Honey, Lets Conjoin!
This is Report 2
By:
Co Authors:
Psy 409b, Spring 2008, Generation 27
Dr. Leon James,
Instructor,
Link to Class Home Page
Section 1: Lecture Content
(By: Nicole Salviejo)
This
weeks lecture focused on the differences between masculine and feminine
intelligence, according to Dr. Emanuel Swedenborg, as well as how these
differences affect a couples ability (or inability) to attain the highest level
of marriage as described in the Unity Model of Marriage.
_______________________________________________________________________
Masculine
vs. Feminine Intelligence
According to Dr. Swedenborg, each gender
contributes a unique type of thinking and understanding. One way to understand
the mental differences between men and women is that women act (S) from
intelligence (C) by means of love, while men act (S) from love (A) by means of
intelligence (C).
From this understanding, Dr. Swedenborg concluded
that a woman’s intelligence comes from a more spiritual mindset (a higher
intelligence) where she uses her intelligence to lovingly urge her unwilling
and dominating partner to transcend his materialistic way of thinking and to
adopt a higher more enlightened mindset.
According to Dr. James, man is crated to achieve
unity with a woman, and a woman is created to achieve unity with a man. Women are more aware of this regardless of
their education, which they put around themselves like a cape but do not enter
into their spiritual self. Men are more vulnerable to education, shaping
their inner thinking according to its dictates and doctrines. They ingest
the negative bias in science more deeply into their reasoning process.
______________________________________________________________________
Destructive
Behaviors of Men & Self-Witnessing Acts
From a very young age, boys are socialized to be
strong, intimidating and dominating in their relationships and as these boys
age into grown men, these same characteristics appear in their romantic
relationships with the female sex. For example, when couples experience
oppositional or negative feelings towards their partners, it is more likely
that the male in the relationship is more likely to act upon these feelings by
retaliating, exploiting, abusing, or injuring their female partner.
According to Dr. Swedenborg, it is only until the man becomes spiritually enlightened
and realizes with shame and guilt that engaging in such destructive behavior
against women is contrary to the unity model of marriage, can he then
discontinue their natural abusive mentality towards all females, thus
transcending into a higher intelligence that values and appreciates women.
By choosing to
continue with his destructive behavior, men weaken themselves from within,
robbing themselves from reaching their ultimate potential and true self.
In order for men
to reach the next level of intelligence, thus ending their destructive
behaviors towards women, they must practice self-witnessing actions. In
other words, men must monitor their mental organs and how they express their
feelings (affective), thoughts (cognitive), and sensations and actions
(sensorimotor). For example, men must retrain their socialized
materialistic brains so that their private thoughts about women—about their
motives, intelligence, their abilities, and physical appearances, are more
positive and more respectful of women.
Conjoint self: Three
Levels of Unity
First Level of
Conjunction:
Involves the sensorimotor portion of the couples
three-fold self. In this stage the couple enjoys partaking in activities
together such as eating, driving, dancing, etc. These external activities
involve sensory, verbal, and motor interactions. The couples focus at
this level is on the external activity of the other and self. There is
less focus or concern for what the other is thinking or feeling, as long as it
is favorable.
At this level, women tend to feel unfulfilled or
hurt by their partners external behaviors, while men hold no concern for
whatever unsatisfactory or hurt feelings their partner has for them. For
example, a woman asks her husband why he didn’t wash the dishes, and the
husband replies by yelling back at her for nagging him about chores in which he
feels that she should be doing in the first place. The mans refusal to
comply with his wife is an example of sensorimotor disjunction in which his
destructive behavior hinders him from bringing happiness and intimacy to the
relationship.
________________________________________________________________________
Second Level of
Conjunction:
The second level is much deeper and more intimate
in that it involves the couples cognitive self.
The couples cognitive self includes the way they think, how they reason,
how they justify things, what they consider acceptable or not, what information
or knowledge they have, and what values and religious beliefs they stand
by. These cognitive behaviors and habits
may not be totally shared by both partners, and may hinder their ability to
have a reciprocal relationship.
For men, giving into their partners reasoning or
beliefs is a means towards giving up their own selfhood, while women see it as
the exact opposite. According to Dr. Swedenborg, achieving cognitive
conjunction (the opposite of cognitive disjunction) is easier for women because
they are spiritually oriented towards conjunction as a felt inner compulsion,
while men experience great challenge because of their materialistic
intelligence and negative-bias towards marriage and unity.
Cognitive intimacy is what creates cognitive
conjunction. Men make it a challenge for the couple to achieve cognitive
intimacy by withholding information from their partners as a means of staying
independent and in control of the relationship. It is also a way of showing
his partner that he does not want to work for cognitive intimacy with her—so
the mostly likely solution for the woman is to wait for her husband to
change.
________________________________________________________________________
Third Level of
Conjunction:
This level involves the partners affective self,
which includes their feelings, motivations, and goals of happiness and
togetherness. According to Dr. Swedenborg, affective conjunction is the
basis of the inmost level of intimacy between husband and wife when they are
thinking of themselves as a permanent couple. The goal of this level
involves both partners to give up any former feelings, loyalties, goals, or
involvements that are not conjoint and exclude the other partner in some
way. For example, if a husband continues to exclude his wife from
activities he shares with his friends, this will weaken their affective
conjunction, thus make it harder for the couple to reach a more intimate level
in their relationship. A solution to this problem is for the man to seek
out his partners perspective on the people he hangs around with—or at least
include his partner in any aspect of his choices.
_______________________________________________________________________
Unity
Through Reciprocity & Differentiation
According to Dr. Swedenborg, there are three principles
in the unity model of conjugial love, which include:
1.
Differentiation:
no spiritual or mental part of a woman is like any part of a man and vice
versa. Men and women are biologically and spiritually different.
2.
Reciprocity:
the perfection of unity in marriage increases with the diversity of its
composing elements when integrated into a conjoint self. In order to
achieve a reciprocal relationship, a woman’s traits must harmonize or fit
together with the traits of her partner and vice versa.
3.
Eternity:
the unity marriage relationship is eternal, continuing in the afterlife of
heaven. Marriage is a spiritual union of mind and spirit and does not end
till death do us part. It is eternal, since a person’s spirit or mental
self is immortal.
Section
2: Team Presentation on
Deborah Tannen
Gender & Discourse
Chapter 3 “Gender Differences in
Conversational Coherence – Physical Alignment and Topical Cohesion”- Pages
85-135
(By: Caitlin
Botelho)
During lecture five,
there was no presentation for chapter three of Gender and Discourse, so I will cover
what I read in the chapter.
Deborah Tannen
conducted a study about gender differences in conversational coherence of best
friends in four different age groups; second graders, sixth graders, tenth graders,
and twenty-five year old adults. Tannen
coined two terms in this chapter to express differences in male and female
between different age groups: physical
alignment (the ways that speakers position their heads and bodies in
relation to each other) and topical
cohesion (how speakers introduce and develop topics in relation to their
own and others previous talk). This
chapter focuses on 20-minute video tapes of eight groups: one male pair and one
male pair for each age group.
The videotapes were
made by Bruce Dorval. He invited
students to talk to their best friends for 20 minutes in his office. The pairs were left alone for five minutes, and
then
Physical Alignment
At each age level,
girls sit closer to each other than boys and align themselves to face one
another. Girl’s gazes are fixed on each
other with occasional glances away. Every
once in a while, the girls will touch one another, but for the most part sit
still. Boys on the other hand, at every
age level, compose themselves very differently.
Their chairs are at angles to each other and their gaze is everywhere in
the room, with occasional glances at one another. The two younger pairs of boys, second grade
and sixth grade, give the impression that the chairs cannot contain them. The tenth grade boys sprawl out in their
chairs rather than sit nicely in them, and the oldest pair of boys sit rather
still but parallel to each other. Below
are some illustrations from Gender and Discourse that show the way both genders
(second and sixth graders) align themselves.
Are males disengaged
because they aligned themselves away from each other? No, this is not necessarily the case. Different cultures have different ways of
expressing engagement with one another. For
example, many cultures show respect by avoiding eye contact and never looking
their superior in the face. Tannen says
that if you were to watch the videotapes of the tenth-grade boys with the sound
turned off you would think these boys were disengaged. However, with the volume turned up, these
boys had the most “intimate” conversations of any group.
Topical Cohesion
Among all age groups
of females, there has been no problem finding something to talk about. Among all ages except the tenth-grade boys,
however, there is very much difficulty finding something to talk about. I will discuss in short, each pair and the
things they experienced in this situation.
Second-grade boys vs. Second-grade girls
With second-grade
boys, no topic is elaborated. Instead,
there are small amounts of talk about many different topics. Boys in this pair do not stick with one topic
for more than a few turns of talk. Because
the boys in this pair have a hard time sitting still, and a hard time talking
about serious/intimate things, it shows that sitting and talking with a friend
is not something natural for these boys.
On the other hand, girls have no problem deciding on a topic to talk
about, and even seem comfortable engaging in this talk.
Sixth-grade boys vs. Sixth-grade girls
The sixth-grade
boys, like the second-grade boys, touched on many topics, but only for short
periods of time. Of the 55 topics they
touched on, no topic extended more than a few turns of talk, and only two of
those topics were more than a few utterances.
Most of the sixth-grade girls talk about intimacy and fights. There are two recognizable aspects of talk
with sixth-grade girls: (1) their talk is highly stylized in a sing-song way
and (2) their talk is made up of “constructed dialogue.” Constructed dialogue is when someone uses
reported speech or direct quotations in conversation. For example, Julia says (Tannen 1994, 110):
I hate for my parents to be divorced.
That’s what happens when they get in
fights.
I think that they’re just gonna say,
“Well,
I’m gonna get a divorce.”
Tenth-grade boys vs. Tenth-grade girls
With tenth-grade
girls, the most frequent verb introduction is “go” (“I go ‘What?’”). Another frequent introduction in conversation
is “be + like” followed by what someone was feeling, more than what someone
said (‘I’d be like ‘no way’”). Tenth-grade
boys do not look around the room aimlessly, nor do they look at each
other. Unlike the younger boys, his pair
is able to talk at length on each topic.
The boys of this age group talk a lot about other people, but spend
quite a bit of time putting people down.
Twenty-five year old men vs. Twenty-five year
old women
Men in this group
find it very difficult to find things to talk about, seen by cerebral effort
and strain. When they talk, they made
broad and abstract statements rather than personal ones, which they stress, are
only personal opinions. Women in this
group on the other hand, seem to talk to each other in terms of “getting the
lower hand” as described by William Beeman.
Each girl competes for the distinction of having little self confidence,
low grades, lack of ability, and poor communication skills.
Personal Opinion
After many years of
talking with my friends, just the two of us, things just come natural. I have never put much thought into the body
language of girls versus boys in conversations with the same sex. That is until I finished this chapter. Now I find myself constantly watching guys
talking to each other and girls talking to each other and compare the
differences. My findings prove the point
that Deborah Tannen made in chapter 3. Girls
are more comfortable having an intimate, face-to-face conversation with their
girl friends. I want to say that guys
are “intimidated” by having an intimate conversation with their guy friends,
face to face.
Dr. Laura Schlessinger
The Proper Care & Feeding of Marriage
Chapter 3 “The Good, the bad, and the ugly”-
Pages 85-104
(By:
Josie Garcia)
The first presenter on the readings was Angela. She spoke about
Chapter 3, titled The Good the Bad and the Ugly, of Dr. Laura’s book The
Proper Care and Feeding of Marriage. She first gave a quick overview
of the book, and touched on some main topics. In this chapter Dr. Laura writes
about unrealistic expectations of marriage, and the problems caused by those
expectations. “Advanced dating” replaces courtship and traditional dating
where couples used to get to know each other. More people are “shacking up” and
acting married when they are not. She also calls this “playing house.”
The couples have fun together, party together, and believe this to be the
reality of marriage when it isn’t. Often times when the couple begin to have
bills, children, and other responsibilities they begin to have trouble in the
relationship.
Angela found Dr. Laura offensive. She
believes husband and wife should have equal power in a relationship, while Dr.
Laura seems to have a Male Dominance perspective on marriage. Angela
wants equal satisfaction in a relationship; this is known as affective
conjunction in the Unity Model of Marriage. She does believe marriage has
more to offer, and shared a personal perspective with us. She was in a
“playing house” situation without the commitment of marriage. She found
that without spiritual intimacy there is less satisfaction in love sex and
intimacy. In a disjunctive relationship there is one person who is more
controlling, selfish and dominant. There is also a lack of respect for each
other’s emotions which can cause more fighting and arguing. This led to a
discussion on hellish vs. heavenly thoughts on marriage and relationships.
In preparation for this chapter of her
book, Dr. Laura asked three questions to married men and women then shared some
of the typical answers. Angela gave her thoughts on these answers regarding
them being hellish or heavenly. Here are the questions and a couple of the
answers discussed in the oral presentation:
Question 1: What was your biggest surprise to learn about
marriage?
Answers:
Male
hellish thought: “Your free time is cut by 80%”
Male
heavenly thought: “That two can live as cheaply as one.”
Female hellish
thought: “Marriage didn’t solve all my problems and it didn’t make me feel
complete”
Female
heavenly thought: “How amazing it is to belong to somebody.”
Question 2:
“In what way(s) has marriage made you a better person?”
Answers:
Male heavenly
thought: “I have greater patience, reliability, stability, and happiness.”
Male heavenly thought: “She opened me up to
sharing and caring about others”
Female
heavenly thought: “Being with him makes me want to be a better person.”
Female
heavenly thought: “I like myself more because I know that my husband loves me.”
Question 3: “What are the benefits of being married
vs. single?”
Answers:
Male hellish thought: “I eat better”
Male
heavenly thought: “You have someone to build a history with.”
Female hellish thought: “safe happy and
fulfilling sex life.”
Female heavenly thought: “I have someone who respects, supports, and loves me every
day.”
The
class and Dr. James agreed with Angela as far as whether the answers for
questions one and two being ‘heavenly’ or hellish.’ However, there was some
discussion on the answers to question three that Angela saw as hellish. Dr. James
believed the responses could actually be a heavenly thought, depending on the
context in which the man or woman meant it. I can see both sides of this
argument. I do believe they were means as heavenly thoughts, because the
speaker sees them as benefits of marriage.
Conclusion to Oral Presentation on Dr. Laura
In conclusion to this reading presentation
Angela shared some of the answers she was given when she asked her friends the
same questions Dr. Laura asked for her book. While her friends are not married,
they answered the questions based on being in a relationship.
Question 1
The male was surprised by “how crazy females
are.”
The
female was surprised to “learn about herself and the
way she treats people.”
Question 2
The male answered that he was “a good person
before and after the relationship.”
Question 3
The male answered that one benefit is “sex is
better in a relationship.”
The
female answered that she would “never know” the benefits of marriage.
Unity Model of Marriage Generation 26
(By: Josie Garcia)
In preparation for the oral report on
readings Chloe read the following reports from The Unity Model of Marriage
Generation 26:
http://www.soc.hawaii.edu/leon/409bs2007/akaveka/akaveka-409b-g26-report1.htm
http://www.soc.hawaii.edu/leon/409bs2007/aquinomichaels/aquino-409b-g26-report1.htm
Based on the following chart, Chloe gave us
examples of each level in the chart from the movie Prime (used in both
reports from the prior generation) as well as her own examples from the movie 50
First Dates.
|
Phases |
Three |
Fold |
Self |
|
That Govern Interactions |
Sensory Motor (external) |
Cognitive (internal) |
Affective (feelings) |
|
Unity |
7 |
8 |
9 |
|
Equity |
4 |
5 |
6 |
|
Dominance |
1 |
2 |
3 |
______________________________________________________________________
With so many reports
and each one having a different author, I think oral reports based on the prior
generation reading assignments are a little harder. However, if you have
watched both of these movies, they serve as good examples. I will explain
each of the nine levels, and try to give clear examples from Chloe’s presentation
and my own knowledge of the movies. First, here is a basic synopsis of each
movie:
Prime: The main characters are Raffi
and Dave. Raffi is an older woman dating a younger
man. Their relationship is largely based on the physical aspect, and they are at
very different places in life. To complicate matters, Raffi’s
therapist is Dave’s mother.
50 First Dates: The main characters in this movie are Henry
and Lucy. Lucy suffered severe head
trauma in an auto accident and lost the ability to convert short-term memory to
long-term memory. Henry falls in love with her, but has to make her fall in
love with him every day, because she doesn’t remember him in the morning.
Level One: Sensory Motor Dominance- pleasure due to
control over partner
Example: Raffi is in the mood for sex, so she puts on a sexy outfit
and asks Dave if he is coming to bed. Dave continues playing his video game.
Level Two: Cognitive Dominance- thoughts on how to
pressure partner to cooperate
Example: Henry uses
Lucy’s condition to control her. He uses what he learns about her to win her
over the next time they meet, but she doesn’t remember any prior meetings.
Level Three: Affective Dominance-compel partner to be
submissive
Example: Raffi holds and shows a child to Dave, to try to entice him
want to have a child with her.
Level Four: Sensory Motor Equity-action as part of a
give and take system
Example: Dave gets
his own apartment, and Raffi gives him a second
chance as her boyfriend.
Level Five: Cognitive Equity-thoughts and evaluations of
each other
Example: Lucy wishes
she met Henry the day before the accident, so she would remember him, but Henry
says it’s okay, he’ll make her fall in love with him
every day.
Level Six: Affective Equity-gain more from partner
Example: Lucy feels
she is holding Henry back from living his dream, because he spends his time
making her fall for him every day, so she erases him from her journals and lets
him go. She just wants him to be happy.
Level Seven: Sensory Motor Unity- unity as a whole
Example: Henry and
Lucy have sex for the first time, even though it’s still like a first date for
Lucy.
Level Eight: Cognitive Unity- thoughts about being
spiritually connected.
Example: Lucy wants
to help Henry win him over the next day, so she tells him she’s “a sucker for
Lilies.”
Level Nine: Affective Unity- conjunction on feelings
Example:
Lucy doesn’t remember Henry, but she dreams about him, and paints pictures of
him.
The
ultimate goal for a Unity Model of Marriage is to reach level nine, to have
affective conjunction in complete unity. This is easier for the female,
and something the male usually has to work hard to achieve.
Section 3: Team Presentation on Exercises
(By: Rebecca
Alexander)
(a)
Summarize the main ideas presented by the team.
The team for exercises presented Lecture 3 which discussed
the Unity Model of Marriage; reciprocity, self-witnessing and conjugial love.
Reciprocity: Traits of a couple are
interconnected with one another; woman’s traits must complete man’s traits and
vice versa.
Self-Witnessing: To reach the goal of unity in marriage, you
must practice self-witnessing. You must monitor what your mental organs are
doing: your feelings (A-Affective),
Thoughts (C-Cognitive) and sensations and actions (S-Sensorimotor). By
practicing this you will not feel angry (Affective) (your feelings), you will
not think biased thoughts of men (Cognitive) (your thinking) you will never do
these actions again (Sensorimotor) (your actions).
Conjugial Love: This is Spiritual
Marriage, “until eternity.” Couples reach this spiritual intimacy through steps
and phases which include male dominance, equity and finally unity. Couples must
master reciprocity and self witnessing together to reach the ultimate in
marital bliss, which is working together to be married on earth as well as in
heaven.
(b) Describe what they did and how they interpreted it.
Each member of the team had their own section
of Lecture 3, allowing them to develop and discuss the lecture material in
greater detail. Each did well in examining the 3 stages of unity, introducing
self-witnessing, and how men in the male dominance phase put down woman and how
they have learned to do so in society since birth. Our underlying theme in this
lecture is still ultimately how to work through these demises in life and to
proceed to climb up the ladder to reach the unity phase with our soul mates.
(c) Describe some of
the ideas that needed a better justification or greater amplification.
The group that presented exercises did well in their
discussion and delivery of the lecture material. They were concise and to the
point, addressing the issues that Professor James was interested in having us
understand in greater detail. An idea in the lecture presentation that I felt
needed to be addressed more clearly was the idea of self-witnessing. I
understand the fact that you must think heavenly thoughts of others and
yourself and not act upon them, and in turn you will feel differently and more
heavenly. I am unaware of how you are able to change your thoughts, how to not
allow oneself to ponder ideas of hellishness. Is it okay to think of them for a
moment, but try to push them aside and not act upon them? That is a question in
which I feel should be clarified more in future lectures.
(d) What was the
success of the approach they used?
The success of the approach that this team used for their
presentation was, they incorporated their own life experiences into their
presentation by relating them to the lecture material. By doing so they were
able to connect with audience by sharing how they felt about certain issues,
setting up a rapport to gain common ground so that the audience was able to
relate to them. Such an example was relating woman’s affective self to arguing
with her boyfriend; that she should not worry about getting mad or speaking her
mind, because women are allowed to voice their opinions.
(e) What improvements
are needed in the procedures or in the instructions?
I feel as though the instructions are very clear and do not
need much improvement. If a person who was not in this class stumbled upon our
website, I believe that they would have no trouble accessing and understanding
our information. My only criticism might be that the text often is redundant; I
feel that the explanations could be summarized in shorter, concise phrases so
that students are able to clearly focus on what the tasks calls for.
(f) What are the
limitations of these types of exercises?
There are few limitations that these exercises display.
These exercise questions are open-ended allowing students not be restrained by
certain boundaries. Students are able to relate their own experiences of their
relationships with others, tying them into the represented models of the
lecture. This allows students to be able to converse theories that they agree
with, being able to talk freely and develop their ideas to establish a rapport
with the audience. “Yes” or “No” questions simply do not apply to this type of
exercise, because it does not allow the speaker to ponder their life in ways in
which they would if they were given the freedom of open-ended questions. We are
able to ask our friends, partners, neighbors, family what they feel in these
issues, allowing us to connect to others, not only other students in our class
in discussions of spiritual unity.
(g) Describe what
happened when you did some of the steps of the exercises.
Whenever I read anything in this class I try my hardest to
have a positive bias but I often find myself going back and forth between a
positive one and a negative one. When I
think about the possibility of the unity model of marriage, I often revert back
to my relationship and compare the way my fiancé and myself are. I truly believe that men and women should
have equal parts in a relationship, although that is rare to find…but I found
with some people that I have talked to, if the ways things are going in your
relationship (male-dominance, female-dominance, etc) if it works for you then
that’s all that matters.
When I spoke to my fiancé about the unity model of
marriage, his response, as I’m sure if typical of most guys just finding out
about this, was disbelief. He does not
think it is fair for men that they have to “drop everything they want” for
their wives. However, he often quotes
“happy wife, happy life.” I guess it’s
just to some extent though. It works for
us!
My fiancé is not the only one who has this negative bias
about the unity model of marriage. I
hate to say, but almost everyone (men AND women) that I talk to thinks it is
unfair to men. The only thing I can tell
people about this theory is to be open to the fact that it could be
possible. That is the hardest part about
understanding this model.
Section 4: Annotated Web Links
(By: Caitlin
Botelho, Josie Garcia, and Nicole Salviejo)
1. Marriage Stress Busters: Don't
Let Stress Tear You Apart
http://marriage.families.com/blog/marriage-stress-busters-dont-let-stress-tear-you-apart
This website relates
to the article in the lecture notes about marriage and stress. Here you can find some tips to combat stress
and bring you and your partner closer together.
2. Love
and Marriage Survey: Advice Before You Get Married
http://www.arnoudforyou.com/love-marriage-survey-advice.html
Do you want to know
if marriage is right for you? This
website informs its readers about the perfect marriage, the purpose of
marriage, the importance of love, etc.
3. Benefits
of Healthy Marriage
http://www.familydynamics.net/benefitsofhealthymarriages.htm
Researchers have
found that having a happy, healthy, and fulfilling marriage benefits all
members of the family. Statistics show
the positive effects of marriage on children, women, men and communities.
4. Conjugial
Love
http://www.sacred-texts.com/swd/cjl/index.htm
This website is the
book “Conjugial Love” by Emmanuel Swedenborg.
If you ever wanted to read this book, but did not know where to find it
or did not want to buy it, it is at your hands online.
5. Nagging
Wife
http://youtube.com/watch?v=ELZlqwR68zs
The “Nagging Wife”
is a commercial that serves as an example of the first two levels of
conjunction as described by Dr. Emanuel Swedenborg, in which the husband
displays cognitive disjunction by ignoring his wife and her needs. The husband in the commercial doesn’t wish to
be bothered by his wife while he is working on his laptop, so he presses a
button on his computer to get “rid” of her.
6. Chris
Rock: View on Love & Relationships
http://youtube.com/watch?v=R6OaRcsfnY4
Comedian, Chris
Rock, shares a comical perspective on love and relationships that relate
towards Dr. Swedenborg’s description of men and their refusal to have conjoined
intimacy with their female partners. In
order to transcend to the next level of unity, a man must be more open and more
flexible towards his partner.
7. Guy
ditches Girlfriend in labor to play World of Warcraft
http://youtube.com/watch?v=aRh7qHU6LqM
Talk Show host, Tyra
Banks, interviews a woman whose fiancée is addicted to playing video
games. The wife, like many women
described by Dr. Swedenborg, wishes to achieve all level of intimacy with her
fiancée, but cannot because he is unwilling to let go of his independence and
his own self-interests in order to please his partner.
8. 50 First Dates
http://www.youtube.com/watch?v=oHeNGkJr4hg
This is an overview
of the movie ‘50 First Dates’ mentioned in section 2, regarding the
relationship between Lucy and Henry.
9. Prime
http://www.youtube.com/watch?v=rhHXFsTXTQ8
These are scenes from the movie ‘Prime’,
mentioned in Section 2, which show aspects of the relationship between Raffi and Dave.
10. Amy
Sutherland
http://www.msnbc.msn.com/id/23127234/
While discussing Dr. Laura’s book Angela
mentioned a study done on training husbands using the same techniques used to
train exotic animals. The following is a link to this story on MSNBC.