Hmm. I remember being non-reflective in first grade but not in second grade. One consequence was that I couldn’t re-write explicit beliefs in response to new information and I saw general injunctions and commands as relatively binding and automatic. Conflicting commands couldn’t be accommodated, nor could common sense. I don’t think that my emotions were any more intense. I never re-wrote myself, or noticed a change at the time, but I notice it in my memories. Early ones don’t include the question “why am I doing this?” or “why do this rather than that”. In 6th grade I suffered catastrophic failure to relate to anyone who was not reflective and largely but incompletely corrected this failure as a college sophomore at age 18. Efforts to correct it continue, with large steps in the last 2 years.
I agree with much of what Robin has said here but wish he would write his own blog post about it.
Hmm. I remember being non-reflective in first grade but not in second grade. One consequence was that I couldn’t re-write explicit beliefs in response to new information and I saw general injunctions and commands as relatively binding and automatic. Conflicting commands couldn’t be accommodated, nor could common sense. I don’t think that my emotions were any more intense. I never re-wrote myself, or noticed a change at the time, but I notice it in my memories. Early ones don’t include the question “why am I doing this?” or “why do this rather than that”. In 6th grade I suffered catastrophic failure to relate to anyone who was not reflective and largely but incompletely corrected this failure as a college sophomore at age 18. Efforts to correct it continue, with large steps in the last 2 years.
I agree with much of what Robin has said here but wish he would write his own blog post about it.