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Ten years ago, the term online schooling might not be very appealing; just like the iron horses in the early part of the 19th century or an airplane in the beginning of the 20th century. Internet was still underdeveloped in 1996 compared to what we have now. And the conventional today may not be acceptable by the general population in 1996.

But we don’t live in 1996 anymore. We are now in the era where everything is possible and acceptable. Just like studying outside the school, in front of your computer at the very comforts of your home. This is called online schooling.

Thinking of entering online schooling can arouse discomfort for some. This is quite understandable since it is not the usual way of learning just like those people who have tried airplane as a way to travel for the first time. However, with the reputation online schools are gaining, the way students learn is transforming in an “unconventional way”.

If you are one of those students who are considering this relatively new form of learning, here are the things you should know- the pros and cons of online schooling:

Pros

• No time wasted on travelingWhether you live in the most remote town in the United States (provided you have an internet connection) or at the top of the tallest building in your city, you can always be on time to study your lessons. Online schooling eliminates the time you have to prepare to dress up for school. It also removes the time you have to spend sitting on the taxi or waiting for the green light. With online schooling, your home and your classroom are the same.
• Can attend home needs anytimeFor people who need to attend important things around the home, online schooling works best. For instance: you have a baby to take care of or you have a several things that must be done around the house. If before you have to find ways to squeeze all the items in your “to-do-list” for one whole day, now online schooling will give you more time on other things as it eliminates the time you have to spend on preparation for school.
• No more classmates to mindWhen you get online schooling, the classroom is all yours. You don’t have to fight on your seat, you don’t have to get along with a group, and you don’t have to be nice or rude to others.
• Cons
• Online school competenceThere are many online schools to choose from. The question is: would you be able to land on a job after you have spent all your time and money on your chosen online school? One advice is: do research on the competency of several online schools and consider the credit they can give once you step into the working world.
• Personal competenceCan you learn on your own or should you require a board and a talking professor to absorb the lesson? There are some students who are better studying alone. There are some who are not. If you think you are capable of learning without the need of the actual classroom discussion, then you can consider online schooling.
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I. Exposition

In the movie “Shattered” (1991), Dan Merrick survives an accident and develops total amnesia regarding his past. His battered face is reconstructed by plastic surgeons and, with the help of his loving wife, he gradually recovers his will to live. But he never develops a proper sense of identity. It is as though he is constantly ill at ease in his own body. As the plot unravels, Dan is led to believe that he may have murdered his wife’s lover, Jack. This thriller offers additional twists and turns but, throughout it all, we face this question:

Dan has no recollection of being Dan. Dan does not remember murdering Jack. It seems as though Dan’s very identity has been erased. Yet, Dan is in sound mind and can tell right from wrong. Should Dan be held (morally and, as a result, perhaps legally as well) accountable for Jack’s murder?

Would the answer to this question still be the same had Dan erased from his memory ONLY the crime -but recalled everything else (in an act of selective dissociation)? Do our moral and legal accountability and responsibility spring from the integrity of our memories? If Dan were to be punished for a crime he doesn’t have the faintest recollection of committing – wouldn’t he feel horribly wronged? Wouldn’t he be justified in feeling so?

There are many states of consciousness that involve dissociation and selective amnesia: hypnosis, trance and possession, hallucination, illusion, memory disorders (like organic, or functional amnesia), depersonalization disorder, dissociative fugue, dreaming, psychosis, post traumatic stress disorder, and drug-induced psychotomimetic states.

Consider this, for instance:

What if Dan were the victim of a Multiple Personality Disorder (now known as “Dissociative Identity Disorder”)? What if one of his “alters” (i.e., one of the multitude of “identities” sharing Dan’s mind and body) committed the crime? Should Dan still be held responsible? What if the alter “John” committed the crime and then “vanished”, leaving behind another alter (let us say, “Joseph”) in control? Should “Joseph” be held responsible for the crime “John” committed? What if “John” were to reappear 10 years after he “vanished”? What if he were to reappear 50 years after he “vanished”? What if he were to reappear for a period of 90 days – only to “vanish” again? And what is Dan’s role in all this? Who, exactly, then, is Dan?

II. Who is Dan?

Buddhism compares Man to a river. Both retain their identity despite the fact that their individual composition is different at different moments. The possession of a body as the foundation of a self-identity is a dubious proposition. Bodies change drastically in time (consider a baby compared to an adult). Almost all the cells in a human body are replaced every few years. Changing one’s brain (by transplantation) – also changes one’s identity, even if the rest of the body remains the same.

Thus, the only thing that binds a “person” together (i.e., gives him a self and an identity) is time, or, more precisely, memory. By “memory” I also mean: personality, skills, habits, retrospected emotions – in short: all long term imprints and behavioural patterns. The body is not an accidental and insignificant container, of course. It constitutes an important part of one’s self-image, self-esteem, sense of self-worth, and sense of existence (spatial, temporal, and social). But one can easily imagine a brain in vitro as having the same identity as when it resided in a body. One cannot imagine a body without a brain (or with a different brain) as having the same identity it had before the brain was removed or replaced.

What if the brain in vitro (in the above example) could not communicate with us at all? Would we still think it is possessed of a self? The biological functions of people in coma are maintained. But do they have an identity, a self? If yes, why do we “pull the plug” on them so often?

It would seem (as it did to Locke) that we accept that someone has a self-identity if: (a) He has the same hardware as we do (notably, a brain) and (b) He communicates his humanly recognizable and comprehensible inner world to us and manipulates his environment. We accept that he has a given (i.e., the same continuous) self-identity if (c) He shows consistent intentional (i.e., willed) patterns (“memory”) in doing (b) for a long period of time.

It seems that we accept that we have a self-identity (i.e., we are self-conscious) if (a) We discern (usually through introspection) long term consistent intentional (i.e., willed) patterns (“memory”) in our manipulation (“relating to”) of our environment and (b) Others accept that we have a self-identity (Herbert Mead, Feuerbach).

Dan (probably) has the same hardware as we do (a brain). He communicates his (humanly recognizable and comprehensible) inner world to us (which is how he manipulates us and his environment). Thus, Dan clearly has a self-identity. But he is inconsistent. His intentional (willed) patterns, his memory, are incompatible with those demonstrated by Dan before the accident. Though he clearly is possessed of a self-identity, we cannot say that he has the SAME self-identity he possessed before the crash. In other words, we cannot say that he, indeed, is Dan.

Dan himself does not feel that he has a self-identity at all. He discerns intentional (willed) patterns in his manipulation of his environment but, due to his amnesia, he cannot tell if these are consistent, or long term. In other words, Dan has no memory. Moreover, others do not accept him as Dan (or have their doubts) because they have no memory of Dan as he is now.

Interim conclusion:

Having a memory is a necessary and sufficient condition for possessing a self-identity.

III. Repression

Yet, resorting to memory to define identity may appear to be a circular (even tautological) argument. When we postulate memory – don’t we already presuppose the existence of a “remembering agent” with an established self-identity?

Moreover, we keep talking about “discerning”, “intentional”, or “willed” patterns. But isn’t a big part of our self (in the form of the unconscious, full of repressed memories) unavailable to us? Don’t we develop defence mechanisms against repressed memories and fantasies, against unconscious content incongruent with our self-image? Even worse, this hidden, inaccessible, dynamically active part of our self is thought responsible for our recurrent discernible patterns of behaviour. The phenomenon of posthypnotic suggestion seems to indicate that this may be the case. The existence of a self-identity is, therefore, determined through introspection (by oneself) and observation (by others) of merely the conscious part of the self.

But the unconscious is as much a part of one’s self-identity as one’s conscious. What if, due to a mishap, the roles were reversed? What if Dan’s conscious part were to become his unconscious and his unconscious part – his conscious? What if all his conscious memories, drives, fears, wishes, fantasies, and hopes – were to become unconscious while his repressed memories, drives, etc. – were to become conscious? Would we still say that it is “the same” Dan and that he retains his self-identity? Not very likely. And yet, one’s (unremembered) unconscious – for instance, the conflict between id and ego – determines one’s personality and self-identity.

The main contribution of psychoanalysis and later psychodynamic schools is the understanding that self-identity is a dynamic, evolving, ever-changing construct – and not a static, inertial, and passive entity. It casts doubt over the meaningfulness of the question with which we ended the exposition: “Who, exactly, then, is Dan?” Dan is different at different stages of his life (Erikson) and he constantly evolves in accordance with his innate nature (Jung), past history (Adler), drives (Freud), cultural milieu (Horney), upbringing (Klein, Winnicott), needs (Murray), or the interplay with his genetic makeup. Dan is not a thing – he is a process. Even Dan’s personality traits and cognitive style, which may well be stable, are often influenced by Dan’s social setting and by his social interactions.

It would seem that having a memory is a necessary but insufficient condition for possessing a self-identity. One cannot remember one’s unconscious states (though one can remember their outcomes). One often forgets events, names, and other information even if it was conscious at a given time in one’s past. Yet, one’s (unremembered) unconscious is an integral and important part of one’s identity and one’s self. The remembered as well as the unremembered constitute one’s self-identity.

IV. The Memory Link

Hume said that to be considered in possession of a mind, a creature needs to have a few states of consciousness linked by memory in a kind of narrative or personal mythology. Can this conjecture be equally applied to unconscious mental states (e.g. subliminal perceptions, beliefs, drives, emotions, desires, etc.)?

In other words, can we rephrase Hume and say that to be considered in possession of a mind, a creature needs to have a few states of consciousness and a few states of the unconscious – all linked by memory into a personal narrative? Isn’t it a contradiction in terms to remember the unconscious?

The unconscious and the subliminal are instance of the general category of mental phenomena which are not states of consciousness (i.e., are not conscious). Sleep and hypnosis are two others. But so are “background mental phenomena” – e.g., one holds onto one’s beliefs and knowledge even when one is not aware (conscious) of them at every given moment. We know that an apple will fall towards the earth, we know how to drive a car (“automatically”), and we believe that the sun will rise tomorrow, even though we do not spend every second of our waking life consciously thinking about falling apples, driving cars, or the position of the sun.

Yet, the fact that knowledge and beliefs and other background mental phenomena are not constantly conscious – does not mean that they cannot be remembered. They can be remembered either by an act of will, or in (sometimes an involuntary) response to changes in the environment. The same applies to all other unconscious content. Unconscious content can be recalled. Psychoanalysis, for instance, is about re-introducing repressed unconscious content to the patient’s conscious memory and thus making it “remembered”.

In fact, one’s self-identity may be such a background mental phenomenon (always there, not always conscious, not always remembered). The acts of will which bring it to the surface are what we call “memory” and “introspection”.

This would seem to imply that having a self-identity is independent of having a memory (or the ability to introspect). Memory is just the mechanism by which one becomes aware of one’s background, “always-on”, and omnipresent (all-pervasive) self-identity. Self-identity is the object and predicate of memory and introspection. It is as though self-identity were an emergent extensive parameter of the complex human system – measurable by the dual techniques of memory and introspection.

We, therefore, have to modify our previous conclusions:

Having a memory is not a necessary nor a sufficient condition for possessing a self-identity.

We are back to square one. The poor souls in Oliver Sacks’ tome, “The Man Who Mistook his Wife for a Hat” are unable to create and retain memories. They occupy an eternal present, with no past. They are thus unable to access (or invoke) their self-identity by remembering it. Their self-identity is unavailable to them (though it is available to those who observe them over many years) – but it exists for sure. Therapy often succeeds in restoring pre-amnesiac memories and self-identity.

V. The Incorrigible Self

Self-identity is not only always-on and all-pervasive – but also incorrigible. In other words, no one – neither an observer, nor the person himself – can “disprove” the existence of his self-identity. No one can prove that a report about the existence of his (or another’s) self-identity is mistaken.

Is it equally safe to say that no one – neither an observer, nor the person himself – can prove (or disprove) the non-existence of his self-identity? Would it be correct to say that no one can prove that a report about the non-existence of his (or another’s) self-identity is true or false?

Dan’s criminal responsibility crucially depends on the answers to these questions. Dan cannot be held responsible for Jack’s murder if he can prove that he is ignorant of the facts of his action (i.e., if he can prove the non-existence of his self-identity). If he has no access to his (former) self-identity – he can hardly be expected to be aware and cognizant of these facts.

What is in question is not Dan’s mens rea, nor the application of the McNaghten tests (did Dan know the nature and quality of his act or could he tell right from wrong) to determine whether Dan was insane when he committed the crime. A much broader issue is at stake: is it the same person? Is the murderous Dan the same person as the current Dan? Even though Dan seems to own the same body and brain and is manifestly sane – he patently has no access to his (former) self-identity. He has changed so drastically that it is arguable whether he is still the same person – he has been “replaced”.

Finally, we can try to unite all the strands of our discourse into this double definition:

It would seem that we accept that someone has a self-identity if: (a) He has the same hardware as we do (notably, a brain) and, by implication, the same software as we do (an all-pervasive, omnipresent self-identity) and (b) He communicates his humanly recognizable and comprehensible inner world to us and manipulates his environment. We accept that he has a specific (i.e., the same continuous) self-identity if (c) He shows consistent intentional (i.e., willed) patterns (“memory”) in doing (b) for a long period of time.
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Have you ever had a sense that there is more to something than what appears on the surface? As a child, you may have walked by a pond and picked up a pebble. Then, energy grew inside you directing your mind to send signals within you and pick up this rock with your hand. As your mind, body, and spirit united, a coordinated effort took place resulting in a thrust of energy tossing this rock into this pond.

The effects of this driving force created a ripple affect on the surface of the pond making its way to the outer edges of the pond. You and I are this same driving force at the core of our being. Everything is energy. We all know its there even though we may not readily see it.

There are five experiences in our life allowing us to touch this energy or our soul.
Remember this: “What is the most human to us, often, is the most sacred.”

We touch our soul in the following ways:

1. The Sense of Smell.

When we breathe, we embrace our world. We draw in various aromas into our inner self. It is our opportunity to take in the world around us, and allow it to fill us with its essence. As we breathe, our soul absorbs the world around it through identification with the earth merging into what cannot be seen. It is the experience of spirit expressing itself in unlimited ways.
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Pedophiles are attracted to prepubescent children and act on their sexual fantasies. It is a startling fact that the etiology of this paraphilia is unknown. Pedophiles comes from all walks of life and have no common socio-economic background. Contrary to media-propagated myths, most of them had not been sexually abused in childhood and the vast majority of pedophiles are also drawn to adults of the opposite sex (are heterosexuals).

Only a few belong to the Exclusive Type – the ones who are tempted solely by kids. Nine tenths of all pedophiles are male. They are fascinated by preteen females, teenage males, or (more rarely) both.

Moreover, at least one fifth (and probably more) of the population have pedophiliac fantasies. The prevalence of child pornography and child prostitution prove it. Pedophiles start out as “normal” people and are profoundly shocked and distressed to discover their illicit sexual preference for the prepubertal. The process and mechanisms of transition from socially acceptable sexuality to much-condemned (and criminal) pedophilia are still largely mysterious.

Pedophiles seem to have narcissistic and antisocial (psychopathic) traits. They lack empathy for their victims and express no remorse for their actions. They are in denial and, being pathological confabulators, they rationalize their transgressions, claiming that the children were merely being educated for their own good and, anyhow, derived great pleasure from it.

The pedophile’s ego-syntony rests on his alloplastic defenses. He generally tends to blame others (or the world or the “system”) for his misfortunes, failures, and deficiencies. Pedophiles frequently accuse their victims of acting promiscuously, of “coming on to them”, of actively tempting, provoking, and luring (or even trapping) them.

The pedophile – similar to the autistic patient – misinterprets the child’s body language and inter-personal cues. His social communication skills are impaired and he fails to adjust information gained to the surrounding circumstances (for instance, to the kid’s age and maturity).

Coupled with his lack of empathy, this recurrent inability to truly comprehend others cause the pedophile to objectify the targets of his lasciviousness. Pedophilia is, in essence, auto-erotic. The pedophile uses children’s bodies to masturbate with. Hence the success of the Internet among pedophiles: it offers disembodied, anonymous, masturbatory sex. Children in cyberspace are mere representations – often nothing more than erotic photos and screen names.

It is crucial to realize that pedophiles are not enticed by the children themselves, by their bodies, or by their budding and nubile sexuality (remember Nabokov’s Lolita?). Rather, pedophiles are drawn to what children symbolize, to what preadolescents stand for and represent.

To the pedophile …

I. Sex with children is “free” and “daring”

Sex with subteens implies freedom of action with impunity. It enhances the pedophile’s magical sense of omnipotence and immunity. By defying the authority of the state and the edicts of his culture and society, the pedophile experiences an adrenaline rush to which he gradually becomes addicted. Illicit sex becomes the outlet for his urgent need to live dangerously and recklessly.

The pedophile is on a quest to reassert control over his life. Studies have consistently shown that pedophilia is associated with anomic states (war, famine, epidemics) and with major life crises (failure, relocation, infidelity of spouse, separation, divorce, unemployment, bankruptcy, illness, death of the offender’s nearest and dearest).

It is likely – though hitherto unsubstantiated by research – that the typical pedophile is depressive and with a borderline personality (low organization and fuzzy personal boundaries). Pedophiles are reckless and emotionally labile. The pedophile’s sense of self-worth is volatile and dysregulated. He is likely to suffer from abandonment anxiety and be a codependent or counterdependent.

Paradoxically, it is by seemingly losing control in one aspect of his life (sex) that the pedophile re-acquires a sense of mastery. The same mechanism is at work in the development of eating disorders. An inhibitory deficit is somehow magically perceived as omnipotence.

II. Sex with children is corrupt and decadent

The pedophile makes frequent (though unconscious) use of projection and projective identification in his relationships with children. He makes his victims treat him the way he views himself – or attributes to them traits and behaviors that are truly his.

The pedophile is aware of society’s view of his actions as vile, corrupt, forbidden, evil, and decadent (especially if the pedophiliac act involves incest). He derives pleasure from the sleazy nature of his pursuits because it tends to sustain his view of himself as “bad”, “a failure”, “deserving of punishment”, and “guilty”.

In extreme (mercifully uncommon) cases, the pedophile projects these torturous feelings and self-perceptions onto his victims. The children defiled and abused by his sexual attentions thus become “rotten”, “bad objects”, guilty and punishable. This leads to sexual sadism, lust rape, and snuff murders.

III. Sex with children is a reenactment of a painful past

Many pedophile truly bond with their prey. To them, children are the reification of innocence, genuineness, trust, and faithfulness – qualities that the pedophile wishes to nostalgically recapture.

The relationship with the child provides the pedophile with a “safe passage” to his own, repressed and fearful, inner child. Through his victim, the pedophile gains access to his suppressed and thwarted emotions. It is a fantasy-like second chance to reenact his childhood, this time benignly. The pedophile’s dream to make peace with his past comes true transforming the interaction with the child to an exercise in wish fulfillment.

IV. Sex with children is a shared psychosis

The pedophile treats “his” chosen child as an object, an extension of himself, devoid of a separate existence and denuded of distinct needs. He finds the child’s submissiveness and gullibility gratifying. He frowns on any sign of personal autonomy and regards it as a threat. By intimidating, cajoling, charming, and making false promises, the abuser isolates his prey from his family, school, peers, and from the rest of society and, thus, makes the child’s dependence on him total.

To the pedophile, the child is a “transitional object” – a training ground on which to exercise his adult relationship skills. The pedophile erroneously feels that the child will never betray and abandon him, therefore guaranteeing “object constancy”.

The pedophile – stealthily but unfailingly – exploits the vulnerabilities in the psychological makeup of his victim. The child may have low self-esteem, a fluctuating sense of self-worth, primitive defence mechanisms, phobias, mental health problems, a disability, a history of failure, bad relations with parents, siblings, teachers, or peers, or a tendency to blame herself, or to feel inadequate (autoplastic neurosis). The kid may come from an abusive family or environment – which conditioned her or him to expect abuse as inevitable and “normal”. In extreme and rare cases – the victim is a masochist, possessed of an urge to seek ill-treatment and pain.

The pedophile is the guru at the center of a cult. Like other gurus, he demands complete obedience from his “partner”. He feels entitled to adulation and special treatment by his child-mate. He punishes the wayward and the straying lambs. He enforces discipline.

The child finds himself in a twilight zone. The pedophile imposes on him a shared psychosis, replete with persecutory delusions, “enemies”, mythical narratives, and apocalyptic scenarios if he is flouted. The child is rendered the joint guardian of a horrible secret.

The pedophile’s control is based on ambiguity, unpredictability, fuzziness, and ambient abuse. His ever-shifting whims exclusively define right versus wrong, desirable and unwanted, what is to be pursued and what to be avoided. He alone determines rights and obligations and alters them at will.

The typical pedophile is a micro-manager. He exerts control over the minutest details and behaviors. He punishes severely and abuses withholders of information and those who fail to conform to his wishes and goals.

The pedophile does not respect the boundaries and privacy of the (often reluctant and terrified) child. He ignores his or her wishes and treats children as objects or instruments of gratification. He seeks to control both situations and people compulsively.

The pedophile acts in a patronizing and condescending manner and criticizes often. He alternates between emphasizing the minutest faults (devalues) and exaggerating the looks, talents, traits, and skills (idealizes) of the child. He is wildly unrealistic in his expectations – which legitimizes his subsequent abusive conduct.
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