tiistai 27. marraskuuta 2007

Internet addiction





Is the Internet addictive?

The Internet is big, complex and growing, but is it addictive? The media reports of Internet horror stories, and reporters have also claimed that the Internet can be addictive. Is this just another sensation story, or can the Internet be addictive? The following articles and discussions in mailing groups shows that, due to heavy Internet use, the lives of some Internet users become affected (e.g., falling out of school, splitting up relationships, receiving hospital treatment). Some of them used MUD's (Multi User Dungeon), IRC (Internet
Relay Chats); others mentioned that they were addicted to news groups, email, gopher or even the World Wide Web.A search on the WWW using different search topics revealed different WWW-pages from people who
describe themselves as addicted or dependent to the Internet, journalists who have written about Internet addiction and people who are occupied with doing research in Internet addiction.

W W W - p a g e s and discussion groups:
[1] "Addiction to the Net", New York Times, app. mid-February 1995

[2] "Online addiction" by Chris Allbriton, Democrat-Gazette Staff Writer,
Tuesday, June 27, 1995,
[3] "Computer Addicts Getting Hooked on Superhighway”, Article by Fran Abrahms in
the Melbourne Age, 26th July1995,
[4] "Too Wired, What Happens When You Become an Internet Addict”, By Reid Goldsborough,

[5] ”Is the Internet Addictive?",
[6] "IRC Addiction or Fun",
[7] "Center of Online Addiction",
[8] Mailing List: Internet Addiction Support Group (i-a-s-g)
subscribe with e-mail to listserv@netcom.com, subject leave blank, message:
subscribe i-a-s-g
[9] Mailing List: Psychology of the Internet
subscribe with e-mail to listproc@cmhc.com, subject leave blank, message:
subscribe research Your-name

P e o p l e occupied with Internet addiction:

Dr. Kimberly Young at the University of Pittsburgh founded the Center for Online Addiction [7] and is also conducting research about online addiction. She reports that Internet addiction has the same qualities as
compulsive gambling, shopping, even smoking and alcoholism.
Dr. Young has gathered around 400 case studies, as well as a number of family members and relatives living with net addicts, and will be presenting her results this summer at the American Psychological Association Conference [9].
Common warning signs (in the following abbreviated as Young) according to Young are:
1. Compulsively checking your email.
2. Always anticipating your next Internet session.
3. Others complaining that you're spending too much time online.
4. Others complaining that you're spending too much money online.
Dr. Mark Griffiths, a psychologist at the University of Plymouth in England, is studying "Internet addiction" in more depth. He says that of 100 people who responded to a question about the overuse of on-line services,
22 reported a cocaine-like "rush" and 12 said computer chat lines helped them to relax. He believes that new technology is an addiction, which has behaviour patterns like gambling or overeating [3]. Mr Ivan Goldberg, M.D. has coined a tern to describe addiction to the Internet - Internet Addiction Disorder
and created a support group for Internet addicts. Internet Addiction Disorder (in the following abbreviated as IAD) -- Diagnostic Criteria
Authors: Oliver Egger and Matthias Rauterberg page 6
© Work & Organisational Psychology Unit (IfAP) , Swiss Federal Institute of Technology (ETH) Zurich, 1996 The following is a description of IAD, courtesy of Ivan Goldberg, an
M.D. from New York City and moderator of the Internet Addiction
Support Group mailing list.
A maladaptive pattern of Internet use, leading to clinically
significant impairment or distress as manifested by three (or more)
of the following, occurring at any time in the same 12-month period:
1. Tolerance, as defined by either of the following:
1.1 A need for markedly increased amounts of time on the Internet to achieve satisfaction
1.2 Markedly diminished effect with continued use of the same amount of time on the Internet
2. Withdrawal, as manifested by either of the following:
2.1 The characteristic withdrawal syndrome
2.1.1 Cessation of (or reduction) in Internet use that has been heavy and prolonged
2.1.2 Two (or more) of the following (developing within several days to a month after
Criterion 1):
(a) Psychomotor agitation
(b) Anxiety
(c) Obsessive thinking about what is happening on the Internet
(d) Fantasies or dreams about the Internet
(e) Voluntary or involuntary typing movements of the fingers
2 . 1 . 3 . The symptoms in Criterion 2 cause distress or impairment in social, occupational, or another
important area of functioning
2.2. Use of the Internet or a similar online service is engaged in to relieve or avoid withdrawal
symptoms.
3. The Internet is often accessed more often or for longer periods of time than was intended
4. There is a persistent desire or unsuccessful efforts to cut down or control Internet use
5. A great deal of time is spent in activities related to Internet use (e.g., buying Internet books, trying out new
WWW browsers, researching Internet vendors, organising files of downloaded materials)
6. Important social, occupational, or recreational activities are given up or reduced because of Internet use.
7. Internet use is continued despite knowledge of having a persistent or recurrent physical, social,
occupational, or psychological problem that is likely to have been caused or exacerbated by Internet use
(sleep deprivation, marital difficulties, lateness for early morning appointments, neglect of occupational
duties, or feelings of abandonment in significant others).
IAD, unlike alcoholism (which is a recognised medical addiction) is like pathological gambling, an out-of-control behaviour that threatens to overwhelm the addicts normal life. Internet Addiction Support Group (i-a-s-g)
In the discussion group moderated by Ivan Goldberg, people are discussing their problems with the Internet, but also journalist or researchers which are searching materials about Internet Addiction.

source:http://www.idemployee.id.tue.nl/g.w.m.rauterberg/ibq/res.htm

Internet behaviour(Introduction)

My interest in this particular field of the human-computer interaction was stimulated when observing student colleagues using the Internet (Mud's, IRC, WWW, emaill). I was wondering if heavy use of the Internet could
lead to (or is) addictive behaviour. During my lectures by Dr.Erja Mustonen in this semester I got interested in the method of doing statistic evaluation with questionnaires and I wanted to evaluate, if there are people who show signs of addictive behaviour on the Internet and how it differs from general Internet
behaviour.

My information, my story, my life

The Internet has enabled the emergence of a collective consciousness that is unprecedented in human history. We are coming together as a hive, and the intelligence of the swarm is being mined and utilized like never before.

Knowledge is power, information is a cash commodity, and who decides how these resources and benefits are distributed? The latest controversy about Facebook's Beacon advertisements is one of many examples that suggests that the issue of user control over his or her own information is reaching a tipping point. We, the online masses, are developing a new sense that our own information is sacred and worth protecting, and not to be indiscriminately broadcast, or blindly exploited for someone else's commercial gain.

Beyond a "right to privacy" that might have meant "secrecy" in the past, we need to think about the right to control our information when it comes to:

  • What I say about myself
  • What others say about me, and
  • How that information is used

I see these issues coming up time and time again in a thread that runs through everything from Internet safety, to social networking, creative artists' rights, consumer/patient rights, all the way up to government wiretapping and surveillance.

These issues make my head spin. I am not a privacy expert, but as a citizen/writer/parent I now feel the need to become much more educated in this area. As far as life stresses go, this is unwelcome icing on the cake. I was already overwhelmed before I felt the need to bring this new area of expertise into my life.

For the past two months, I have been struggling with the seemingly simple choice of whether to join Facebook, and so far I have decided not to. I don't see why I should hand over my information to marketers in one tidy package. The thought-provoking backlash against Facebook's Beacon advertising program has reinforced my decision to stay on the sidelines until I have a better idea about what kind of bargain I would be making with the Marketing Devil by participating. I don't like the deal so far, and Facebook has done little to inspire trust. The current bargain could continue evolving in unpredictable ways in the future. In the meantime, if I hand over my personal information, it's set loose, out of my control.

My co-author Michael's recent (parent.thesis) post about Canon camera requiring photojournalists to wear vests with the Canon logos fits into this spectrum of issues. He and I have talked a lot about the slippery slope of information abuse and the meanings of various breaches of integrity. He had referenced doctors being influenced by drug company pressure to prescribe drugs, and just yesterday a piece in The New York Times Magazine delved deeply into the world of doctors who are paid to "educate" other professionals about the merits of a drug company's product.

In "Dr. Drug Rep," Dr. Daniel Carlat relates his own experience in this role, why he thought the practice was ethical to begin with, and how his perspective evolved over time, leading him to exit the role of speaking on behalf of drug companies. This long, thoughtful article is worth reading in its entirety, and one paragraph jumped out at me:

"Naïve as I was, I found myself astonished at the level of detail that drug companies were able to acquire about doctors' prescribing habits. I asked my reps about it; they told me that they received printouts tracking local doctors' prescriptions every week. The process is called 'prescription data-mining...'"

How do we evaluate this use of "hive intelligence"? Do doctors have a right to keep their prescribing behavior private? Even if doctors didn't mind this information leak, do we as patients have the right to insist that this information is kept private--after all, it is information about us as well as about the doctor? Do we have the right to demand that the American Medical Association should not make millions of dollars from this information, which is leased to drug companies in order to ultimately wield influence over our doctors' medical decisions?

If I try to pack too many more issues into one blog post my own brain may explode, but I do need to come back to Internet safety for a minute. Right now, much of the public pressure on "Internet safety" dumps the responsibility into parents and teens' laps with little support. I can hear that conventional wisdom roar, "Those irresponsible parents...stupid teens...doing dumb things online." If we look at the framework of, what I say about myself, what others say about me, and how that information is used, we can see it is more complicated than that. I want to teach my family to thoughtfully and safely engage in the online community, but in order for that to be possible, I want companies to develop safe programs and fair user agreements, and to give me control of my information and how it is used. And in our communities we need to keep talking about standards of behavior and realize that what other people are saying about you is as much a part of online safety as what we are saying about ourselves. Kids and adults can be harassed, bullied, or commercially exploited through online communication even if they aren't actively participating on the Internet themselves.

I expect it will take us years to unravel all this, and we'll be chasing a moving target all the while. Once we realize that none of us can simply choose to opt-out of this situation, maybe we'll all start to take it more seriously on a large scale. I may be just one worker bee in the hive, but I can become an educated one. I've had Larry Lessig's book Code: Version 2.0 on my nightstand table for about six months now. Looks like it's time to move it to the top of the pile, and to take a fresh look at the work being done by the Creative Commons, Electronic Frontier Foundation, and EPIC. I'll write up my findings in future blog posts.

Amy Tiemann, Ph.D., is the author of Mojo Mom: Nurturing Your Self While Raising a Family and creator of MojoMom.com. She is a member of the CNET Blog Network, and is not an employee of CNET.

perjantai 9. marraskuuta 2007

Attract attention !!!

Well, Do not get surprised when My topic is Attract attention. The whole theme of my blog is that HUman Behabviour in Internet and now I have chose attract attention. How can a human being attract attention in internet. Fairly very easy in today's context. How ?

Post a video in internet. '

Send it to all your friends.

Put a picture in Face book

Send it to all your friends.


so on and so on...............................................


Attention is attracted. Are you satisfied ? Not yet, Well then do something very stupid and repeat the above statements.

Are you still satisfied ?

Not yet, Then Do something very stupid. and make it real.

This time you will surely attract the attention of audience.


Good Luck !!! Hope you are still alive. If alive come to see my blog. If not, sorry !!! Better luck next time.

keskiviikko 7. marraskuuta 2007

Communication

Web2.0 is essentially an increasing range of software that supports a variety of technologies for open and collaborative communication, learning and creativity. Discuss. The purpose of this article is not merely to explain what Web2.0 is rather it is to analyze, synthesize, evaluate and critique how Web2.0 can be effectively utilized to improve the learning of students. Web 2.0 is a new platform or phase that the internet has undergone and it is highly dependant on collaboration. It is all about communication, showing and sharing. It is no longer a one way access between the user and the internet but now the settings are yours and the information comes to you. A whole new world has been created through Web2.0; this is the world of wikis, blogs and social collaboration sites to name a few. Dreikurs’ Social Discipline Model stressed on the need for belonging. Dreikurs ‘believed that the central motivation of all humans is to belong and be accepted by others’ (Wolfgang, 2001, p. 115). This need for belonging, this need for students to have their own space can be fulfilled by Web2.0 if it is properly utilized. By using for example iGoogle a student is able to have their own space on the web. iGoogle can be personalized so that the student has this sense of belonging in the cyber world. The social web has the potential to make students feel they are part of a group, something bigger than themselves. (Boulos, Wheeler, 2006). Vygotsky’s social constructivism emphasizes the critical importance of culture and the importance of the social context for cognitive development. Vygotsky’s zone of proximal development argues that students can, with help from adults or children who are more advanced, master concepts and ideas that they cannot understand on their own. Into this context of collaborative learning Web2.0 can be used to further develop student’s ideas and concepts. Through a students collaborating on a wiki they can enhance each others understandings and develop each others ideas. Creating a learning environment that fosters higher order thinking and creativity. Howard Gardner in his multiple intelligences theory suggests that learners learn differently. Some of these learning categories include sequential, global, visual and verbal learners. In effect Web2.0 allows for students to learn through these various and different mediums as students are more in control of how they choose to learn. Collaborative learning allows individuals to share ideas in a learning community. Learning is able to advance into higher cognition levels as people draw on each others ideas as they increase their understanding. This enables deeper critical reflection as information is assessed and ‘remixed’. Web2.0 adds a greater dimension to this as collaboration is not only conducted between classmates rather from all over the internet. Through programs like PB Wiki collaborative learning can be done online and publicised in an effective manner. Web 2.0 is an exciting new evolving platform but how can this be utilised as a tool for education? Students are now very computer savvy and for teachers to be effective they must incorporate technology into their pedagogy. The web traditionally has been there so people can access information from it, this is changing as now the web is not just a ‘read only’ medium rather it empowers people to communicate with the world. This has major implications for the classroom as students are now able to use this software to enhance their education. Collaborative learning when done effectively has enormous advantages. However the key word is effectively. What could often result in collaborative learning is that the process of learning can be disfunctional. The key issue that often arises is that people do not contribute evenly. Other issues could be that it is easier to get distracted by doing collaborative learning and the fact that people have different styles and approaches meaning that students will be at different speeds. The fact is that often in collaborative learning some members of the group will contribute more than others. Therefore the common argument is that it is not fair that all in a group to receive the same grades as the level of effort from individuals varies. This is an issue however the advantages far out weigh this disadvantage. An observation from my own study through this education unit demonstrated how even though group work may be disfunctional the overall aims are usually achieved. In a collaborative wiki the majority of the work was done by two main people in the group of four. This however inspired me to contribute more. Their insights and passion worked as a motivational aid for me to try harder to contribute. The question of fairness remains but the clear benefits definitely outweigh any of the negative attributes that collaborative learning may have. Glasser suggests that all human behaviour is driven by six basic needs these are: survival, power, love, belonging, freedom and fun. The theory also suggests that the ultimate aim for a teacher is to help their students function at the fun level as this drives their learning. Students are empowered through Web2.0. They have a central space such as iGoogle from where all their applications can be run. From their they can access their wordpress blog, their collaborative pbwiki, their del.ici.ous account and their facebook site. They have a central place where they belong and have the power to choose how they will approach the task at hand. The teacher’s role changes greatly because of Web2.0. The teacher is no longer the source of information. The information is collaboratively given to the student through a site such as delicious. The teacher is no longer the traditional soul provider of facts rather the students access the internet in a way that suits them. The teacher needs to manage this or no work will be done. The teacher must allow for social interaction and collaboration. The autocratic style is made redundant and the teacher must be flexible. The teacher trying to teach using Web 2.0 must be a facilitator of education. A teacher must be able to open this door of Web2.0 so that the students may go in and discover this world. The use of this amazing technology must be harnessed for use in educating the students. In a typical classroom that is highly collaborative a student might be on facebook for ten minutes rather than on task. A flexible teacher will allow to some extent this sidetrack to occur as the student in effect is mastering this technology. By mastering the technology students become more familiar with the various interfaces. The teacher is not loosing control but underlying all the apparent chaos is a teacher that is inclining the student’s efforts to achieve the goal of the lesson. In Blooms taxonomy the higher order thinking skills incorporate analysis and creativity. Students in Web2.0 collaborative environments must be given every opportunity to further develop their ideas and build on each others concepts. The social constructivist theory is expanded now to include constructivism that is not based in a classroom rather it is developed at a world scale. The education of students has unlimited resources and is personalised. It is personalised in that students can share their ideas, their work, their pictures and even their videos. Students are able to personalise the information they wish to acquire. Information no longer needs to be searched but it can come to the person. An important aspect of all this is the personalisation factor. Students are able to have the freedom and the power to personalise information by editing it on a wiki or by adding a tag on delicious. Constructivist learning can be added by the various aspects of the personal and empowering Web2.0. Web2.0 offers the possibility of an e-classroom with unlimited resources. Facebook can be used to connect whole learning communities. Blogs can be used so that students can express themselves in more than just a written form. In the past homework was done on textbooks and expressive writing was the only way for a student to express themselves. Now a blog can be used for expressive writing but its use is furthered as students can upload youtube videos that they can create themselves or borrow from others to further express their ideas. The collaboration, freedom and fun aspects ultimately mean that students are more motivated to learn and are more capable of providing better quality work as they are encouraged to expand their horizons by being creative. Students are able to communicate, show and share information. Storage is no longer on a memory stick but can be done in cyber space. In effect what Web2.0 does is increase the existing technologies of the internet so that they are personalised no longer empowering organisations but the individuals such as students who are in constant contact with the internet. Web 2.0 increasingly allows for a greater sense of collaboration which in effect increases the learning capability of students as they openly build on each others understanding. In so doing this Web2.0 also enhances the capabilities and encourages students to more creative. Glasser, Dreikurs, Bloom and Vygotsky’s ideas are not redundant but on the contrary are expanded and can be applied effectively through teaching using Web2.0. Bibliography • Alexander, Brian. (2006) http://www.educause.edu/ir/library/pdf/erm0621.pdf • Anderson, Paul,(2007). What us Web 2.0? Ideas, technologies and implication for education. Retrieved 25 October 2007 from, http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf. • Bruns, Axel, Cobcroft, Rachel, Smith, Judith, Towers, Stephen, (2006), Towards User-Led Education via Mobile Technology • Brown, John Seely, (2000), Growing up Digital: How the Web Changes work, Education, and the Ways People Learn • Boulos, Maged Kamel, Wheeler, Steven (2006), Mashing, Burning, Mixing and the Destructive Creativity of Web 2.0: Applications for Medical Education • Hauser, Judy. (2007). Media Specialists Can Learn Web 2.0 Tools to Make Schools More Cool, Computers in Libraries, v27 n2 p6-8, 47-48 Feb 2007. • Wikipedia (2007), Web 2.0, (online) Available: http://en.wikipedia.org/wiki/web¬_2 • Wolfgang, Charles H. Solving Discipline and Classroom Management Problems: Methods and Models for Today’s Teachers. New York: John Wiley and Sons, 2001.

What I Believe

By David Roemer

Anthony Kenny was educated by the Roman Catholic Church. He was a priest before he became a professor of philosophy and a nonbeliever.


There are three reasons to believe that our freedom is before God: 1) We know from logic and reason that God exists. 2) Miraculous historical events show God has communicated Himself to mankind. 3) When people explain why they don’t believe in God, they generally give bad reasons.
The third reason is also why we can tell our children to believe in God as if there was no question about it. Children should be told about irrational people, like Richard Dawkins, Daniel Dennett, and Christopher Hitchens, only when they need to know. These Big Bad Wolves were educated in a tradition created by the Enlightenment and have always assumed that religion is not true. They are crackpots with whom it is impossible to have a rational conversation.
Anthony Kenny, however, was educated by the Roman Catholic Church. He was a priest before he became a professor of philosophy and a nonbeliever. Is it possible to have a rational conversation with him? Does he give better reasons for not believing than the Big Bad Wolves?
The truth of the neo-Darwinian evolution of human beings is an article of faith in the Enlightenment religion, and the biggest difference between them and Professor Kenny can be found in his chapter titled “Human Beings.” The following quote from Kenny casts doubt on the absolute truth of evolution. If human beings have something animals do not have at all, humans could not have evolved from animals:
What is peculiar to our species is the capacity for thought and behavior of the complicated and symbolic kinds that constitute the linguistic, social, moral, economic, scientific, cultural and other characteristic activities of human beings in society. The mind is a capacity, not an activity: it is the capacity to acquire intellectual abilities of which the most important is the mastery of language. The will, in contrast with animal desire, is the capacity to pursue goals that only language-users can formulate. (p. 69)
I am not sure I understand the distinction between “capacity” and “activity.” Whatever he means, his comments no more shed light on the question “What is a human being?” than saying human beings are rational animals. The indefinability of the mind and mystery of a human being is why humans are embodied spirits or spirited bodies, at least to people with whom a rational conversation is possible. This does not necessarily mean human beings did not evolve from animals because it is possible that animals possess the potential of having intellects and wills. It is also possible that human beings possess spiritual souls and animals do not, making the evolution of human beings impossible. Regardless of these possibilities, people who deny that human beings are embodied spirits are obsessively and irrationally in love with the methodology of science. Kenny does not say that human beings are embodied spirits in so many words, but he comes close:
Human beings and their brains are physical objects; their minds are not, because they are capacities. This does not mean they are spirits. A round peg’s ability to fit into a round hole is not a physical object like the round peg itself, but no one will suggest that is it is a spirit. It is not any adherence to dualism, but a simple concern for conceptual clarity, that makes me insist that a mind is not a physical object and does not have a length and a breadth. (p. 71)
In this chapter, Kenny takes the trouble to refute Cartesian dualism—the idea that human beings are pure spirits and ride their bodies like CEOs ride their desks. Cartesian dualism is often criticized by materialists and atheists when they discuss religion because it is a straw man. Kenny believes in the mystery, indefinability, and spirituality of man, but downplays his views, in order, I suppose, to make the book marketable. Marketing is the delivery of goods and services to the consumer and effective marketing requires a decision about the product’s market position.
We can also learn about religion from Kenny, something that never happens when you read the writings of those who feel mankind would be better off without religion. The following quote is from the chapter titled “Religion”:
In my view, faith is not a virtue, but a vice, unless certain conditions are fulfilled. One is that the existence of God can be rationally established without appeal to faith. Accepting something as a matter of faith is taking God’s word for its truth: but one cannot take God’s word for it that He exists. (p. 59)
Kenny has concluded that the existence of God cannot be proven. The most logically rigorous proof is the cosmological argument, which is based on the metaphysical concepts of being and causality. In effect, Kenny is saying the cosmological argument is refutable. Since the Roman Catholic Church teaches that we can prove God exists, this would mean there is a non-theological and non-biblical argument against the Roman Catholic Church’s claim to infallibility.
Kenny’s uncle was the editor of the English Jerusalem Bible and a teacher at the seminary Kenny went to in Liverpool. When he graduated at the age of 18, he enrolled at his uncle’s alma mater, the Gregorian University in Rome. He rubbed shoulders with Hans Küng, and was taught by Bernard Lonergan and Frederick Copleston, to repeat some names he mentions in his autobiography (The Path From Rome, Oxford University Press, 1986). When he was ordained he took the anti-modernist oath, but declined to take it again for his doctorate. In the following quote he explains why:
In the 1950s, candidates for a doctorate in Papal universities had to swear to a document called the anti-modernist oath, which contained the statement that it was possible to prove the existence of God. Though I had submitted a dissertation and passed the examinations, I was unwilling to proceed to the degree because I did not wish to take this oath. If God’s existence could be known, I very much doubted whether it would be known by way of proof. Since then I have studied arguments for the existence of God presented by many philosophers, and I have not yet found a convincing one. (p. 31)
Maybe Kenny thinks you can’t prove God exists because you can’t prove that the universe makes sense and can be understood. This is a valid objection, notwithstanding the success we have had in science by making the assumption of the intelligibility of the universe. However, we can use this objection to refute atheists who claim they are being rational and believe the universe is not absurd.
In the chapter titled “Why I Am Not an Atheist,” Kenny discusses three cosmological changes or transformations: the development of language in human beings, the origin of life, and the big bang. Since there is no good natural explanation for these changes, he argues, you can’t exclude the possibility of a supernatural explanation. Concerning the origin of language he says:
If we reflect on the social and conventional nature of language, we find something odd in the idea that language may have evolved because of the advantages possessed by language users over non-language users. It seems as absurd as the idea that banks may have evolved because those born with an innate cheque-writing ability were better off than those born without it. (p. 25)
This is why common sense and intuition leads non-philosophers to be theists and not atheists. Since human beings are embodied spirits, the existence of humans cannot be explained by the biology of reproduction and evolution. A supernatural being must have created human beings. Kenny argues in favor of a third option known as agnosticism.
The Lonely Crowd is a landmark sociological analysis that identifies the personality types called inner-directed and outer-directed. Atheists are obviously inner-directed types because they don’t care what other people think. Agnostics are outer-directed types, and feel more comfortable saying they don’t know whether or not God exists since so many people believe in God and believe their purpose in life is to serve God. I think this is why some people are atheists and others are agnostics.
Concerning the origin of the universe Kenny says:
The most fundamental reason in favor of postulating an extra-cosmic agency of any kind is surely the need to explain the origin of the universe itself… It is not the existence of the universe that calls for explanation, but its coming into existence. (p. 28)
Kenny is referring to the big bang, which was an extremely dense fireball of elementary particles that began our universe. Kenny agrees with the following metaphysical proposition: A being which begins to exist at some point in time needs a cause. If you assume that the big bang was a change from nothingness to a being or many beings, then the existence of an “extra-cosmic” agency can be inferred. However, if the big bang was preceded by a vacuum, this inference is not necessary since a vacuum may not be nothingness. A vacuum may be a real being or beings, not a mental being or an idea. A vacuum may have as much status in being as a photon or elementary particle.
A physicists will not find the idea that a vacuum exists strange because it was once thought that a vacuum consisted of a sea of negative energy electrons and that a positron was a hole in this sea. A physicists is also aware of the reality of kinetic energy which can be transformed into as many electron-positron pairs as you want as long as E = mc2.
His third argument against atheism comes from the origin of life itself, which cannot be explained by natural selection:
This is not to say that neo-Darwinians do not offer explanations of the origin of life; of course they do, but they are explanations of a radically different kind. All such explanations try to explain life as produced by the chance interaction of non-living materials and forces subject to purely physical laws. (p. 26)
A metaphysical approach is to rank the cosmological transformations in order of the magnitude of the change in the properties of the different modes of being. The following is my personal ranking:
animals to human beings
large molecules to single-celled organisms
vacuum to big bang
single-celled organisms to animals
elementary particles to atoms
Concerning the smallest change, modern field theory enables physicists to derive the properties of atoms from the properties of elementary particles. However, the theories are only approximations and are not entirely satisfactory for a number of reasons.
In the two-part chapter titled “Why I Am Not a Theist,” Kenny reviews the proofs of God’s existence offered by various philosophers and claims to refute them. Kenny fails to mention the idea that a finite being needs a cause but an infinite being does not, which is why an infinite being must exist. This is the crux of the cosmological argument.
A refutation of the cosmological argument that does not consider the contingency of a finite being and the self-sufficiency of an infinite being is not a refutation at all. The cosmological proof, as I can now call it, can be analyzed further with the metaphysical concepts of essence and existence. I’ll begin an explanation of these ideas with a quote from Kenny:
For what is meant by “necessary being”? Surely, a being in whom essence involves existence, that is to say, a being whose existence can be established by the ontological argument. (p. 37)
To me the ontological argument—God exists because the concept of God exists?— makes no sense. However, it does make sense to say that God is a necessary or self-sufficient being. That God’s essence “involves” God’s existence is not sure or clear at all. According to Thomas Aquinas (1225 to 1274), a finite being is a metaphysical composition of two correlative metaphysical principles: essence and existence. The essence is not added on to the existence, but acts to limit the existence of the finite being.
This analysis explains why finite beings are different from one another and gives a reason why finite beings need a cause. Finite beings need a cause because they are compositions and could not have composed themselves. Finite beings need a cause, also, because they could not have limited themselves. This analysis also means that an infinite being is a being which does not have an essence. An infinite being is a pure act of existence. “I am who am” is the way God explained it to Moses in Exodus.
Continuing the above quote above from “Religion”:
Another is that the historical events that are claimed to constitute the divine revelation must be independently established as historically certain—as having the same certainty, say, as that Charles I was beheaded in London, or that Cicero was once consul in Rome. The events that are pointed to as founding charters for the world’s great religions can surely not claim this degree of certainty. (p. 60)
The historical event that is the “founding charter” of Christianity is the resurrection of Jesus. The Resurrection is an historical event that can’t be explained in terms of any other historical event because of its impact on history itself. Nonbelievers consider the Resurrection to be a religious experience that the followers of Jesus had. The faith response of Christians to the Resurrection is to believe that Jesus entered into a new life with God and that if you follow Jesus the same thing can happen to you. Believers in non-Christian religions are responding in faith to the Resurrection too because they are aware of it and hope for salvation.
Kenny acknowledges the historical accuracy of the New Testament:
I do not share the extreme scepticism of many scholars, including Christian scholars, about the historical value of the Gospels. For instance, that Jesus at his last meal took bread and wine and said something like “this is my body, this is my blood” seems to me to be as likely to be true as anything that is narrated in the records of the early Roman Empire. With regard to the Acts of the Apostles, I have long been amused to note that Catholic biblical scholars often appear less ready to accept them as broadly historical than are atheists colleagues in ancient history departments. (p. 58)
What happened to the two benchmarks of historical accuracy: the beheading of Charles I and the consulship of Cicero? What is the point of benchmarks if you don’t use them? What religious historical events does Kenny have in mind when he says they are not certain? Is he thinking of miracles performed by Moses and recorded in Exodus?
I went to a college run by Jesuits in the early 1960s. During a theology class one day, apropos of nothing while writing on the chalkboard, the theology professor turned to the class and said, “Does anyone here seriously believe Lazarus rose from the dead? It is just a story.” Did Kenny lose his faith and I didn’t lose mine because I had better theology teachers?
Why doesn’t Kenny just admit that he lost his faith? Why does he give us this hogwash about Charles I and Cicero? My guess is that the market for an honest book about religion by a nonbeliever is pretty small. There is a market for anti-religion books and pro-religion books, but who wants to buy a book by an ex-priest saying I wish I could believe?
More of David Roemer's writing may be found here: http://www.dkroemer.com/