Tag Archive for: definition

MONTHLY BLOG 125, WHAT DOES IT MEAN TO BE A WHOLE PERSON? WHY WE SHOULD ALL BE ARTY-SMARTY.

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If citing, please kindly acknowledge copyright © Penelope J. Corfield (2021)

Fig:1 Specimens
© Michael Mapes 2021

Having declared my wish to be appreciated as a whole person,1 I got a mix of replies – some testy, some curious – asking what personal ‘wholeness’ actually means. It’s a fair question. Referring to a ‘whole person’ certainly sounds a bit ‘arty’ – or, for more severe critics, dangerously ‘arty-farty’. The terminology, sometimes dignified as ‘holistic’, commonly appears in handbooks to alternative medicine, which may range from sound sense to the wilder shores of snake-oil healthcare. So … is being a whole person somehow a concept which is abstruse or ‘fringe’ – or perhaps simply redundant?

My answer is emphatically: No. Being understood as a whole person is a positive need, which is the quintessence of humanity. It expresses how individuals should properly relate together, both individually and collectively.

On the way to that conclusion, however, it’s necessary to accept the parallel need for generalisations, abstract statistics and collective identifications. For certain purposes, overviews are essential. When talking about global population pressures, it would take far, far too long to itemise and salute the full personality of every one of the 7.8 billion living individuals who inhabit Planet Earth, according to the latest estimates for December 2020.2

To take but one example of collective analysis, many medical research programmes work by investigating generic patterns among thousands of case-histories. In that way, linkages between genetic heritage and specific maladies can be tested – and at times proven or (bearing in mind the role of trial and error) at other times refuted. Similarly, treatments and palliatives can be assessed by group trials. My own gluten allergy, known as coeliac disease (sometimes spelt as ‘celiac’), turns out to be partially, though not automatically, heritable.3 When I first got that information, years ago, I checked my family history and worked out, from corroborative evidence, that the weak link was being transmitted via my father’s mother’s branch. I then conveyed the news to every relevant relative, to much initial bemusement and some derision. Over the years, however, as many siblings and cousins have been diagnosed as coeliacs, they universally tell me that they are glad to be forewarned. It’s an excellent example of how aggregative analysis can help individual understanding.

There are also countless other instances. Targeted advertising works by identifying people with specific consumer profiles. So does political blitzing. In some cases, such as social class, the personal identifications are usually (though not invariably) made by others. But in other circumstances, individuals are invited to classify themselves. On bureaucratic forms, for example, there are often questions about age, gender; ethnic identification; religion; or any combination of those factors.

It’s true that responding truthfully can be tricky, if people don’t accept the options provided. Traditionally, British army recruits who self-defined as ‘atheists’ or ‘agnostics’ were entered as members of the established Anglican church, because there was then no space on the form for non-believers. But, for many purposes, the people, who are processing the data, want broad aggregates, not individual vagaries. They don’t mind a few exceptions and mistaken classifications. And often big, general groupings will suffice – though not for projects attempting to make fine-grained investigations into (say) people’s real religious beliefs, which furthermore may fluctuate during a lifetime.

The upshot is that, for some – even for many – purposes, individuals are statistics. However, just as it is often necessary to generalise, so at other times it’s crucial to go beyond generic categories and impersonal labels to encounter living humans, in all their often glorious and sometimes maddening diversity.

In medical treatment, for example (as opposed to aggregative medical research), there is now a simmering debate about the need for holistic medicine.4 That approach entails understanding the mix of mental and physical factors in human wellbeing. It moves beyond concentrating simply on the immediate cause of any malaise; and asks about the cause of the cause (or, in other words, the underlying root cause). In the case of undiagnosed coeliacs, they suffer from disturbed guts, aching bones, exhaustion and (often) depression. Yet they don’t need a soothing bromide. They need a biopsy or blood-test to get a full medical diagnosis and help in adopting a gluten-free diet.

Taking a holistic approach also means that clinicians should ensure that their own practices are humanised. In other words, the prevalent medical system should not make doctors unhappy, as they strive to heal their patients.5 Other areas where holistic approaches are actively proposed include many forms of therapy and social care.6 Help for people with mental health issues is also claimed to benefit from a whole-person approach7 – rather than just palliative medication. And similar hopes apply to assistance for individuals recovering from trauma.8 Indeed, ‘holistic’ interventions are credited with improvements in many diverse fields: from sports coaching;9 to sexual therapies;10 to business management;11 right through to cyber-security.12

Needless to say, invoking the concept of ‘holism’ doesn’t guarantee its effective use. Nonetheless, these usages indicate an interest in considering issues ‘in the round’. Picking on just one symptom; one solution; one approach; is unhelpful when dealing with the greatest intricacies of life. Practical people will snort that it’s best, at least, to get on with one big remedy, without having to wait to figure out the whole. But single interventions so often have unintended consequences, unless the big picture has been properly configured and understood.

Above all, it’s in child-rearing and education where it’s particularly crucial to assist all individuals to develop as a whole and rounded people.13 No-one should be pre-categorised by prior labels. And especially not so, if the labels carry pejorative meanings. No children should be simply dismissed or excluded as ‘difficult’. Such terminology makes tricky situations worse.14 (And equally children can also be over-praised, giving them a false impression of the world and their own abilities).

Being typecast negatively is particularly damaging. For example, women often used to be dismissed as ‘feather-brained’ air-heads. As a result, many did not trouble to activate their talents, especially in public view. Worse too, some clever women used voluntarily to play the game of ‘Oh it’s only silly little me!’ Then later, when, they wanted to be taken seriously, they found that they were trapped in the role of ‘dumb bimbos’. Their subsequent struggles to break free often proved to be very destructive – breaking up family relationships, which were founded upon false identities.

Quite a few people do, in practice, manage either to avoid or to ignore being stereotyped. But no youngsters should have to face being typecast, whether by gender, sexual preferences, ethnic heritage, religion, accent, appearance, social class, bodily abilities/disabilities. or any other category that humans can invoke.

Instead, all should, from very young, have a chance to develop their personalities and talents to the full. They should be not only properly fed but also warmly loved, to give them inner confidence. They should be given reasonable framework rules, but also great encouragement to innovate. Every person should also have a chance, when young, to explore the entire range of special human skills: including not only literacy and numeracy but also art, chess, drama, handicrafts, music, riding, all forms of sport and swimming. (And please add any skills that I have temporarily overlooked). Not that everyone will become a superstar. That’s not the point. It is that all should have a chance to find and develop their talents to the full – to have a lifetime of nurtured learning to become rounded and fulfilled personalities.

Needless to say, such a humanist project is expensive in terms of human labour and money. Classes should be small; and individual attention paid to each learner.15 But, from another point of view, the costs can be justified on many grounds – not least by providing work for people whose jobs have been automated. Education for the ‘whole person’ should not be an optional extra. Instead, it’s a supreme economic as well as social, political and cultural good.

Planet Earth does not need ‘partial’ and undeveloped minds and bodies. It needs the fully-charged brain-power and person-power of 7.8 billion people. There are enough global problems, many of our own making, for us all to resolve.

To repeat, the aim is not to turn everyone into a prize-winner. But behind every summary statistic, there should be a human being who is supremely well in mind and body: in other words, a whole person. Effective knowledge entails both aggregation/generalisation and disaggregation/particularisation. One early reader of this BLOG sniffed that this line of argument is indeed ‘very arty-farty’. Yet enlightened scientists are today calling for a rounded education, adding balance and creativity from the Arts and Humanities to the necessary scientific specialisation and technical knowhow.16 To live well and to safeguard Planet Earth, humans need to be not arty-farty – but really arty-smarty.

ENDNOTES:

1 See PJC, ‘Being Assessed as a Whole Person: A Critique of Identity Politics’, BLOG 121 (Jan. 2021) – pdf/58 in PJC website www.penelopejcorfield.com; also published in Academic Letters (Dec. 2020): see https://www.academia.edu.

2 https://www.worldometers.info/world-population/world-population-projections/ [accessed 4 May 2021].

3 For the latest updates, see variously https://www.nature.com/subjects/coeliac-disease [accessed 4 May 2021] and reports from the American Celiac Disease Foundation in https://celiac.org/about-celiac-disease/future-therapies-for-celiac-disease/ [accessed 4 May 2021]. There are also numerous personal guidebooks, gluten-free cookery books, and clinical textbooks on the condition.

4 See e.g. A.C. Hastings, J. Fadiman, J.S. Gordon, Health for the Whole Person: The Complete Guide to Holistic Medicine (New York, 2018).

5 E.K. Ledermann, Medicine for the Whole Person: A Critique of Scientific Medicine (Shaftesbury, 1997); D.R. Kopacz, Re-Humanising Medicine: A Holistic Framework for Transforming Yourself, Your Practice and the Culture of Medicine (2014).

6 See e.g. A. Burnham (ed.), Together: A Vision of Whole Person Care for a Twenty-First Century Health and Care Service (2013).

7 C.L. Fracasso and others (eds), Holistic Treatment in Mental Health: A Handbook of Practitioners’ Perspectives (Jefferson, NC, 2020).

8 L.A. Prock (ed.), Holistic Perspectives on Trauma: Implications for Social Workers and Health Care Professionals (Toronto, 2015).

9 E.g. R. Light and others, Advances in Rugby Coaching: A Holistic Approach (2014).

10 J. Adams, Explore, Dream, Discover: Working with Holistic Models of Sexual Health and Sexuality, Self Esteem and Mental Health (Sheffield, 2004).

11 C-H.C. Law, Managing Enterprise, Resource Planning … and Business Processes: A Holistic Approach (Newcastle upon Tyne, 2019).

12 D. Chatterjee, Cybersecurity Readiness: A Holistic and High-Performance Approach (Los Angeles, 2021).

13 C. Mayes, Developing the Whole Student: Bew Horizons for Holistic Education (2020).

14 M. Jewell, Are Difficult Children Difficult or Just Different? What if We Can Change to Help Them? (2019).

15 See e.g. C. Mayes, Developing the Whole Student: New Horizons for Holistic Education (2020); J.P. Miller and others (eds), International Handbook of Holistic Education (2018); and D.W. Crowley (ed.), Educating the Whole Person: Towards a Total View of Lifelong Learning (Canberra, 1975).

16 J. Horgan, ‘Why STEM Students [i.e. studying Science, Technology, Engineering and Mathematics] Need Humanities Courses’, Scientific American (16 August 2018): https://blogs.scientificamerican.com/cross-check/why-stem-students-need-humanities-courses/ [accessed 7 May 2021].

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MONTHLY BLOG 121, BEING ASSESSED AS A WHOLE PERSON – A CRITIQUE OF IDENTITY POLITICS

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If citing, please kindly acknowledge copyright © Penelope J. Corfield (2021)
[PJC Pdf/58]

One of series of Dissected Photographs by New York artist
© Michael Mapes

Friends: I want to be taken seriously as a whole person, assessed in the round. It’s positively good to feel part of a universalist personhood.1 Something that is experienced in common with all fellow humans. But how is that attitude to be encouraged, whilst simultaneously acknowledging the benefits that separatist identity politics can bring?

Social groups who have been marginalised – victims of an oppressive history – obviously gain a great deal by asserting their claims to general appreciation. Black Lives Matter. Of course they do: unequivocally and absolutely. It’s a proposition that draws strength from its utter truth.

One among the many challenges of identity politics, however, is the question of definition. Who decides who is or is not aligned with which particular identity? What happens when others persistently allocate you (for example, because of your looks) with a group with whom you personally feel little or no affinity? People of mixed ethnic heritage sometimes feel doubly excluded: their skins perhaps not dark enough for a ‘real’ Black identity, but not pale enough for a ‘real’ White one. Or perhaps children of mixed marriages may physically resemble one parent, whilst emotionally identifying with the other. What chance do such individuals have of asserting their inner sense of identity, when society instantly classifies them with the parent they physically resemble?

That point highlights another related problem of definition. An individual may have – indeed most do have – multiple identities. In my case, I could be described (variously) as a white, middle-class, heterosexual, childless woman, living in a stable partnership; as well as a Yorkshire-born Londoner, with English, British and/or European affiliations; as well as: an older person; as tolerably well-off; as a home-owner with a pension; as a coeliac (with a chronic gluten-allergy); as someone with short sight; as a professor; as an academic historian; as a bibliophile; as a left-winger; as an agnostic, reared in a cultural tradition of secularised Protestant Dissent; as a keen swimmer; as a music fan; as an amateur gardener; as a cat-lover; as someone with a sense of humour; … as an optimist …  Any of those characteristics might be used to ascribe to me a cultural identity. Some of them I would warmly endorse. Others would leave me cold, as being true (childlessness) but not being at all central to my self-definition. And yet another of those terminologies would fill me with horror. I am (or so the calendar tells me) an old woman; but I emphatically don’t self-identify as such.

There are clearly differences between what one might term ‘objective’ personal identifiers and ‘subjective’ ones. There are also different experiences in a person’s lifetime when some affiliations might assume more importance than others. For example, a sense of patriotic resistance is likely to be strongly aroused if one’s own country suddenly comes under unprovoked attack from a hostile overseas tyranny. And a sense of internationalism is conversely likely to be strengthened if one’s own country is engaged in aggressive and bloody militarism against a harmless and defenceless overseas people, whose sole act of provocation lies in their happening to inhabit strategically important or resource-rich territory.

In other words, people have multiple identities. Some of these are more important at some points in a lifetime than are others. And, indeed, some identities might seem to clash with others. For example, it is sometimes assumed that all people with capital assets should always strive to gain the maximum from their investments and to pay as little tax as possible. (Tax advisers often assert that explicitly).

Yet it can equally be argued that property-owners with a civic conscience – and also acting out of enlightened self-interest – should want to pay more taxes in order to reduce inequalities, relieve poverty, reduce environmental degradation, and promote a more harmonious and just society. These are matters of judgment, clearly. Not simply a reflex response to owning property. (One complaint about so-called ‘identity politics’ is that the concept may encourage electors to vote purely for their own immediate personal benefit rather than for wider civic considerations.2 But, in practice, voters have a multitude of concerns in play at any given point).

Identities are actually so intricate and simultaneously so personal that any cultural politics based upon stereotypical assumptions is offensive to the individuals involved. It’s annoying to be told what one is likely to think ‘as a woman’. It’s infuriating to be told that one is intrinsically and automatically a racist oppressor because of one’s light skin colour. That assertion leaves no scope for moral growth and change. White people in many societies may, for example, be initially unaware of their ethnic privileges and may share inherited prejudices about their fellow humans. Yet such views can be overturned, sometimes dramatically, sometimes gradually. As the former slave-trader John Newton wrote movingly from personal experience, in Amazing Grace: ‘My eyes were blind, yet now I see…’3

Furthermore, before getting back to the universalist concept of personhood, let’s also acknowledge that identity politics are not just invoked these days for the purpose of warm, affirmative rectifications of historic injustice. Separating people by group classification may well provoke a serious backlash. Black Lives Matter is currently opposed by a number of far-right white supremacist groups. Interestingly (on the theme of complex identities), the all-male Proud Boys in the USA include members of mixed heritage, including the current leader who identifies as Afro-Cuban, while their collective ethos is one of aggressive pro-Western, anti-feminist and anti-socialist masculinity.4

Underlying these divisions, however, there remains the universalist concept of common personhood. There are communal human characteristics and communal interests. It is thus not always relevant to enquire about the detailed personal circumstances of each individual. Being a person is enough.

Such a view was expressed with clarion force in 1849 by the young author Charlotte Brontë. She first published as Currer Bell, deliberately choosing a name which concealed her gender identity. Writing to her male publisher, she urged him to forget the conventional courtesies between the sexes.5 Those niceties too often implied condescension from the ‘superior’ male to an ‘inferior’ female. She wanted to be judged on fair terms. So Brontë urged upon him that:

to you, I am neither Man nor Woman – I come before you as an Author only – it is the sole standard by which you have a right to judge me – the sole ground on which I accept your judgment.

It was a spirited invention from a budding novelist to an established figure in the world of publishing. Charlotte Brontë’s claim thus falls within the history of personhood, and within the history of meritocracy too. And these are themes of great relevance and topicality today. Interest in individual personhood (or self) is coming up on the ropes, alongside the huge publishing boom in studies of ‘identity’. Evidence can be found in debates within philosophy,6 ethics,7 animal rights,8 theology,9 politics,10 psychology,11 law,12 anthropology,13 social welfare,14 economics,15 electoral history,16 literary studies,17 even contemporary poetry18

Becoming vividly aware of past and present injustices – and the need for systematic redress – is certainly a necessary stage in today’s identity politics. It’s understandable that people who have been stigmatised for their gender; sexuality; religion; nationality; ethnic identity; class position; personal disability; or any other quality need to express solidarity with others in like circumstances – and to get respect and contrition from the wider society, It’s also true that sometimes a counter-vailing mantle of universalism can be used as a smoke screen to hide sectional interests. Yet it is to be hoped that, in the long run, a celebration of truly shared and egalitarian human personhood will prevail. In the meantime, dear friends, please judge this communication as coming not from someone representing any one of the separate descriptive categories listed in paragraph four (above); but from a whole person.

ENDNOTES:

1 A slightly shorter version of this text appears online in Academia Letters (Jan. 2021): ; and it also constitutes PJC Pdf/58 within personal website as item 4.3.9. [Items 4.3.6 and 4.3.7 have earlier meditations on the same theme].

2 M. Lilla, The Once and Future Liberal: After Identity Politics, London, Hurst & Co., 2018; A. Stoker, Taking Back Control: Restoring Universalism in the Age of Identity Politics, Sydney, NSW, Centre for Independent Studies, 2019; T.B. Dyrberg, Radical Identity Politics: Beyond Right and Left, Newcastle upon Tyue, Cambridge Scholars, 2020.

3 Words from the hymn Amazing Grace (written 1772; published 1779) by John Newton (1725-1807), reflecting the personal experience of this former slave-trader turned evangelical Christian clergyman and abolitionist.

4 https://en.wikipedia.org/wiki/Proud_Boys.

5 C. Brontë, Letter dated 16 August 1849, in M. Smith (ed.), The Letters of Charlotte Brontë, Vol. 2: 1848-51, Oxford, Oxford University Press, 2000, p. 235.

6 D. Parfit, Reasons and Persons, Oxford, Clarendon, 1984; E. Sprague, Persons and their Minds: A Philosophical Investigation, London, Routledge, 2018.

7 G. Stanghellini and R. Rosfort, Emotions and Personhood: Exploring Fragility – Making Sense of Vulnerability, Oxford, Oxford University Press, 2013.

8 C. Hutton, Integrationism and the Self: Reflections on the Legal Personhood of Animals, Hong Kong, Routledge, 2019.

9 E.L Graham, Making the Difference: Gender, Personhood and Theology, London, Bloomsbury Academic, 2016.

10 F. Brugère, La politique de l’individu, Paris, La République des Idées, Seuil, 2013; A. Giddens, Modernity and Self-Identity: Self and Society in the Late Modern Age, Cambridge, Polity, 1991.

11 R. Jones, Personhood and Social Robotics: A Psychological Consideration, London, Routledge, 2015.

12 J. Richardson, Freedom, Autonomy and Privacy: Legal Personhood, London, Routledge, 2015; W.A.J. Kurki, A Theory of Legal Personhood, Oxford, Oxford University Press, 2019; L.M. Kingston, Fully Human: Personhood, Citizenship and Rights, New York, Oxford University Press, 2019.

13 L.P. Appell-Warren, Personhood: An Examination of the History and Use of an Anthropological Concept, Lewiston, Edwin Mellen Press, 2014.

14 P. Higgs and C. Gilleard, Personhood, Identity and Care in Advanced Old Age, Cambridge, Polity, 2016.

15 N. Makovicky, Neoliberalism, Personhood and Postsocialism: Enterprising Selves in Changing Economies, Farnham, Ashgate, 2014; reissued London, Routledge, 2016.

16 M. Lodge and C.B. Taber, The Rationalising Voter, Cambridge, Cambridge University Press, 2013; L. Mechtenberg and J-R. Tyran, Voter Motivation and the Quality of Democratic Choice, London, Centre for Economic Policy Research, 2015.

17 J.L. Gittinger, Personhood in Science Fiction: Religious and Philosophical Considerations, Cham, Switzerland, Palgrave Macmillan, 2019.

18 Z. Olszewska, The Pearl of Dari: Poetry and Personhood among Young Afghans in Iran, Bloomington, Indiana University Press, 2015.

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