I Cannot, and Will Not, Believe in That God: Libraries as Candles in the Dark

The reason I am now doing much better is that, after a decade and a half of struggling to remain in an authoritarian faith that entails fundamentally inhumane theology, I let go of it entirely. I stopped accepting that I needed to feel like an impossible person who shouldn’t exist, and I embarked—haltingly at first, and then with greater confidence—on a path of self-acceptance and truth-telling.

In truth, while hypocrisy in the church is a huge problem, it is far from the only reason we’re leaving. We’re leaving because of the theology itself, a theology that in so many cases we tried as hard as we could to hold on to even as it was destroying us. And by the way, the existence of those visible discussions and resources for exvangelicals you seem to fear are contributing to the church’s loss of a generation? They are literally saving the lives of young people like you and I once were, pondering suicide as they face a crisis of faith.

Evangelicals hold to an anti-pluralist, anti-democratic theology of inequality that has contributed to abuse and trauma in so many cases. Why is it so hard for you to see, Dr. Moore, that you simply cannot have a prevailing doctrine of “biblical patriarchy” without the pervasive abuse of women and children? Evangelicals also hold to a theology that simply makes no space for women who refuse to accept unequal status with men, for single women (except perhaps on the mission field), or for LGBTQ folks like myself who are told that our experience of ourselves is “rebellious” and that we shouldn’t exist. All the abuses inherent to authoritarian systems about which exvies have stories-and the scars to back them up-are logical consequences of evangelical theology and the culture it supports.

But is the preacher who beats his daughter for dancing really an aberration in evangelical subculture? Quite the opposite, for he accurately reflects the character of the authoritarian god of the evangelical cosmos, with his arbitrary and unjust social hierarchies and his insistence that eternal conscious torment for even the most minor of temporal infractions is moral. These beliefs are inherently abusive.

I cannot, and will not, believe in that god, and if I still believed in him, it is very possible that I would have killed myself by now.

Source: Russell Moore had a crisis of faith, but it didn’t help him understand ex-evangelicals | Flux

“I cannot, and will not, believe in that god.”

I recall my days and nights of spiritual torment as a kid trying to align Southern Baptism with my own burgeoning moral autonomy and sense of self. I couldn’t. One night, around age 10 or 11, I “let go of it entirely”. In that moment of letting go, I grasped my moral autonomy. I held to it as I quietly rejected the religion of my upbringing and the people who perpetuated it. The moral, ethical, and intellectual dissonance ebbed, and I never invited it back.

I turned instead to the far more satisfying spirituality found in the skepticism and wonder of science and the local library.

But in introducing me simultaneously to skepticism and to wonder, they taught me the two uneasily cohabiting modes of thought that are central to the scientific method.

Source: The Demon-Haunted World: Science as a Candle in the Dark

The best thing my parents ever did for me was park me in the local library all those days. In its stacks, I found candles in the dark. I found a secular education. I found an antidote to dissonance and fear of eternal conscious torment.

Previously,

Diversity, Equity, and Inclusion Blogging

I haven’t had the anxiety or pain budget to do much in-the-trenches advocacy and DEI work with y’all, but I manage to publish some neurodiversity and DEI related posts as I go about my reading. Here are a few months of highlights.


I particularly recommend the study I quote in “Neurominorities, Spiky Profiles, and the Biopsychosocial Model at Work” to all DEI and HR workers.

Neurominorities, Spiky Profiles, and the Biopsychosocial Model at Work

Selected quote:

The aim of occupational accommodations for neurominorities is to access the strengths of the spiky profile and palliate the struggles.


A “design for equity, inclusion, and pluralism” cheatsheet, of sorts, that I use to remind myself:

Just Sayin’

Selected quote:

There is no path to equity that does not involve a direct confrontation with inequity.

Inequities are primarily power and privilege problems.

Source: Basic Principles for Equity Literacy


Cognitive diversity exists for a reason. Selections on neurodiversity evolutionary history with dollops of positive niche construction, collaborative morality, and cultural evolution:

Cognitive diversity exists for a reason.

Selected quote:

Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species.

Source: A Thousand Rivers – Carol Black


The fidgets that got me through 2020:

Favorite Fidgets 2020


Image work diversity fails our realities.

Image Work Diversity vs. The Reality of Me

Selected quote:

“They wanted to have my presence, but not me exactly. They wanted to have the idea of me being at Google, but not the reality of me being at Google,” Gebru said.

Source: Researcher Timnit Gebru Says Google Wanted ‘My Presence, But Not Me Exactly’ : NPR


Are we using the right amount of strategic essentialism with our Employee Resource Groups?

Strategic Essentialism and Employee Resource Groups


We all need some digital sociology if we’re gonna be in the platform business.

The need for digital sociology is now.


“Nothing about us without us” is an ethical prime directive.

Dr. Gebru, NAUWU, and DEI

Selected quote:

I first heard the expression “Nothing About Us Without Us” in South Africa in 1993. Michael Masutha and William Rowland, two leaders ofDisabled People South Africa, separately invoked the slo- gan, which they had heard used by someone from Eastern Europe at an international disability rights conference. The slogan’s power derives from its location of the source of many types of (disability) oppression and its simultaneous opposition to such oppression in the context of control and voice.

Source: NOTHING ABOUT US WITHOUT US: Disability Oppression and Empowerment


“Do not be the oppressor” is another guiding star. Check this talk for how to do more than image work diversity.

Do Not Be the Oppressor: Unlocking the Power of Employee Resource Groups

Selected quotes:

“Show me the money, and I’ll show you the outcome.”

“How are you gonna drive a DEI strategy with absolutely nobody in place to maintain continuity and accountability?”

“If you don’t have a dedicated person, how do you further this work?”

Obviously and exactly, yet so many companies lack a DEI head, including my own.


None of us should be in the behaviorism business.

The Problem with Behaviorism

Selected quote:

Skinner won; Papert lost. Thorndike won; Dewey lost. Behaviorism won.

https://rnbn.blog/2020/10/10/2121/


A reflection on past iterations of me:

Tech Ethics, Roaming Autodidacts, and the White-Male Effect

Selected quote:

I very much resemble the roaming autodidact. Tech and open source are full of us. It took longer than I’d like to admit for me to recognize the white-male effect in my own thinking. “A form of cognition that protects status” is an apt summary, especially for roaming autodidacts who’ve lived and believe the meritocracy myth.


So much whelm.

Titrating the Whelm: Perceptual Capacity and Autistic Burnout

Selected quote:

The divergent ways in which we process the world around us can also leave us fatigued and sapped of energy, as autistic people have “higher perceptual capacity” than our neurotypical counterparts, meaning that we process greater volumes of information from our environment. Autistic people commonly use the concept of ‘spoon theory‘ to conceptualize this experience of having limited energy resources.

Source: Doing More by Doing Less: Reducing Autistic Burnout | Psychology Today


So much stress.

Autism, Trauma, and Stress

Selected quote:

Recently it has been suggested that individuals with ASD are at an increased risk of experiencing potentially traumatic events and being significantly affected by them (Haruvi-Lamdan et al., 2018; Kerns et al., 2015).

Source: Autism Spectrum Disorder and Post-Traumatic Stress Disorder: An unexplored co-occurrence of conditions – Nirit Haruvi-Lamdan, Danny Horesh, Shani Zohar, Meital Kraus, Ofer Golan, 2020


Hannah Gadsby on social anxiety, social exhaustion, routine, masking, autism and gender norms, being perceived as angry, getting feedback, observing patterns, competition, autistic stereotypes, processing time, autistic appreciation of comedy, diagnosis and misdiagnosis, functioning labels, toxic masculinity, thinking in terms of neurobiology instead of gender, eugenics, patriarchal devices, storytelling, comedy and trauma, neurodivergence in comedy, cruelty in comedy, fitting in, shame, failure and success, and religion:

https://rnbn.blog/2020/12/19/2165/

Selected quote:

What is yourself? It’s a way of being in the world that doesn’t feel exhausting.


I discovered “Uncomfortable Labels: My Life as a Gay Autistic Trans Woman” through the Queer ERG at work. Here’s a selection on internet socialization:

https://rnbn.blog/2020/12/19/2169/

I added that to my “Written communication is the great social equalizer” post:

https://rnbn.blog/2020/12/21/2173/

And another relatable quote, this one on isolation and sensory overwhelm:

Overwhelm and Isolation: It’s pretty hard to feel alone in a world this constantly loud.

The whole book is full of relatable moments.


Currently reading:

Selected quotes.


What DEI stuff are y’all reading and blogging?

The Problem with Behaviorism

Ultimately behaviorism provides a simplistic lens that can’t see beyond itself.

Why is the doctrine of behaviorism still being used, at all?

How can ABA be the gold-standard for autism when it ignores everything we know about autism?

Behaviorism is Dead. How Do We Tell The (Autism) Parents? » NeuroClastic

Education and healthcare still don’t understand the problem with behaviorism.

Selections from “The problem with behaviorism – Alliance Against Seclusion and Restraint” on behaviorism, behavior, stress, and trauma:

Behaviorism is harmful for vulnerable children, including those with developmental delays, neuro-diversities (ADHD, Autism, etc.), mental health concerns (anxiety, depression, etc.).

The concept of Positive Behavior Intervention and Supports is not the issue. The promotion of behaviorism is the issue. PBIS.org focuses only on surface behavior, what one can observe. Whether this is due to lack of understanding of the complexity or an intentional omission is unknown. The focus on surface behavior, without seeming to understand or be concerned about the complexity, or even the simple dichotomy of volitional versus autonomic (stress response) and the use of outdated, compliance based, animal based behaviorism (which has no record of long term benefits) continues to fail our country’s students.

The documents on PBIS.org imply that all behavior is willful. There is no acknowledgement in the PBIS.org literature that behaviors can be stress responses (fight-flight-freeze responses). This is a profound omission that does great harm to children whose brains and bodies have highly sensitive neuroception of danger. To be punished for a stress response is harmful and traumatic.

The second concern about teaching replacement behaviors goes back to the lack of distinction between willful behaviors and stress behaviors. Teaching replacement behaviors is not possible for stress responses since they are automatic responses that occur beneath the level of conscious thought.

Rewards and consequences, even for children who have the capacity to meet the expectations, are short-term solutions that do not solve the root causes for behaviors and create additional problems, including decreased internal motivation, loss of interest in activities that had been interesting, competition between students, shame for students unable to meet the expectations, and more.

Rather than determining whether the behavior is volitional or a stress response, or even if the behavior could be a result of an expectation that is beyond the child’s capacity to meet, there is simply a decision between managing the behavior in the classroom or sending the child to the office. This is a false choice which misses the point of helping a vulnerable child who is having difficulty meeting an expectation.

There is no question that behavior is a form of communication. It does serve a function. However, the range of possible functions is much wider than simply trying to get out of something or trying to get something. This reduction of the function to a simple either/or option negates all the other equally possible explanations, including nonvolitional behavior and behaviors that were beyond the child’s skill level, trauma flashbacks, and more. The FBA involves analyzing the antecedent – what happened immediately before the behavior in question and what happened after the behavior and drawing conclusions based on what function the behavior was like to have served. The people participating in the analysis include the teacher, the behavioral specialist and any other adults working with the child. **There are several problems with this approach. It does not include the child’s perspective. It does not consider that many factors that are unseen, including sensitivity to light, sound, movement; or internal pain; or trauma flashbacks, worry about a grandparent who had a stroke last night, fear because he doesn’t know how to do the assignment he was just given, or a myriad of other potential factors not visible to the evaluators. **The FBA and indeed the entire positive behavior intervention and supports framework focuses on behavior, not on root causes.

The last concern is **the use of rewards and consequences to achieve the desired goals. This is a top-down, power over, authoritarian approach that is not in alignment with the rest of the goals of the educational system that is designed to teach children to think and learn. **The PBIS system expects students to comply. When they do, they are rewarded. When they do not, they are punished.

The information from the national Behavior Technical Assistance Center (PBIS.org) is contributing to the misunderstanding school leaders, teachers, and support staff have about behavior. Specifically, the repeated assertion that students use their behavior to get something or to get out of something, along with the lack of information about autonomic reactions (stress responses) is incorrect and results in children being misunderstood and punished for behaviors that are not within their volitional control.

Another major concern is the heavy reliance on rewards and punishment. Though the name, Positive Behavior Intervention and Supports, sounds nice, the children with or without IEPs who need support to help with their behavioral struggles are not getting those supports, and instead are being blamed for their behavior. Children are being punished (and shamed) through dojos and color charts, and by being left out of class celebrations and school activities, by being secluded and restrained, by being moved to more restrictive schools, or by being suspended, expelled, or referred to juvenile justice. Some are being handcuffed at school by police.

Based on countless reports from families on social media groups, newspaper reports, government accounts and personal accounts, many of the disciplinary actions directed toward students with disabilities are for behaviors that are flight-fight-freeze behaviors. Teachers, paraprofessionals, school resource officers, and other school personnel do not recognize the difference between willful and involuntary stress responses – and it is **HURTING **our children.

Source: The problem with behaviorism – Alliance Against Seclusion and Restraint

Autistic communities understand all of this. Autistic parents and teachers are in our school systems warning against behaviorism. Heed us.

It’s not just autistic people sounding the alarm against behaviorism. Opposition to behaviorism is common ground for neurodiversity, disability, education, ed-tech, and tech ethics advocacy.

For example:

Behaviorism is old, outdated science and has been for a while.

It’s been decades since academic psychology took seriously the orthodox behaviorism of John B. Watson and B.F. Skinner, which by now has shrunk to a cult-like clan of “behavior analysts.” But, alas, its reductionist influence lives on – in classroom (and schoolwide) management programs like PBIS and Class Dojo, in scripted curricula and the reduction of children’s learning to “data,” in grades and rubrics, in “competency”- and “proficiency”-based approaches to instruction, in standardized assessments, in reading incentives and merit pay for teachers.

It’s time we outgrew this limited and limiting psychological theory. That means attending less to students’ behaviors and more to the students themselves.

Source: It’s Not About Behavior – Alfie Kohn

The bigger problem is using mummified science to treat a complex neurological condition.

ABA therapy is badly out of date, scientifically speaking.

Behaviorism as a science predates penicillin and the light bulb. Psychology moved beyond it and into the realm of neuroscience and cognition before we even landed on the moon.

Psychology just doesn’t consider behaviorism relevant in contemporary practice and research.

If the entirety of human knowledge on the mind and its workings were represented as a tree, behaviorism wouldn’t even be a branch. It would be a root at best, or maybe an acorn.

Behaviorism was old news by the 1960s.

Source: Behaviorism is Dead. How Do We Tell The (Autism) Parents? » NeuroClastic

So, how on earth have we ended up with this many myths continuing painfully from one decade to the next?

I’m afraid the answer is that too much of the training has been stuck in the 1940s. Too much is done by non-autistic people, often ones who happen to know an autistic person in some way (maybe a relative) but seemingly have never asked them about life. I mean ‘asked’ in any communication sense, not just speech. Over a million autistic people in the UK, and too often, such trainers have none of them as personal friends, none of them as colleagues. Isn’t that odd?

Such trainers pass on the ancient myths, generation after generation. They write them down, put them on Powerpoint presentations, and deliver them to you as if they are fact. Research based in part on materials from the 1990s and 1980s, which was based largely on watching groups of profoundly disabled young men in a care home, as far back as the 1940s. As far removed from a balanced view of autism as one can get, in fact.

Worse still, they often expect you to pay for this. It might look slick, with excellent graphics, and the trainer might look like they could pose for a fashion magazine . But…are you really wanting 1940s material?

Source: Ann’s Autism Blog: Autism. Is your training from the 1940s?

So, then, why is behaviorism everywhere?

Throughout all of this, Applied Behavior Analysis has stuck with their babyish ABCs of behavior, teaching the psychology equivalent of preschool to an ever-increasing number of people… and making a lot of money while doing it.

Unfortunately, treating autism makes big money. For all I’ve been talking about how real Psychology considers behaviorism to be a museum piece, there are plenty of colleges ready to rake in the cash and resurrect it.

Source: Behaviorism is Dead. How Do We Tell The (Autism) Parents? » NeuroClastic

Money. Behaviorism lends itself well to reducing human beings to monetizable data and deficits, thus its prominence in big tech and ed-tech.

None of us should be in the behaviorism business.

Until ABA updates its scientific methods, its functions of behavior, and incorporates modern day psychology – including neurology, child development, educational psychology, and other vital research – it cannot be considered to be a safe, effective, or ethical field.

Source: Behaviorism is Dead. How Do We Tell The (Autism) Parents? » NeuroClastic

Stimpunks Foundation

At Stimpunks Foundation, we resist behaviorism at work and school. Check out our upcoming track at the Conference to Restore Humanity: DIY at the Edges: Surviving the Bipartisanship of Behaviorism by Rolling Our Own

Stimpunks Foundation: Mutual Aid and Human-Centered Learning for Neurodivergent and Disabled Creators