Admirable Evasions

In Admirable Evasions, Theodore Dalrymple explains why human self-understanding has not been bettered by the false promises of the different schools of psychological thought. Most psychological explanations of human behavior are not only ludicrously inadequate oversimplifications, argues Dalrymple, they are socially harmful in that they allow those who believe in them to evade personal responsibility for their actions and to put the blame on a multitude of scapegoats: on their childhood, their genes, their neurochemistry, even on evolutionary pressures. Dalrymple reveals how the fashionable schools of psychoanalysis, behaviorism, modern neuroscience, and evolutionary psychology all prevent the kind of honest self-examination that is necessary to the formation of human character. Instead, they promote self-obsession without self-examination, and the gross overuse of medicines that affect the mind. Admirable Evasions also considers metaphysical objections to the assumptions of psychology, and suggests that literature is a far more illuminating window into the human condition than psychology could ever hope to be.

Please note: This is a companion version & not the original book. Sample Book Insights: #1 The claim that we have greater insight into human nature than ever before is common. But it is a bold man who claims that he has greater insight than Montaigne or Shakespeare. #2 The first psychological scheme to provide the common man with the illusion of much expanded self-understanding was psychoanalysis. Then came behaviorism, after which there was cybernetics. Now, neuroscientific imaging and a little light neurochemistry persuade us that we are about to solve the mystery of human existence. #3 Freud was a brilliant man, but his career as a scientist was not. He was a liar who falsified evidence, a plagiarist who did not acknowledge his sources, and a self-aggrandizing mythologist who manipulated people. #4 The human mind is not straightforward, and we do not always know the reasons for our thoughts and actions. We can, however, recognize that we can think and direct our thought, and that we can check the accuracy of our thoughts for veracity, decency, and consistency.

The Therapized Antisemite determines the failure of psychology in the understanding and punishment of antisemitism. For over a hundred years, psychology’s vision – understanding the mind and conquering feelings with thoughts – has remained a myth in much of Western societies. Despite its theories and concepts being widely criticized and often proven wrong, it remains part of our culture, academia, and legal systems. Instead of hoping for the field of psychology to one day solve the problem of antisemitism and how to punish it, we must ask ourselves how much it has not helped but rather harmed the fight against it. Through exploring social, clinical, and forensic psychology, as well as psychohistory and the intrusion of psychology into criminal law and policymaking, The Therapized Antisemite argues that we don’t yet understand what causes antisemitism in psychological terms, let alone how to go about solving the problem. The Holocaust, the Nuremberg Trials, Hitler biographies, the Halimi murder, Hate Crime, Mental Illness, False Memory, and Criminal Profiling are all discussed within the book. The Therapized Antisemite looks to change the way readers think about antisemitism, psychology and law, and will be of interest to legal and social science academics and students researching and practicing within the fields of criminal law, criminology, antisemitism studies, Jewish studies, and psychology.

A searing account of life in the underclass and why it persists as it does, written by a British psychiatrist.

Most American young people, like their ancestors, harbor desires for a worthy life: a life of meaning, a life that makes sense. But they are increasingly confused about what such a life might look like, and how they might, in the present age, be able to live one. With a once confident culture no longer offering authoritative guidance, the young are now at sea—regarding work, family, religion, and civic identity. The true, the good, and the beautiful have few defenders, and the higher cynicism mocks any innocent love of wisdom or love of country. We are supercompetent regarding efficiency and convenience; we are at a loss regarding what it’s all for. Yet because the old orthodoxies have crumbled, our “interesting time” paradoxically offers genuine opportunities for renewal and growth. The old Socratic question “How to live?” suddenly commands serious attention. Young Americans, if liberated from the prevailing cynicism, will readily embrace weighty questions and undertake serious quests for a flourishing life. All they (and we) need is encouragement. This book provides that necessary encouragement by illuminating crucial—and still available—aspects of a worthy life, and by defending them against their enemies. With chapters on love, family, and friendship; human excellence and human dignity; teaching, learning, and truth; and the great human aspirations of Western civilization, it offers help to both secular and religious readers, to people who are looking on their own for meaning and to people who are looking to deepen what they have been taught or to square it with the spirit of our times.

The New England Journal of Medicine is one of the most important general medical journals in the world. Doctors rely on the conclusions it publishes, and most do not have the time to look beyond abstracts to examine methodology or question assumptions. Many of its pronouncements are conveyed by the media to a mass audience, which is likely to take them as authoritative. But is this trust entirely warranted? Theodore Dalrymple, a doctor retired from practice, turned a critical eye upon a full year of the Journal, alert to dubious premises and to what is left unsaid. In False Positive, he demonstrates that many of the papers it publishes reach conclusions that are not only flawed, but obviously flawed. He exposes errors of reasoning and conspicuous omissions apparently undetected by the editors. In some cases, there is reason to suspect actual corruption. When the Journal takes on social questions, its perspective is solidly politically correct. Practically no debate on social issues appears in the printed version, and highly debatable points of view go unchallenged. The Journal reads as if there were only one possible point of view, though the American medical profession (to say nothing of the extensive foreign readership) cannot possibly be in total agreement with the stances taken in its pages. It is thus more megaphone than sounding board. There is indeed much in the New England Journal of Medicine that deserves praise and admiration. But this book should encourage the general reader to take a constructively critical view of medical news and to be wary of the latest medical doctrines.

Can school teach us to master life? This book confronts what the author sees as an ongoing trend in many Western democracies where citizens are increasingly being held accountable for their health and happiness. The author believes that the introduction of life skills in school shows a tendency to place more responsibility on the individual rather than address fundamental societal flaws that really should be solved politically. It examines how such responsibility to psychologically deal with these problems affects our mental health and quality of life. This book questions the fundamentals of the life mastery curriculum where we might be risking the creation of just another arena where children have to perform, challenging readers to evaluate more closely the premises, consequences and limitations of life mastery. The book, one of the first to question ‘life mastery’ as an achievable goal with critical reviews of the 21st century skills movement, will be of interest to psychologists, school counsellors, teachers, students, politicians, and any reader evaluating school curriculums in relation to the decline in youth and adolescent mental health.