Pollution of Minds

Mental Health and “HyperMedia” Context

Scientific Rationale Synopsis

Extract from a Continuing Medical Education Program

by Fabrizio Ciappi and Riccardo Mario Corato

1. Situation

1.1           Hyper-media Context (and thus weaker human/natural relationships)

1.2           Proliferation of media and messages (over-information)

1.3           Lack of attention/Fall of recall/Confusion (over-communication short-circuit)

1.4           Poor Media contents. (More quantitative than qualitative approach).

Cultural/educational inefficiency and inconsistency of today’s communication.

Facilitating scenarios (School is easy / love and sex are easy / life is easy / health – happiness are easy / No limits / Everything is possible, etc.)

1.5           Lack of time / Real time ( No Past / No Future / No Time ) (Incessant, fast and obsessive reiteration of Information- e.g.: pop music, advertising, sports, etc.)

1.6           Over-simplification of “reality”. When the information is processed under such severe lack of time, it becomes simplistic and therefore may cause and disseminate simplistic representations of “reality” among people (youngsters and adults).

2. Result

2.1           Poorer language / thought / learning / language / creative process (especially among youngsters)

2.2           Lack / Confusion / Uncertainty of Identity (especially among youngsters)

2.3           Lack / Fall of sense (especially when the barriers of sense are still weak: e.g. adolescence)

2.4           Very poor “Menu” (of solutions/alternatives/possibilities/choices. In essence, poor knowledge)

2.5           Mind’s pollution. Epidemic growth of Psycho-pathologies (World Health Organization &World Bank Data)

2.6           Individual & Social Damages – No (immediate) Solutions.

3. Remedies

3.1            Create/Implement a realistic strategy for the reduction of the damage at:

3.2            Individual level (pharmacology and psycho-therapy) and

3.3            Social level (“Education as Prevention”- New Learning/Teaching Programmes – Multimedia “Educational Antibodies” for parental and teachers use – Increase of social and medical research – Public warning campaigns, etc.)

4. Scientific Description

4.1           More than any other complex living organism, human beings live fully immersed in their physical and mental environment and are deeply dependent from their relationship with other beings.

4.2           The result is a very complex (hyper-complex) system that needs to reach, almost constantly, a very sophisticated “homeostatic balance”.

4.3           This balance is so delicate that it may be “disturbed” by any external/internal casual factor.

4.4           Most of the times those casual factors increase the level of anxiety. In certain condition anxiety tends to raise and to evolve into fear.

4.5           Our biological and neuronal system, in case of fear and panic, reacts as follows:

  1. Over production of adrenaline;
  2. Vital functions disorder (temperature, pressure, immune-system, hormones, etc.);
  3. Digital divide(0-1, fugue or attack, life or death); Neuronal over-excitement / neuronal communications short-circuit;
  4. Paralysis

4.6           Under similar circumstances the system searches a possible solution (exit) within its own “menu” of possibilities (knowledge). If the Menu is “rich” there are consistent probabilities that the system gets out from the problem and re-balances itself, learning from the event and increasing its knowledge and its surviving capabilities.

4.7           In case of a “poor” Menu (lack of identity, poor language, simplification of reality and thought, etc.) the only self-defensive strategy for the system becomes:

  1. “downgrading” the problem (disturbing factor) from neo-cortical level (rationale, linguistic, strategic and symbolic center) to the “deep brain” (area of emotions, memories, sensory experiences and body’s vital functions);
  2. Therefore the problem becomes “out-of-control” for the system;
  3. The body ceases its production of “adrenaline” (“and/or”) and starts producing “noradrenalin” (“waiting for”) with the relevant somatic risks (blood’s high pressure and mental depression);
  4. The system shows symptoms of behaviour and communication’s disorders (psycho-pathology)

4.8 In conclusion:

For today’s most advanced and respected brain and cognitive scientists it really seems that Education and Learning (richness of sense, memory, identity, language and knowledge) plays a vital role in human beings’ life.

Probably more than we ever thought.

In this context we believe that Education and Learning represent the real “new  frontier” of political and social responsibility.

Informazioni su riccardocorato

Born in Vicenza (Italy) in 1948, Riccardo Mario Corato started to work in the communication field in the early seventies, after his studies of Humanities and Philosophy at the University of Rome and a storming past when, between 1969 and 1974, he worked as a militant unionist for the Italian Metalworkers Federation (FLM). From 1975 to 1980 he managed the advertising division of Ellesse, Italian manufacturer of upscale sportswear, contributing decisively to its fast international growth and world-wide awareness. From 1981 to 2001, Corato headed Network International, a Company specialized in new integrated communication strategies based on production, sponsorship and promotion of cultural, social, music and sport events. His impressive list of credentials include all sort of major world events ranging from World Boxing Championships in Las Vegas to the America’s Cup in Newport, from Soccer World Cup to the Pavarotti International, from the Rolling Stones to Pink Floyd in Venice or Madonna’s “Ciao Italia”, the Three Tenors, the Concerto del Primo Maggio and many others. In the last 15 years, Corato has been focusing in creating and developing educational and social communication for public institutions and no-profit organizations in Italy and internationally, in a senior creative and strategic consulting capacity. In 2003 he has been Visiting Professor of Performing Arts and Communication at the University of Rome, where he experimented a new pedagogic method called “Productions as Lessons”, collaborating with the Greek actress Irene Papas on a major Ancient Drama production – Euripides’s “Hecuba and The Trojan Women” – sponsored at pan-European level by the Governments of Italy, Spain and Greece. He is also co-author, together with the neurologist and psychiatrist Professor Fabrizio Ciappi, of a Continuing Medical Education (CME) program dedicated to the relationships between mass media communication and mental health. Founder of Educational Events, a Company specialized in educational, scientific and cultural multimedia strategies and programs, Corato has spent the last years analyzing the feasibility of new forms of “socially responsible communication”. His current multimedia project “Madeleine” – based on preserving cultural heritage and social memory - is addressed to the teenagers and their young parents, as well as to all teachers and educators.
Questa voce è stata pubblicata in Ecology of Mind. Contrassegna il permalink.


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