deficits and to provide individual or small group remediation/intervention using explicit, evidence-based strategies and methods that directly address each student’s individual needs.

5 Reasons Why You Should Learn a Foreign Language

During the modern age, with globalization at its height, knowing one or two secondary languages has become more than a simple feat of high class and intelligence but also a strict requirement in many occasions. Whether it’s for professional, social or personal reasons, learning at least one foreign language is a must for anyone that wants to keep his or her head up high in today’s society. Let’s take a focused look on 5 of the main reasons that should turn you towards learning a foreign language.

1.    Professional Requirement

This is probably the main reason for which one would learn a foreign language. Many professions require the knowledge of at least one or two foreign languages, depending on the field of the job. Most jobs may ask that you know an international language such as English, French, Spanish or German or a business-specific language such as Chinese, Japanese, Russian and so forth. If you’re a native English speaker you may have it a bit easier, since English is the main international language (and one that is present the most often in job descriptions) but knowing a secondary might also prove vital.

2.    Social Bonus

Yes, knowing a foreign language (or more) is definitely a social bonus. There’s definitely a steep hill to climb between being presented as someone that doesn’t know any foreign language whatsoever against being presented as a polyglot. Another case when knowing a foreign language can be literally a social blessing is when meeting a foreigner whose language you can speak. They’ll be extremely impressed by your ability to talk with them through their own native tongue, although you’re on home grounds and this fact can single handedly create a great impression around you. If the foreigner happens to be part of a business meeting, this impression can turn to a successful business partnership, bringing you both professional and social satisfactions.

3.    Family Communication

It’s often the case where a couple formed out of persons of diverse nationalities understand each other through a commonly known international language such as English. However, they’ll soon want to start learning the other person’s mother tongue, not only for a better communication, but also out of respect for them.

4.    Personal Satisfaction

Learning a foreign language is one of the highest intellectual goals that one could have, on a personal scale. Think about a difficult puzzle, or math problem that takes months if not years of constant studying in order to be solved. The process of solving it may be a hard, arduous one but the yell of joy at the end is well worth it. It’s the same case with learning a foreign language: the learning process is not easy and you’ll have many small issues and problems to tackle along the way. You’ll have to focus on various aspects of the problem, such as spelling, grammar, reading, pronunciation and so forth. If you keep the problem in sight however and if you don’t lose interest in it, the chances of solving it are extremely high and the intellectual fulfillment that you get at the end is incomparable to anything else.

5.    Keeping Your Mind Healthy

It’s been scientifically proven that by learning a new language, the process stimulates your brain in such a way that it will make you more keen on understanding and learning other subjects, including “real” disciplines such as math, physics, chemistry and so forth. Learning a new language requires the memorizing and understanding of several thousand new words and concepts, which offers your brain a good training for future occasions where memorizing is a must. After studying a foreign language you’ll have better results with studying for exams, with information assimilation and generally, with keeping your mind healthy and “active” even at older ages.