Drugged Obedience

Experimental Narcotherapy vs
 Logical Consequences for Chronic Mischief in Classrooms

by Dr. David West Keirsey (published 1991)

Drugged Obedience

Editor’s Note: It has been about 30 years since my father wrote this article, which was based on his experience in the 50s, 60’s, and 70’s in the American public school system. Unfortunately, the abuse of psychiatry on their victims has gotten much worse and has spread across the world, and not only children in the American public schools are being abused. Old people, babies, the military, and the general public in mostly the “developed world” — are being fooled and drugged to conformity: to the monetary benefit of psychiatry and the drug companies.

Dr. Keirsey explains in this article what are the kinds of drugs, and their effects.

Narcotherapy

When a child gets up out of his seat at school without permission, his teacher tells him to sit down and get to work. If he is out of his seat every minute or so, say every six minutes in a 360 minute day, that makes 60 times a day. If he’s out of his seat that many times each day, five days a week, that’s 300 Out-Of-Seat-Without-Permissions (OOSWOPs for short). Now 300 is an impressive total of OOSWOPs. The teacher, now and then, reminds him to sit down and go to work, but with little effect. Pretty soon she adds scolding to reminding. Then maybe she gets the principal to spank him. Then maybe his parents are brought into the act. They either get after the school or their son or both. Maybe they take his bike away from him and send him to bed without dinner several times. Something like that. But all to no avail. No matter how many reminders or scoldings or whippings or deprivations, he still rings up his 300 or so OOSWOPs a week.

But the child doesn’t rest his case with just getting out of his seat. There are other kinds of disobedience, other ways to disrupt classroom proceedings. Like making motions and noises while seated. For instance, the disobedient child doesn’t raise his hand with restraint like the other children, but waves it wildly and maybe puffs and whistles to get the teacher’s undivided attention. And he gets it. By that time the child has had so much attention that just raising his hand won’t work, so he’s got to distract the teacher’s attention from the other kids with extra motions and noises, none of which are permitted. Let’s call motion and noise without permission MANWOPs to distinguish them from OOSWOPs. And of course the teacher must remind the child (again without much success) that that is not an acceptable way to get attention. Notice the child’s clever manipulation of the teacher: he is doing what he’s supposed to do — raise his hand to get the teacher’s attention –but in an unacceptable way. Now since an increase of reminding, scolding, threatening, paddling, and depriving doesn’t decrease the frequency of OOSWOPs and MANWOPs appreciably, there seem only two things left to do: remove the child from the classroom, or drug him into inaction. Both work. First, let’s look at drugging the child into inaction. To explain accurately what prescribed drugs are doing to our children, I must first describe in some detail just what drugs we are considering. There are many different kinds of drugs, but only those drugs called “narcotics” are of interest here.

Narcotics affect the nervous system and so alter behavior. This effect was first reported by physiologists in the 1920s, followed by a spate of similar reports in technical journals from time to time up to the present. Nowadays physiologists know pretty well what the various narcotics do to the nervous system and how behavior is affected as a result. For instance narcotics like THC (the neuroactive agent in marijuana) is reported to increase the difference in excitation times of adjacent effectors or receptors, while narcotics like LSD reportedly decrease those differences.

“UPPERS”“CONFUSERS”“CALMERS”“DOWNERS”
[High Activity] High Attention][High Activity] [Low Attention][Low Activity] [High Attention][Low Activity] [Low Attention]
“Stimulants”“Convulsants”“Tranquilizers”“Depressants”
“Hypermanics”“Synesthetics”“Nacroleptics”“Anesthetics”
amphetamine“Hallucinogens”butyrophenanonealcohols
amylnitrate“Psychodelics”dibenzoxazeponebarbiturates
caffeinemescalinelithiumcarbonate opiates
cocainepsilocybinnicotenePentathol
methyl
diamphetamine
licergic diethylamidetetrahydra
canabinal
Nembutol
methylphenidatePCPphenothiazineMethadone
pemoline DMTCibalithAmytol
BenezedeneLSDHaldolBarbitol
CylertLoxitaneDemerol
DexedrineMelarilXanax
ProzacMobanBuSpar
RitalinThorizine

As shown above, “uppers,” like cocaine, give us a high-high, such that we are both more active and more attentive as long as we are intoxicated. “Downers” such as heroin, in contrast to “uppers,” give us a low-low, so that we are both less active and less attentive, again, as long as we are under the influence of the narcotic. “Calmers,” like marijuana, give us a low-high, which is to say that our activity level is low at the same time that our level of attention is high. Lastly, “confusers,” such as LSD, give us a high-low, which means that we get very active, but have great difficulty paying attention to our surroundings.

Depressants like alcohol reduce nerve conduction, resulting in reduced attention and action. In contrast, stimulants like cocaine increase nerve conduction, resulting in greater attention or action. Tranquilizers like marijuana increase excitation threshold time differences between adjacent nerves so that reaction time is slowed and activity decreases, while attention increases. (Incidentally, this is why swing musicians of the 1930s used marijuana: it sensitized them to syncopation and enabled them to catch each note on the “down beat.”) Lastly, hallucinogens like LSD do quite the opposite. They decrease the difference in conduction threshold time between adjacent nerves so that they conduct simultaneously or nearly so. On the attention side of the neural system the person sees, hears, feels, smells, and even tastes from a single stimulus — that’s why drugs like LSD are called hallucinogens or synesthetics. The same stimulus can also fire off adjacent motor nerves in rapid succession, resulting in convulsions and cramps. Thus synesthetic or hallucinogenic narcotics result not only in more than one of the senses being affected at the same time, they also result in flexor and extensor muscles contracting simultaneously or in rapid succession.

In contrast to the technical names above, the people who use narcotics for their highs and lows (the “addicts”), and the people who try to stop them (the “narcs”) have street names for them. For the addicts and narcs there are “acid heads,” “speed freeks,” “coke heads,” and the like. Calmers are called cannabis, grass, hemp, indian hay, pot, snop, snoose, snuff, etc.; confusers are called angel dust, orange sunshine, PCP, LSD, etc; downers are called barbs, big H, booze, horse, sauce, etc.; uppers are called bennies, black beauties, charlies, coke, crack, crystal, dexies, footballs, heart, MDA, snow, white cross, etc.

There are of course great changes in behavior when people are under the influence of narcotics. This goes for stimulants or “uppers,” all of them. No one doubts that cocaine is a powerful narcotic if enough of it is taken at once, especially if this continues over a long period of time. Whatever the kind of stimulant, the effect on one’s behavior depends more on the amount than on the kind. A little bit intoxicates a little bit and a lot intoxicates a lot. The effect is a high-high, that is a high activity level and a high attention level. When the effect wears off, there’s a crash. The withdrawal from stimulants is said to be far worse than withdrawal from the other three kinds of narcotics. A “speed freak,” whether on bennies, dexies, crystal, or coke, is addicted according to the amount taken and the length of time that amount is taken. And the agony of withdrawal is proportional. People who drink, say, twenty cups of coffee a day are in for a crash when they quit and for painful withdrawal effects. Of course, many won’t admit they’re addicted and they certainly would not like being called “speed freaks.” Incidentally, many are also addicted to nicotine and alcohol, so they’re hooked on three narcotics at once, but still refuse to recognize their drug dependency. Such denial is particularly sad, but the truth is their addiction is their problem because they hooked themselves, however innocently.

The bad names that are currently given to children who disrupt classrooms are Attention Deficit Disorder (ADD) and Attention Deficit Disorder with Hyperactivity (ADHD). Precisely the same misbehaviors used to be called by other names, such as Aphasia, Asymbolia, Brain Damage, Cerebral Disrhythmia, Dyslexia, Hyperactivity, Hyperkinesis, Minimal Brain Damage, Minimal Brain Dysfunction, Learning Disability, Organic Brain Damage, the Strauss Syndrome, and others. Beginning in the mid-forties those writing about abnormal behavior understandably began to change the name of the suspected “cause” of such behavior as soon as the name stigmatized the children it was applied to. You see, these professionals believed that there was something wrong with the brains of the children who were too active or too inattentive for the educator’s taste. So they went along with those physicians who wanted to experiment on such children with narcotics like benzedrine. Not only did they approve of this practice, they even aided such physicians in their experimentation. The practice spread, slowly during the late forties and fifties, and then very rapidly during the drug-culture days of the sixties. By the eighties and nineties the practice had become epidemic throughout America, as many as a million children per year on stimulants. Some large elementary schools admit that they have as many as fifty children on stimulants at the same time. Can there be that many children with defective brains? And all boys? In the late eighties some physicians were even narcotizing preschoolers with stimulants while they continued to prescribe this narcotic for those adults that became dependent on it when they were kids in school.

But when the physician, with the approval of parent, teacher, and psychologist, risks the side effects and the addiction of children, that’s everybody’s problem. After all, these children are innocent of any desire for intoxication. Narcotics do temporarily quiet some children and heighten their attention level, but surely the “cure” is worse than the “disease.” Along with the “cure” comes arrested growth, brain atrophy, drug dependency, and severe damage to the self-image — loss of self-esteem, self-respect, and self-confidence. Maybe the child is “cured” of hyperactivity in school, but the price seems terribly high.

Who is abusing whom? Clearly the child is not abusing the persons who are drugging him. Peter Breggin, a noted psychiatrist, calls such experimental narcotherapy “Psychiatric Oppression,” putting it in the same category with shock, lobotomy, and other barbaric practices, thus challenging the justifiability of treating problem behavior with physiological methods, whether child or adult. In his latest exposé of psychiatric barbarism he says:

“It seems to have escaped Ritalin advocates that long-term use tends to create the very same problems that Ritalin is supposed to combat — “attentional disturbances” and “memory problems” as well as “irritability” and hyperactivity. When children are prescribed Ritalin for years because they continue to have problems focusing their attention, the disorder itself may be due to the Ritalin. A vicious circle is generated, with drug-induced inattention causing the doctor to prescribe more medication, all the while blaming the problem on a defect within the child.” (Toxic Psychiatry, page 307.)

Nor are physicians unaware of the risks involved in drugging children. Pharmaceutical manufacturers are careful to warn them, just as have many research reports over the years, of the dangers of prescribing cocaine-like narcotics to children. The long list of horrific consequences of stimulant therapy are now well known: insomnia, fatigue, listlessness, sadness, dizziness, withdrawal, tremors, tics, spasms, skin rashes, nausia, headache, stomachache, increased heart rate, high blood pressure, cortical atrophy, growth suppression, addiction to narcotics, and worst of all, severe damage to the child’s self-image.

It is true that drugged children stay in their seats longer and make less commotion. The trouble is that, aside from the spoiled identity, growth suppression, brain atrophy, and drug dependence the physician is warned about, the child’s restful sleep is diminished. Just as many adults do not sleep well if they take too much caffeine, so children who take too much stimulants do not sleep well. It is also true that these children seem to sleep as they did before medication was begun, but the sleep is not restful as it was before. That they’re tired when they go to school and are much less inclined to get into mischief should come as no surprise. This docility is usually mistaken for obedience by the principal, teacher, parent, psychologist, and physician, who then congratulate themselves on this “miraculous cure” of the child’s dread case of ADD. One of the interesting things about this solution is that docility is such a relief to all concerned that they don’t seem to notice that the child continues to be unproductive, unfriendly, and unhappy at school. Some physicians will admit that the drugged child doesn’t get to work and doesn’t learn like the other children, but they seem satisfied with reports by parents that the teacher isn’t complaining about too much activity any longer.

For almost everyone involved, in fact, this drug treatment is a comfortable solution. If the child is “brain defective” then his parents and teachers are not to blame for his misbehavior. And the fact that the misbehavior disappears when the child is drugged seems to prove the physician’s case that the child’s brain is indeed “somehow” defective. At least it proves it for those who have a stake in believing it. So everybody’s off the hook. A neat and tidy solution to a knotty problem.

Nor can the child be blamed now that it is “proved” he has something (vaguely) wrong with his brain. For how can you blame a child for misbehavior or expect productivity or friendliness or happiness from one so afflicted? He can now play Eric Berne’s game of “wooden leg.” After all, what can be expected of a boy with a bent brain? There is a terrible irony in this: by stigmatizing the child the adults in his life relieve both him and themselves of responsibility. In that sense even the child is off the hook.

But there’s a problem: even though the child has been drugged into submission he is still friendless, unhappy, has stopped growing, and is not learning. So neither he nor his parents are content. But if narcotherapy is discontinued he will resume his disruptive behavior. The question is: how can he stay in class without disrupting it? The answer is simple. Let him disrupt the class only once a day by dismissing him after his first disruptive act. For example, out of seat, out of school — and nothing more.

Logical Consequences

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On the Question of Learning Words…

… and Tools.

“It is important to understand that the Four Temperaments are not simply arbitrary collections of characteristics, but spring from an interaction of the two basic dimensions of human behavior: our communication and our action, our words and our deeds, or, simply, what we say and what we do.” — David West Keirsey

My father died on July 30th, 2013 and I intend to honor him, if I can, by writing a blog about him and his ideas every year.  First year,  Second Year, Third Year, Fourth Year.david_west_keirsey_young_man

David West Keirsey (August 31, 1921 – July 31, 2013)

For last year’s words belong to last year’s language
and next year’s words await another voice.
— T.S. Eliot

He concentrated on them:  the use of words,

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Rational Maverick

In Memoriam

It is the first anniversary of my father’s death.

david_keirsey_in_library
Professor David West Keirsey
(August 31, 1921 – July 30, 2013)

I always imagined that Paradise will be some kind of library — Luis Jorge Borges

I was born into even a better paradise.  My father was wordmeister (a studier of words) and a personologist (a studier of persons), and a book reader: A Rational Maverick.  And I was just like him — well sorta’.  He was born in the 20’s and I was born in the 50’s.  Two ages of innocence:  he after WWI and me after WWII.

He had different upbringing than me, but we were of the same Temperament (Rational), Role (Engineer) and Type (Architect).  A kind of a natural science and engineering type of person: a nerd, in modern argot. I naturally graviated towards being a scholar in quantitative reasoning and the use of words, because of his and my mother’s library of life. He had naturally became a scholar in qualitative reasoning and the use of words.

I began reading when I was seven. Read (most of) a twelve-volume set of books my parents bought, Journeys through Bookland. Read countless novels thereafter, day in and day out. I educated myself by reading books. Starting at age nine my family went to the library once a week, I checking out two or three novels which I would read during the week. Then, when I was sixteen, I read my father’s copy of Will Durant’s The Story of Philosophy. I read it over and over again, now and then re-reading his account of some of the philosophers. (Long afterwards I read his magnificent eleven volumes—The Story of Civilization. I also have read his The Lessons of History many times, this being his brilliant summary of the eleven volumes.)

I mention Durant’s book The Story of Philosophy because it was a turning point in my life, I to become a scholar as did Durant, thereafter reading the philosophers and logicians — anthropologists, biologists, ethologists, ethnologists, psychologists, sociologists, and, most important, the etymologists, all of the latter—Ernest Klein, Eric Partridge, Perry Pepper, and Julius Pokorny—of interest to me now as then. [Turning Points, David West Keirsey, unpublished]

When I started to discuss (and soon to debate) things with my father, we discussed logic and the use of words.  I had become a reader too, rather naive and ignorant as children are, however.  Luckily, my father had learned what it meant to learn.

The second turning point occurred when there came a sudden, drastic, and permanent change in my life. In May 1942 I was drafted. I quit school immediately and joined the Navy to become a fighter pilot. Why fighter pilot? Because as a child I had read every book I could find about the fighter pilots of the first world war, finally resorting to 5 cent pulp books, many well written (I have no idea why these planes and their pilots fascinated me). So when called to war I could not imagine my engaging in any other kind of warfare. Not that I wished to go to war. Far from it ─ I wished to pursue, not the enemy, but college studies. Even so, I found flight training fascinating but challenging and hazardous, many cadets failing to pass the frequent tests at each stage of training. Incidentally, it was during flight training that I learned the crucial difference between education and training. An educated person has acquired knowledge; a trained person has acquired skill. An effective person has acquired both. [Turning Points]

He was able to go to college on the GI bill, renew his scholarship, and to continue “action” research (as he called it) when the War ended.

In January 1946 back to college. We lived in my wife’s parents’ home in Costa Mesa until the summer, at which time we moved to Claremont, this because my wife’s parents let us live in their (refurbished) garage. Indeed, we chose Pomona College in Claremont, not for its many merits, but solely because we had a place to live in. What a stroke of luck! Claremont was a college town housing no less than seven colleges, each unique and well known, one of them being Claremont Graduate University, my place of study for thirteen years, I resuming my interrupted life as a scholar.

 …

I attended Claremont Graduate University—the fourth turning point in my life.

Claremont Graduate University had a clinic in which I practiced counseling troubled persons for four years.

Pursuant to writing my masters thesis I studied ten persons said to have high blood pressure without physical disease or defect, then called “essential hypertension.” Met with each person many times for many months, using personality inventories and what was then called ‘associative anamnesis’ in which they told me the story of their lives while I asked them to go into more detail about their more disturbing experiences, taking copious notes all the while. No one had ever paid such rapt attention to them and tried so hard to understand how these experiences affected them, or accepted everything they said without criticism. It was on the basis of this method of interviewing that Carl Rogers built his notorious career, he giving the method names such as ‘non-directive counseling’, ‘reflective listening’, and ‘active listening’. Practicing the method early on and thenceforth gave direction to my career as a counselor of both troubled and troublesome children and their parents and teachers, and as a trainer of those who would practice such counseling, and finally as a writer on personality, counseling, and madness.

I found all ten persons to have the same personality, what I would much later call the Guardian. It was this long study of persons’ lives that set me on my lifelong career course. Thus I became a person watcher. Wrote Personality in Essential Hypertension for my MA degree. [Turning Points]

My father would go on to be a clinical school psychologist for the next 20 years, collecting and inventing corrective intervention techniques and developing Temperament Theory.  We would discuss experiences and his ideas, and many of the ideas that he got from the hundreds of books in his growing library.  Then there was:

The Book

Bates and I wrote three books, one of them titled Please Understand Me, the contents taken from transcriptions of my lectures and conversations with Bates, she the scrivener. When Bates died I gave the manuscript to her sister to have it published. Her sister did nothing about it for a whole year, so I then retrieved and rewrote the manuscript entirely and, finding no publisher, published it myself in 1978—a turning point.

The book had a strange history. It started as sixteen separate “portraits of temperament”, these being expansions of the sixteen “psychological types” of Isabel Myers, a novelist who was devoted to Carl Jung’s ideas on personality. Had the college book store print each portrait separately on typing paper, sixteen sheets clipped together, put in a manila folder and sold in the college book store. Sold five thousand copies the first year (1975). When Please Understand Me was written, the sixteen portraits were in its appendix, probably the reason the book still sells thirty or so years later and has been translated into a dozen foreign languages. [Turning Points]

He would go on the write or contribute to more books: Portraits of Temperament, Presidential Temperament, Please Understand Me II, and Personology.

He never completed Dark Escape, his magnum opus on Madness, a manuscript that he worked on and off for 60 years.  Some day I would like to publish it or a subset in some form.  Some of the work is at his blog site that I created for him,  http://professorkeirsey.wordpress.com

I continue to wander in the library of life, sometimes reading or rereading books that my father wrote or read: with thought in new regions that my father never could go to, but wondered about.

Mondays with David

Editor:
[This is a tribute to my father by Dr Randy Cima, also posted by Dr. Randy Cima to his blog, Your Kids Aren’t Sick]

Mondays with David

Dr. David West Keirsey with self portrait.
Dr. David West Keirsey with self portrait.

It has taken me more than a month to write this.

My friend, David West Keirsey, died July 30, 2013. He was 91. I’m so proud, and fortunate, to call him my friend. Up until a few years ago, he was Professor Keirsey to me, and I hadn’t seen nor spoke to him for 30 years.

As far as I know, Dr. Keirsey was humankind’s last Gestalt psychologist, and that’s something you should know. His ideas are historic, and I’ll be writing much more about them, and similar things, for the rest of my life. First, though, before I tell you more about Dr. Keirsey, I want to tell you about my friend, David, and the loves in his life.

David loved his country. He was a proud veteran of World War II. He joined the Navy in 1942. After flight training, he took his commission as a Marine fighter pilot and flew several missions in Japan towards the end of the war. He wrote in some detail about his military experience in his autobiographical essay, Turning Points.

Those times, and the depression before the war, had a lifelong impact on David, as it did with everyone from the greatest generation. He believed we were morally obligated to fight World War II, and he knew many who gave their lives protecting our freedoms. He considered himself lucky to come home, and grateful, for the rest of his life, that he did. Thank you David, for your service, from all of us.

David loved questions. For the past 18 months or so I’ve been meeting with him on Mondays for three or four hours, often with his son David Mark, talking about temperament and psychology, and many other things. I often took notes on my iPad. I put them in my “Mondays with David” file on my computer. I love asking questions, he loved answering, so our friendship grew. We had much to talk about, and it was always fun. (You can read more about this from a prior blog, here.)

At times he became frustrated, his memory sometimes needing more and more of his depleted energy. More than once, when I arrived for a visit, I’d ask, “how was your weekend David?” He’d reply, with a smile, “I don’t remember, but I’m sure it was fine.” Once he added, again with a smile, “. . . although I could try to retrieve the information for you if you wish.” It takes energy to retrieve information. At 91, you have the privilege of choosing where you want to spend your energy. It was a polite question anyway. I always knew where he was every weekend. He was with his wife and his family. He cherished his weekends.

 Once we started talking about something he was interested in, he became focused, taking his memory to task, retrieving important ideas, if triggered by the right question. Precision, more than anything, was his forte, organizing and analyzing ideas to a depth only a very few can imagine, simplicity his reasoned pursuit, efficiency always a welcome bi-product. He never stopped “tinkering,” often spending hours at the computer, changing single words at a time in his many essays about temperament and “madness.”

I put madness in quotes because, well, David wouldn’t have it any other way. Professor David West Keirsey was so much more than Temperament Theory. His humane, holistic, and thoughtful explanation of “madness,” is above all else, his legacy to humankind, as far as I’m concerned. His seminal work, Dark Escape, provides our species, for the first time in human history, a way out of the “madness” of modern day psychology and psychiatry. I will be writing much more about this.

David loved to read. He read everything. I mean everything. I mean anything, and everything, and that started when he was a seven year old, and it never stopped. The last time I saw him he was reading a favorite novel, for the fifth time. Why? “I might find something new – and I like it,” he said. This wasn’t unusual. From Turning Points:

I began reading when I was seven. Read (most of) a twelve volume set of books my parents bought, Journeys through Bookland. Read countless novels thereafter, day in and day out. I educated myself by reading books. Starting at age nine my family went to the library once a week, I checking out two or three novels which I would read during the week. Then, when I was sixteen, I read my father’s copy of Will Durant’s The Story of Philosophy. I read it over and over again, now and then re-reading his account of some of the philosophers. (Long afterwards I read his magnificent eleven volumes—The Story of Civilization. I also have read his The Lessons of History many times, this being his brilliant summary of the eleven volumes.)

I mention Durant’s book The Story of Philosophy because it was a turning point in my life, I to become a scholar as did Durant, thereafter reading the philosophers and logicians—anthropologists, biologists, ethologists, ethnologists, psychologists, sociologists, and, most important, the etymologists, all of the latter—Ernest Klein, Eric Partridge, Perry Pepper, and Julius Pokorny—of interest to me now as then.

So, I said to myself, who better to ask questions than someone who has read everything – over and over? He had so many useful answers. I’ll be sharing them with you too.

David loved words. Not as a wordsmith or author, though he was certainly both. He loved words as an etymologist – the only one I’ve ever met. He often said he may be the only one left. David studied words. From Turning Points:

I became a scholar, one of three boys in the scholarship society in 1942. I took a course in word study. I have studied words ever since, even during the war, pasting lists of words on the bathroom mirror wherever I stayed. Why etymology (word signs) instead of linguistics (word sounds)? Because word sounds shorten with use becoming only remnants of what they were, while word signs are written and therefore remain the same. My interest was in what is written, not in what is spoken.   

Many times on Mondays, triggered by something we were talking about, we’d go upstairs and sit at his computer in his comfortable, book-filled library – me to his left, him behind the keyboard – looking at an online etymology site, researching a word. He called it “fun” and, wouldn’t you know it, so did I.

David loved kids. He started working with troublesome teenagers at the Verdemont Boys Ranch as a young psychologist, figuring out ways to manage these boys, and to help their families. He worked in schools most of his career, doing the same, training thousands of teachers and counselors and psychologists in methods that work, not theories that don’t. He began collecting the many techniques to manage and counsel adults and children that was to become the core of his unique and highly successful Counseling Psychology graduate program at California State University, Fullerton.

He wrote some remarkable essays in defense of children, and every parent and professional should read them. So, please, do that. You can read Drugged Obedience in the School  here, and The Evil Practice of Narcotherapy for Attention Deficit here, and The Great ADD Hoax, here. There are many other important and useful essays you will find at the same site.

His solution to helping troubled and troublesome children? “Be nice to them, and keep them away from those drugs.” We had a lot in common about kids. I’ll also be writing about useful child management techniques, from a temperament point of view..

David loved his family. David Mark, his son and lifelong companion, joined our Monday morning conversations often, and I cherished those times in particular. A gifted computer scientist, David Mark called his father “Daddy.” He honored his father.

The two of them could, and often would, debate an obscure, yet important idea with the same passion as when the debate started 30, or 40, or even 50 years earlier. His father honored him too. Often, when it was just David and me, he would boast about his son Mark, as fathers who love their sons often do. How lucky they were to have each other. I envied them.

Every weekend David and his wife Alice went to Del Mar to meet with the rest of the Keirsey clan and, when they didn’t, family members came to their home. David and Alice traveled and vacationed with their children and grandchildren. The two of them together made sure they gave their family the best gift you can give to people you love: wonderful memories.

Mostly, David loved Alice. What was the first thing this returning WW II veteran did when he came back from the war? He married his junior college sweetheart, Alice. He admired her so. “Alice has done such a wonderful job of keeping our family together and close over the years,” he often said, with much pride.

When you walk up the circular stairs of their beautiful home you will meet all of the family. Alice has dozens of family pictures and other mementos adorned on the walls and on the stairs – and everywhere else throughout their warm, loving home. This, you can tell, is a family that cares for each other, and they are grateful to have each other to love. I recognized their family quickly. I come from one too.

Alice – he called her “babe” sometimes – from they way he like to tell it, was a dynamo of her own when she was working in elementary schools. David said she was always the head of a department or committee or project, or part of some other crusade to care for all those kids for which she loved and cared.

They never quarreled, he told me, more than once, because, he said, more than once, “we were made for each other.” That certainly proved to be true. They were married in December, 1945. I was two months old.

Why did it take so long to write this, and anything else, for that matter? Well, honestly, I’ve been mourning my friend. Just a few days before he died, my wife and I visited David and Alice at their home. As we were leaving, I leaned over, gently grasped his hand to say goodbye, and to tell him, “I’ll see you soon, David. I have another two or three thousand more questions to ask.” Without hesitation, he replied, “Good,” and added, “I have two or three thousand more answers.”

His spirit, more than willing, his body, so weary. During some of our best conversations, he would remind me, and David Mark, “there’s still much work to be done.” Lucky for me, he trusted me with all that he has written. The answers to my questions are all there, and that’s good. I will be doing a lot more reading. It’s not the same though, and not nearly as much fun, as asking my friend, David, just a few more questions.

You can tell a lot about a person when you know the loves in his life. I admired him. I loved him too. I miss him, very much.

Mondays, for me, will never be the same.

~~~~~~~~~~~~~~~~~~~~

“I just want the world to understand, there’s no such thing as ‘madness.’”

– David West Keirsey

Keirsey Temperament Awards

The Keirsey Temperament Awards for 2012

Each year an individual is awarded from each of the Four TemperamentsArtisanGuardianIdealist, and Rational.

The awards are given to individuals who are “famous” (if possible) and have significantly impacted the world, to illustrate and highlight the Four Temperaments.  Keirsey Temperament Theory maintains all four Temperaments play important roles in society and we need all kinds of people to use their developed natural talents, to do the best at what they do best.

The selection is difficult, for sometimes Temperament is hidden because we are looking at these individuals from a far. We don’t know the individuals personally, and only through the media are we familiar with these people. The Keirsey Temperament Forum serves as a nominating committeeI am the judge and jury.

2012 Keirsey Temperament Awards

IDEALIST OF THE YEAR

Somaly MamHealer Idealist

Human Trafficking Activist
Where Others Fear to Tread

Somaly Mam
Somaly Mam

In Memoriam
Ray Bradbury, Champion Idealist
Science Fiction Writer, Futurist

Imagine

Ray Bradbury
Ray Bradbury

In Memoriam
Stephen Covey, Teacher Idealist
Self Help Guru, Author

Feed Them on Your Dreams

Steven Covey
Steven Covey

RATIONAL OF THE YEAR

Dambisa Moyo, FieldMarshal Rational

Economist, Author

Winner Take All

Dambisa Moyo
Dambisa Moyo

In Memoriam
Neil Armstrong, Architect Rational
Engineer, First Human to step on the Moon

No Hero, Just an Engineer

Neil Armstrong
Neil Armstrong

In Memoriam
Thomas Szasz, Mastermind Rational
Psychiatrist, Critic of Psychiatry

Meet..

Thomas Szasz
Thomas Szasz

GUARDIAN OF THE YEAR

Denis Mukwege, Provider Guardian

Doctor
The Stand, The Stand revisited

Denis Mukwege
Denis Mukwege

Honorable Mention
Pat Summitt, Supervisor Guardian
Basketball Coach

She has been to the Summit

Pat Summitt
Pat Summitt

Honorable Mention
Elizabeth IIInspector Guardian
Queen of England

Diamonds are the Girl’s Best Friend

Queen Elizabeth II
Queen Elizabeth II

In Memoriam
Daniel Inouye, Provider Guardian
Senator for the State of Hawaii, Medal of Honor Winner

Daniel Inouye
Senator Daniel Inouye

ARTISAN OF THE YEAR

Chelsea Baker, Crafter Artisan

Baseball Player, Japanese League

Do What You Love

Chelsea Baker
Chelsea Baker

In Memoriam
Phyllis Diller, Performer Artisan
Comedian

You Bet Your Life

Phyllis Diller
Phyllis Diller

In Memoriam
Etta James, Performer Artisan
Singer

At Last

Etta James
Etta James

Dr. David West Keirsey

Meet my father from one of his students view.

 

Your Kids Aren't Sick

Madness, then, has a job to do, that is, to conceal our dark secret, so that we have an excuse for failing to live up to our expectations and for setting aside one or more of the tasks of life—working, communing, mating. The function of absurd rituals—madness—is thus concealment.                                         D. W. Keirsey

You may know him as the world-renowned author of Please Understand Me, Please Understand Me II, and his recent seminal work, Personology.  If you don’t, you should.  You can read more about David Keirsey here.  You can also go to his website here.  And you can visit his blog too.  Yes, at 91, he has a blog, here.  If that weren’t enough, believe it or not, his newest work – a treatise on madness – will…

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American Temperament

“There are strong minds in every walk of life that will rise superior to the disadvantages of situation, and will command the tribute due to their merit, not only from the classes to which they particularly belong, but from the society in general.”

So wrote Alexander Hamilton in Federalist Paper #36, one the founding articles of the United States of America.

If this is not one of the best arguments for the importance of Temperament in the Human Wealth of Nations, then I don’t know what would be.

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Me

This is the title of her autobiography.

As she says:

What are you saying?  Who am I?
Well I’m me — I’m what is called the power behind the throne. I’m your — your character. Isn’t that what they call it?

Yes, Kate.  That’s what we call it.  Character.  You were certainly an interesting Character.

Character:  a configuration of habits.

Oh, but Kate, we have another word that you never knew much about.  The word is Temperament.

Temperament + Character = Personality

What you didn’t know was your Temperament.  But I doubt if you would care.  You had an interesting and full life anyway.  However, you might have understood yourself and others a little more.

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That Relational Thing

What is life?

That was the question he posed to himself.

No, he wasn’t asking the simple, vague, ill-posed, question: what those fuzzy, sloppy thinking Philosophers often try to talk about in volumes of words.

He was, in his mind, asking a precise question.  A scientific question. For to answer this question, he had to ask the immediately deductible question: What is life, Not?  Both questions are difficult to answer — precisely.

But he wanted to answer, What is life?, precisely, and he did give an answer: in his last book before he died.

But, there were critics of his work, although the vast majority are ignorant of his work.

An unnamed critic remarked: “The trouble with you, Rosen, is you’re always trying to answer questions that nobody wants to ASK!

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