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Sunday, December 26, 2021

The Great: Camp tells us something about neuropsychoanalysis?

Hulu Series The Great, Catherine the Great, Peter III, Russia, Bingeworthy fare, psychology and psychoanalysis of The Great.



The Hulu series The Great is a campy, anachronistic vision of the beginning of the end of the aristocracy in Europe told from the vantage point of Russia and the 18th century Tsar, Catherine The Great, but also from 21st Century views of diversity, equity and inclusion.  More essentially, I viewed it, as I walked through the TV room while the reluctant wife was watching it, as a high budget soap opera carried along mostly by badly choreographed softcore porn. 

Sadly, I became hooked…  but, then, it turned out to be more interesting and to have (some) more depth than it initially appeared to.  The story is originally subtitled “An Occasionally True Story”, but by the end of the second season it is more truthfully subtitled “An Almost Entirely Untrue Story”.  Catherine (Elle Fanning) is a naïve ingénue bartered into marriage by her scheming mother (who has married off two of Catherine’s sisters to kings and has the remaining one in the wings to marry the king of France).  Catherine, raised to rule as a member of the German aristocracy is married to emperor Peter III (Nicholas Hoult), son of Peter the Great.

Peter, to use Freudian vernacular, is pure id.  Never having been constrained and now being the head of a powerful but brutally primitive nation, he is who Trump imagined himself to be: someone who can kill whomever he wants in broad daylight on Fifth Avenue and get away with it.  This Fifth Avenue is, of course, the court of Russia and he is not killing random citizens but members of the court and scheming to kill his new wife, who has nothing but disdain and loathing for him.

Catherine is the ego to Peter’s id.  She is educated and wants to bring this backwards Russian country into, well, the 21st century.  She wants to curb and redirect the Russian passion towards expressing love rather than simply naked aggression.  She wants to replace superstition with reason and enlightenment.  She is also consistently flabbergasted that Russia attaches itself so powerfully to its primitive and backwards ways.

This morning I was reading an account of the brain as understood by neuropsychoanalysts (Yes, Virginia, there is such a thing – Mark Solms is the titular head of this band of intrepid scientists).  One of the points they made is that we don’t have a single brain – but multiple brains that have very different purposes.  We have an invertebrate brain that becomes hungry, and then a vertebrate brain that knows how to move us from here to there – clumsily at first, but then, as it learns how to navigate the world, with more grace.  The greatest chasm is between our ancient feeling brain and the much more recently acquired conceptual one; the latter can organize and anticipate and, for all intents and purposes it manages the older more primitive one.  All of these brains (and others) are kludged together (I guess kludge is one of those super technical neuropsychological terms).  Antonio Damasio tells us the disparate parts are “mediated” by the hypothalamus – I guess calling fouls when one part of the brain oversteps the bounds of another part – or doesn’t respect its position, but also integrating them, when we are at our best, so that the parts function not as warring factions but as a symphony of complimentary parts.

So this series kludges Catherine and Peter together.  He is full of appetites – sexual, aggressive, and gustatory.  He loves truffles – both hunting and eating them.  He imagines that he truffle hunted with his father – who would in fact begin the truffle hunt, but abandon him to fornicate with whatever lovely had caught his eye that day.  This leaves Peter the son with a hunger for a father figure and, in the age of gender bending, the very, very feminine Catherine may be just the father figure Peter is looking for.

Peter, wanting to live up to the legacy of his father, is a person who has always had great privilege but he also is, in fact, just a spoiled little boy who is cruel and spiteful.  The courtiers who surround him love the power that they might wield as he focuses on his rather narrow and petulant interests, leaving the running of the country to them, but also by his embodying the unbridled passion of Russia.  They want to retain the status quo, one that supports their debauched ways and allows them to live lives that are unrestrained by concern for the citizens of the country – or for the plight of women.  

Catherine, on the other hand, is the embodiment of the enlightenment.  She believes that reason, and love, will conquer aggression and cruelty.  Catherine gathers an odd assortment of allies who are concerned about Peter’s inability to lead.  She convinces some of her group that reason should be the wave of the future, though some go along with her to get rid of the chaos of Peter’s reign.  Together she and her group depose Peter and, though still married to him, she imprisons him in his quarters.

At one point, Peter prevents Catherine from killing him by gifting her Voltaire as a courtier and she is all agog. Catherine begins a school for girls and threatens to free both the serfs and women.  When she impetuously frees the serfs in reaction to her frustration at the pace of introducing real reform, chaos ensues and she is ashamed of not having been better able to control her passions.  Ironic?  You betcha…

While Catherine and Peter are presented as diametrically opposed forces who are the embodiment of very different characters, they are also both human – and are able to appreciate each other and, across time, to recognize themselves in the other.  Church and state also force them to produce an heir and, when they do, Peter’s maternal connection to his son belies who has been to this point.  Meanwhile, Catherine’s rationality and convivial approach to international relations becomes sorely tested and she goes beyond being impetuous to becoming murderous.

Catherine takes on aspects of Peter, though she uses her drives that mirror his to further the dictates of her goals and aspirations.  She becomes, by the end of the second season (when this post is written), a truly duplicitous and therefore effective ambassador.  The vehicle for this transformation, ironically, is her love for Peter.  Meanwhile Peter’s transition to being a loving father and admiring partner is his love for Catherine, something that seems to occur almost in spite of himself.  Of course, despite his attachment to her, he cannot help being himself, which creates one of the critical tensions at the end of the second season.

In so far as this series was nominally grounded in the biography of Catherine the Great, this premise is strained as the writers, producers, actors and directors pursue a timely and relevant commentary on… what?  I think this may be a sophisticated commentary on our current political state – an international crisis of transition from the modern aristocracy of the developed world’s middle class, a privileged class that imagines itself to be moral (in the United States, to be Christian), while exploiting the resources and labor of those in less privileged countries, to a new order that promises to be more equitable.  Whether we will achieve this new state of affairs is very much a question.  While we paint the plutocrats, in this rendering, as the devils making this state of affairs continue, we are all complicit.  From this perspective, the series portrays the kludging together of the old and the new social orders.

While I think the series works on the level of social commentary, I think its appeal is more visceral.  I think the kludging that I have outlined above of the aspects of the self; the integrating of our disparate “brains” on both the metaphoric level of Catherine and Peter representing the single entity of a person at war with themselves, and on the level of the individual characters of Catherine and Peter coming to terms with aspects of themselves that they had worked to ignore, these kludgings ring true for us.  We know what it means to struggle with curbing our drives – while not even knowing that we are doing that.  We also know what it means to have acted on our drives without restraint.

The beauty of art – even this art which rather clumsily appeals to our prurient interests (clumsily presumably because of safe guards instituted to protect actors in scenes that imitate sexual interactions without quite being those interactions – though I do wonder if the clumsiness is, at times, an intentional commentary on that process of imposed restraint)- is that it is much more interesting than reading a journal articulating the brain mechanisms that are related to the action of this drama and the drama of our own lives.  The interesting thing is that both represent something essentially human, and therefore of interest to us.  (More on this particular primal attraction in other posts…).

          


 To access a narrative description of other posts on this site, link here.  For a subject based index, link here. 


To subscribe to posts (which occur 2-3 times per month), please try using the service at the top of the page.  I have had difficulty with these and am looking for something better, but these are what I have at this moment. 

  


COVID Chronicles XXIV: Dis-Integration in the classroom.

 COVID, University Teaching, Impact of COVID on thinking


It is Christmas Eve and all through the house, everyone is dashing around madly preparing for the big day… and we are rapidly approaching the end of the second year of living under the cloud of COVID and omicron suggests a third may be on the way.  In a continuing attempt to chronicle what this looks like from a tiny corner of a hugely complex set of interactions, I will begin this report by talking about my students – and their integrative failures.



This fall, I taught a course that I continue to enjoy after teaching it for five years – History and Systems of Psychology.  I have grown into teaching the course more and more from the perspective of a disparate field that is at odds with itself.  It has been an opportunity to pull together the seemingly disconnected aspects of my professional identity as I work to help the students understand how this wide-ranging field belongs under one tent.

 The quest to understand and then articulate this field’s integrity has been mine since I first taught Introduction to Psychology in 1985.  How do Freud and Skinner belong in the same bed?  Why is it important for our students who, though they are majoring in psychology, and will mostly end up in business, learn about how the eye works?  How is it that the cold arithmetic of science belongs in a field that is curious about the warmly complicated relationships of parents and children; bosses, employees, and workmates; and the intimacy of both lovers and therapist/patient dyads and groups?

This fall, the intent at the beginning of the semester was for all of our classes to be in person, with everyone masked.  This was a relief, after teaching classes last year.  Then we wore masks in the classroom but only half or a third of our students, all wearing masks, were allowed in the room with us.  The unmasked ones were to be on Zoom and the “privilege” of being in the room rotated.  By the end of the semester, though, I was frequently the only person in the physical room as everyone else opted to stay home.

I was really looking forward to being with the students again – and they were clearly enjoying being in each other’s company.  There was a buzz in the room that I had really missed.  This  quickly began to fall apart.  Students would come down with symptoms and ask to be on zoom.  The camera was right there in the room – why not turn it on?  Then someone else had to go home to care for a sick relative, etc. 

Fortunately, through the semester most of the students stayed in the classroom for the regular classes.  But, in the age of COVID, testing of students is a challenge.  Our new president noted that her daughter, currently in college, has been taking open book tests for the past two years.  Why would we do this, you might ask?  When students take a test remotely, we can keep an eye on them through their computer screen.  We can lock the computer they are using, but when monitoring twenty or thirty students, we can’t make sure they have nothing else in the room with them, including another computer.  So we capitulate to prevent cheaters from having an advantage and afford everyone access to whatever they want.

So, since it is open book exam, and you don’t have to be in the physical classroom to take the exam, you just have to be on zoom, exam days were the only days that I was the only person in the physical classroom.  Everyone else opted to take the exam from elsewhere.  Some were in the library, some in their dorms or at home, but no one chose to take the exams in classroom.

One result is massive grade inflation.  My students are doing much better on tests than they ever have.  The average grade for the class has gone from a high C or low B to a high B or low A.  The students are pleased by that, but they don’t realize the downstream consequences (or maybe they do, but don’t care).  It becomes harder and harder for excellent students to distinguish themselves from mediocre ones.  Everyone is “above average”.  To compound things, there is a movement away from standardized testing as a determinant of who should be admitted to graduate school.  Partly this is related to concerns about testing being a measure of privilege rather than ability.  I think this is true – but so are grades.  Partly this is related to COVID, and I don’t follow this logic.  It is possible to take standardized tests remotely – there are means of having those exams remotely proctored. 

The average GPA of a graduating senior at my University was a 3.4.  This might have made sense if we were a highly competitive University, but we are not.  We have very bright and motived students, but we also have students how are neither so bright nor so motivated and all kinds of combinations of the above.  When there is grade inflation, there is also grade compression.  In order to stand out, you have to have close to a perfect record.  This means that we are picking students for graduate school who have not had a bad semester, because this “ruins” their record relative to others.  The students we are choosing are the students who have not had failed to achieve good grades all the time. 

When we select students with near perfect records to become clinicians, they frequently focus on grades and other marks of accomplishment as a means of valuing themselves and, inevitably, others.  They work to help their clients achieve As.  This can lead to an insidious replaying of our clients’ childhoods in which they are once again being exhorted by parental figures to do better.  This is antithetical to the psychodynamic principle of meeting someone where they are and understanding their situation so that the tangled web of their lives can be unsnarled.  Instead of asking client’s what is wrong, and tolerating the confusion of not knowing, along with their clients, these students learn what maladaptive thoughts are and teach their clients to avoid them.

OK, I seem to have gotten off the track and gone on a rant.  I hope to show you, soon, how this is relevant. 

Part of the problem with the open book tests that I have given is that a big chunk of the questions are asking about “facts”.  My students, and everyone else in the world, have become really good at chasing down facts.  “Just Google it” is the constant refrain.  This semester, for the first time, the upper level students had electronic text books that are provided by the University rather than buying paper textbooks.  There are all kinds of problems with this that I’m sure you can appreciate – e.g., the students don’t start building a personal library in college, and there is a very different experience of reading a written text and one online.  But the problem I want to focus on is searching the text.  Instead of nosing around in a text for an answer, the students are now able to search for a term.  This gets them to the sentence with the answer.

So, when I gave as a final exam a paper addressing the question that was central to course – How do all these disparate parts go together to be one science? – the students did not treat this as the integrative assignment it was meant to be.  Instead, they consistently searched the elements in the question and then pieced them together.  For instance, I asked about the tension between positivism (which is a particular scientific view) and holistic approaches to the human condition, and asked them to reference a psychologist who embodied each approach.  They searched for positivism in the text and wrote about August Comte, the philosopher who originated positivism, but they did not acknowledge that he was writing 100 years before psychology was invented.  They lost track of the big question as they ferreted out answers to little parts of the question.

Our students, indeed all of us, have become very good at picking out “facts” and then figuring out which of the options in the multiple choice is correct.  When they sew together “facts” taken out of context, they create an ill-fitting quilt.  The pieces are OK, but the whole does not blend into a coherent narrative arc. 

Creating a narrative arc has always been a challenge.  I’ve been working on creating the narrative arc that holds together my field for most of my career.  It’s still a work in progress – a bit of an ill fit together quilt.  But I worked on helping the students see how the strands came together across the course of the semester – or demonstrated it.  Some of the students in the classroom were able to engage in a conversation with me about these issues, and this is the time-honored way to work towards integrative thinking.

The semester this year was set up so that the students would go home the weekend before Thanksgiving.  They took the final after Thanksgiving.  The last class before Thanksgiving was virtual for everyone.  This was the summary for the semester – and should have helped them prepare for the final integrative essay.  Five or six of them had their cameras on.  Most did not.  Were they engaged in the class?  Did they think about the issues?  Did too much turkey interfere with their memory?  Were they afraid to write out their thoughts so they looked for the safety of the hunt and transfer means of addressing questions?

I know that 6 year olds have lost a lot during the pandemic.  So have 9, 12 and 15 year olds.  For each developmental epoch, there have been losses.  My students have almost certainly had social losses – but I think they have had cognitive losses as well.  Perhaps more importantly, they have been driven deeper into the morass of determining whether something is true or not based on whether it meets some external criteria of truth.  They are not being driven by, and therefore, for those who would head into becoming psychotherapists, are not going to feel comfortable facilitating helping others feel their way into what is true for them rather than looking around for the proper bar to jump over.

  To access a narrative description of other posts on this site, link here.  For a subject based index, link here. 

To subscribe to posts (which occur 2-3 times per month), please try using the service at the top of the page.  I have had difficulty with these and am looking for something better, but these are what I have at this moment. 


For other posts on COVID:
I:       Apocalypse Now  my first posting on COVID-19.
II:      Midnight in Paris  is a jumping off point for more thinking about COVID.  (Also in Movies).
III:    Hans Selye and the Stress Response Syndrome.  COVID becomes more normal... for now.
VI:    Get back in that classroom  Paranoid ruminations.
VII:   Why Shutting Classes Makes Fiscal Sense A weak argument
XIII: Ennui
XIV. Where, Oh Where have my in-person students gone?  Split zoom classes in the age of COVID.
XVIII.    I miss my mask?
IXX.      Bo Burnham's Inside Commentary on the commenter.

  



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