Center (1999) What does quantum physics have to do with behavior disorders?

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What does quantum physics have to do with behavior disorders?

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CONTRIBUTORS:

Author:

Center, David B. (Georgia State University)

JOURNAL:

National FORUM of Applied Educational Research Journal--Electronic, 12E(3), 55 - 63.

YEAR:

1999

PUB TYPE:

Journal Article

SUBJECT(S):

Behavior Disorders, Special Education, Consciousness, Self-agency, Epistemology, Scientific Realism, Cooperation

DISCIPLINE:

Education

HTTP:

http://education.gsu.edu/dcenter/papers/

LANGUAGE:

English

PUB ID:

103-393-764 (Last edited on 2003/11/21 18:07:05 US/Mountain)

SPONSOR(S):

ABSTRACT:
Human agency, as a causal factor in behavior, should be taken into account in any complete model of behavior. Human agency is historically tied to the issue of consciousness and its role in behavior. Thus, to argue that consciousness plays a causal role in behavior requires that a plau-sible explanation of consciousness be articulated, if the assertion is to be more than mere specu-lation. This article discusses one line of current hypothesizing about the nature of mind and consciousness. The view examined proposes that consciousness or mind is an emergent prop-erty of a biological process that can be explained in physical terms. The process described is the Frohlich-style Bose-Einstein condensate, which appears to be capable of producing a macro-quantum effect in a biological system. The process is thought to operate at the level of neurons in the brain. If consciousness can be explained as a natural process with a physical basis in the brain, there are several implications for the study of human behavior in general and children with behavior disorders in particular. The first implication is for a change in our epistemology to a philosophy similar to that of scientific realism. The second implication is for an expansion of our concept of causation in behavior to include consciousness as a potential causal agent. The third implication is for a conceptual change in the framework employed in behavior change efforts to emphasize a cooperative approach rather than a teacher-centered approach.

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