Reddit reviews Why Gender Matters, Second Edition: What Parents and Teachers Need to Know About the Emerging Science of Sex Differences

Och du baserar detta antagande på.....? Genuin fråga och inte reotrisk.


Men jag håller helt med att det behövs fler sätt för pojkar och män att uttrycka sig. Men problemet jag ser är standarder om hur man ska uttrycka sig är baserade på det sättet kvinnor uttrycker sig (genomsnittligt). Och att ens känslomässiga nivå bestäms eller bevisas genom hur mycket du spelar ut dina känslor än vad grunden av dina känslor är och hur du gör det.

Lite av problemet som jag skulle kunna gå djupt in i på, och vi ser startk i social media av just det jag nämnde innan. Vilket jag kallar för "The more I feel the more I am, so feeling more makes me more than you."

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I vilket fall mer om detta nedanför från klippet ur boken. Det finns neurologiska skillander i genomsnitt som faktiskt styr hur du kan uttycka dig känslomässigt, så pass mycket i många fall att det kanske så otroligt svårt för vissa som att, 'tänka på inget'. Att tvinga en standard som inte går att uppnå leder till rejäla problem.

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Här under är ett klipp från boken "Why Gender Matters" av Leaonard Sax, 2005 som jag starkt rekommenderar. (Boken är skriven med genaraliseringar för att kunna bygga det hela på forskning, och han tar up det i boken.)------------------------------------------------------------------------------------------------------------------------------------------------------

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Deborah Yurgelun-Todd and her associates at Harvard have used sophisticated MRI imaging to examine how emotion is processed in the brains of children from the ages of seven through seventeen. In young children, these researchers found that negative emotional activity in response to unpleasant or disturbing visual images seems to be localized in phylogenetically primitive areas deep in the brain, specifically in the amygdala. (A phylogenetically primitive area of the brain is one that hasn’t changed much in the course of evolution: it looks pretty much the same in humans as it does in mice.)That may be one reason why it doesn’t make much sense to ask a seven-year old to tell you why she is feeling sad or distressed. The part of the brain that does the talking, up in the cerebral cortex, has few direct connections to the part of the brain where the emotion is occurring, down in the amygdala.

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In adolescence, a larger fraction of the brain activity associated with negative emotion moves up to the cerebral cortex. That’s the same division of the brain associated with our higher cognitive functions—reflection, reasoning, language, and the like. So, the seventeen-year-old is able to explain why she is feeling sad in great detail and without much difficulty (if she wants to).

But that change occurs only in girls. In boys the locus of brain activity associated with negative emotion remains stuck in the amygdala. In boys there is no change associated with maturation. Asking a seventeen-year-old boy to talk about why he’s feeling glum may be about as productive as asking a six-year-old boy the same question. A recent study from a team of German researchers duplicated this finding in young adults: in young women, brain activity associated with negative emotion was mostly up in the cerebral cortex, whereas in young men it remained stuck down in the amygdala.

Emotions—both positive and negative—are processed differently in girls’ brains than in boys’. We’ll talk about this particular sex difference at greater length later on in the book. For now, let’s pause to think about the implications of this difference. In boys, as in men, the part of the brain where emotions happen is not well connected to the part of the brain where verbal processing and speech happens—unlike the situation in teenage girls and in women. There’s been much talk in recent years about the need to increase the “emotional literacy” of boys.

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Such people maintain that boys would be better off if we encouraged them to talk more about their feelings. That sort of talk betrays (in my judgment) a lack of awareness of basic sex differences in the underlying wiring of the brain. Asking a teenage boy to talk about how he feels is a question guaranteed to make most boys uncomfortable. You’re asking him to make connections between two parts of his brain that don’t normally communicate. This is a very different task for a boy than for a girl. As one thirteen-year-old boy said, “My English teacher wants me to write about my ‘feelings.’ I don’t know what my ‘feelings’ are, and I can’t write about them. Anyway, my feelings are none of their business! I hate school!”

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Journaler som han baserar det han skrev på i detta kapitel.

William Killgore, Mika Oki, and Deborah Yurgelun-Todd, “Sex-Specific Developmental Changes in Amygdala Responses To Affective Faces” NeuroReport, 12:427–33, 2001

Frank Schneider, Ute Habel, and associates, “Gender Differences in Regional Cerebral Activity during Sadness,” Human Brain Mapping , 9:226–38, 2000.

Tor Wager, Luan Phan, Israel Liberzon, and Stephan Taylor, “Valence, Gender, and Lateralization of Functional Brain Anatomy in Emotion: A Meta-Analysis of Findings from Neuro-Imaging,” Neuro-Image, 19:513–31, 2003.

Peter Sharp’s Nurturing Emotional Literacy: A Practical Guide for Teachers, Parents, and Those in the Caring Professions (London: David Fulton Publishers, 2001).

Kenneth Rowe, “What Really Matters: Exploring the Evidence for Factors Affecting Girls’ and Boys’ Experiences and Outcomes of Schooling.” Paper presented at the Boys’ Education and Beyond Conference, Fremantle, Western Australia, November 2001.