10 Responses to Are Jerks the Future of the Internet? [Infographic]
While poor academic skill and poor verbal skills no doubt go onto form a bully, many bullies come from a home of bullying – i.e. there is bullying in their home and from there, the bully learns the bad behaviour. This remark was made to me by a small town teacher, and tbh I'd say s/he isn't far wrong
I think you're onto something. The other kind of bully I've seen come from families that have unrealistically positive views of their children. That is, their kids can do no wrong, so any sign of bullying is dismissed as an act of self defense or a lie being told by other children. The bad behavior is not only never corrected by the parents, it's practically encouraged! >_>
future?
Play an MMO for a few hours with random people, I guarantee 'Retard' will come up at somepoint.
This shit is stupid. All of the pussies complaining about being bullied are just looking for attention & people to "kiss it better". Friends tell you what you want to hear. Bullies tell you what you NEED to hear.
A bully is the natural response to rampant narcissism.
I'd try to give a fuller explanation. But then I'd be the bully wouldn't i?
TBH I don't care much for that fact anyway, I have a 700 page sociological reference manual here that suggests the truth of the matter cannot be encapsulated so easily in an infographic:
In sharp contrast to the traditional exclusive inner-system focus, we share the view of many other contemporary self theorists that the self is fundamentally interpersonal. Moreover, the self-construction process is intrinsically rooted within, and dependent upon, interpersonal processes that unfold in the social world (e.g., Baldwin & Holmes, 1987; Hoyle et al., 1999; Markus Sc Cross, 1990). A n d these interpersonal processes and "situations" involve not only significant other individuals but also relevant social groups that ultimately become part of one's "collective self" (e.g., Sedikides Sc Brewer, 2001). Indeed, interpersonal processes may precede changes in intra-personal processes, and the latter may be adapted subsequently to take the interpersonal into account. The social experiences and processes are seamlessly connected to the intra-individual dynamics that they reflect and that in part create them and they become an inextricable component of the experiential self (as illustrated in Morf & Rhodewalt, 2001a, 2001b).
pre-dispositions ultimately influence such personality and self-relevant qualities as sensory and psychomotor sensitivities and vulnerabilities, skills and competencies, temperament (including activity level and emotionality), chronic mood, and affective states (e.g., Plomin, DeFries, McClearn, Sc Rutter, 1997). In turn these all interact with social cognitive, social learning and culturalsocietal influences, mediated by, and conjointly further interacting reciprocally with, the self-system that becomes constructed over time. Consequently, these pre-dispositions influence the organization of the selfsystem, the self-construction process, and the behavioral-signatures that ultimately characterize the person (Mischel Sc Shoda, 1995). Self-construction is thus born out of the interactions between these pre-dispositions and the evolving self-system in its dynamic transactions with the social interpersonal world in which it is contextualized.
(This "dreaded homunculus" keeps popping up as a "specter" interfering with sociological research. Furthermore researchers attribute some significance to an individuals own "theory of mind" for their over-all cognitive structure and self-model)
Thus actions in the service of selfconstruction are biased in the selection and interpretation of social feedback and performance outcomes, motivated at least in part by the desire to build, affirm, and protect identity and self-esteem in line with the person's self theory (e.g., Hoyle et al. 1999; Morf Sc Rhodewalt, 2001a). In developing and testing these theories, the person is "first of all an actor rather than a thinker or a theorist" (Athay & Darley, 1981, p. 283)."
(It is the child's natural tendency to want to do so, and adopt the theory of mind that significant others hold. It is also most often the most accomplished, praised and well-adjusted individuals (kids) who cling to a homunculus-like theory of mind. They are of course introduced to this theory by the culture, but they also misrepresent the world using it and thus misrepresent the bully as well. A group of kids that find solidarity in each other and are able to praise each other (in-group) also need to project negative attributions upon another class of people (out-group), which can be seen as a fundamental attribution error. By successive flawed and heinous attributions of self, based in a homunculus-like theory of mind, acted against the child, the child becomes a bully.)
Source: A ton of papers; The Handbook of Self and Identity; Being No One; Abnormal Psychology; Psychology: An Introduction, Developmental Psychology: Childhood and Adolescence, "She did what?" "There is no way I would do that!" The potential interpersonal harm caused by mispredicting one's behavior, The Totalitarian Ego: Fabrication and Revision of Personal History, Mirrors and Masks: The Search for Identity, The Presentation of Self in Everyday Life, (MORE)
If you read the above your eyes are probably bleeding out of your skull. Your superior orbital fissure is constricting your trochlear nerve and causing disploplia (or something like that). But that was maybe only 700 words, not 700 unillustrated pages – which only gives you a rough outline anyway.
The heart of the matter lies at home, in the fact that most of us just don't give a crap. Not enough to spend the time and energy on it, it's much more satisfying to turn a blind eye or attribute total failure to the bully within the homunculus-like theory of mind, while praising others and thereby exacerbating the problem. The most we are willing to do is skim over a visually stunning infographic with a few shallow points on it.
I study this stuff everyday. I'm currently shifting between Neuroanatomy Through Clinical Cases, BRS: Neuroanatomy and Neuroexam.com to wrap my head around… my head ("the brain"). But it's not just "interesting facts", I look at stuff like the "interpeduncular fossa" and I think "One of these is in my head? directing nerve fibers to destinations that sustain my conscious existence?" It's a matter of self-realization.
There are all kinds of "interesting facts" there, but unless it is widely spaced and colorized, reduced to 70 words from 700 pages, you get treated like a bully for A) Suggesting others are wrong, B) Having a difference of Opinion, C) Talking too much, D) Killing the buzz in the room, E) Obscure use of terminology, F) Too much certainty in my own "opinion", etc… basically people do everything they can to remain ignorant and cling to their own pet ideas, and that is nothing more than an extension of the attitude of the kids in the non-bully group towards the so-called bully.
I can show that its the case all the way up the chain from the schoolyard to the Supreme Courts. Because I not only study the brain/mind of the individual, also the social system which defines that individual to themselves (initially) and in the context of the society. You can look at USA v. Powell, USA v. Armintraut and USA v Moore for a few examples of Supreme Court cases in which the "homunculus-like" theory of mind is maintained in the face of scientific evidence to the contrary. The science is basically regarded as irrelevant and tossed out. There is a fear of not being able to hold the "bully" in society accountable and therefor the "invasion" of scientific theory has been barred from the justice system. Also see: A Foolish Inconsistency: Keeping Determinism Out Of The Criminal Law by Michele Cotton (2005).
While poor academic skill and poor verbal skills no doubt go onto form a bully, many bullies come from a home of bullying – i.e. there is bullying in their home and from there, the bully learns the bad behaviour.
This remark was made to me by a small town teacher, and tbh I'd say s/he isn't far wrong
I think you're onto something. The other kind of bully I've seen come from families that have unrealistically positive views of their children. That is, their kids can do no wrong, so any sign of bullying is dismissed as an act of self defense or a lie being told by other children. The bad behavior is not only never corrected by the parents, it's practically encouraged! >_>
future?
Play an MMO for a few hours with random people, I guarantee 'Retard' will come up at somepoint.
This shit is stupid. All of the pussies complaining about being bullied are just looking for attention & people to "kiss it better".
Friends tell you what you want to hear. Bullies tell you what you NEED to hear.
A bully is the natural response to rampant narcissism.
I'd try to give a fuller explanation. But then I'd be the bully wouldn't i?
TBH I don't care much for that fact anyway, I have a 700 page sociological reference manual here that suggests the truth of the matter cannot be encapsulated so easily in an infographic:
In sharp contrast to the traditional exclusive inner-system focus, we share the view of many other contemporary self theorists that the self is fundamentally interpersonal. Moreover, the self-construction process is intrinsically rooted within, and dependent upon, interpersonal processes that unfold in the social world (e.g., Baldwin & Holmes, 1987; Hoyle et al., 1999; Markus Sc Cross, 1990). A n d these interpersonal processes and "situations" involve not only significant other individuals but also relevant social groups that ultimately become part of one's "collective self" (e.g., Sedikides Sc Brewer, 2001). Indeed, interpersonal
processes may precede changes in intra-personal processes, and the latter may be adapted subsequently to take the interpersonal into account. The social experiences and processes are seamlessly connected to the intra-individual dynamics that they reflect and that in part create them and they become an inextricable component of the experiential self (as illustrated in Morf & Rhodewalt, 2001a, 2001b).
pre-dispositions ultimately influence such personality and self-relevant qualities as sensory and psychomotor sensitivities and vulnerabilities, skills and competencies, temperament (including activity level and emotionality), chronic mood, and affective states (e.g., Plomin, DeFries, McClearn, Sc Rutter, 1997). In turn these all interact with social cognitive, social learning and culturalsocietal influences, mediated by, and conjointly further interacting reciprocally with, the self-system that becomes constructed over time. Consequently, these pre-dispositions influence the organization of the selfsystem, the self-construction process, and the behavioral-signatures that ultimately characterize the person (Mischel Sc Shoda, 1995). Self-construction is thus born out of the interactions between these pre-dispositions and the evolving self-system in its dynamic transactions with the social interpersonal world in which it is contextualized.
(This "dreaded homunculus" keeps popping up as a "specter" interfering with sociological research. Furthermore researchers attribute some significance to an individuals own "theory of mind" for their over-all cognitive structure and self-model)
Thus actions in the service of selfconstruction are biased in the selection and interpretation of social feedback and performance outcomes, motivated at least in part by the desire to build, affirm, and protect identity and self-esteem in line with the person's self theory (e.g., Hoyle et al. 1999; Morf Sc Rhodewalt, 2001a). In developing and testing these theories, the person is "first of all an actor rather than a thinker or a theorist" (Athay & Darley, 1981, p. 283)."
(It is the child's natural tendency to want to do so, and adopt the theory of mind that significant others hold. It is also most often the most accomplished, praised and well-adjusted individuals (kids) who cling to a homunculus-like theory of mind. They are of course introduced to this theory by the culture, but they also misrepresent the world using it and thus misrepresent the bully as well. A group of kids that find solidarity in each other and are able to praise each other (in-group) also need to project negative attributions upon another class of people (out-group), which can be seen as a fundamental attribution error. By successive flawed and heinous attributions of self, based in a homunculus-like theory of mind, acted against the child, the child becomes a bully.)
Source: A ton of papers; The Handbook of Self and Identity; Being No One; Abnormal Psychology; Psychology: An Introduction, Developmental Psychology: Childhood and Adolescence, "She did what?" "There is no way I would do that!" The potential interpersonal harm caused by mispredicting one's behavior, The Totalitarian Ego: Fabrication and Revision of Personal History, Mirrors and Masks: The Search for Identity, The Presentation of Self in Everyday Life, (MORE)
If you read the above your eyes are probably bleeding out of your skull. Your superior orbital fissure is constricting your trochlear nerve and causing disploplia (or something like that). But that was maybe only 700 words, not 700 unillustrated pages – which only gives you a rough outline anyway.
The heart of the matter lies at home, in the fact that most of us just don't give a crap. Not enough to spend the time and energy on it, it's much more satisfying to turn a blind eye or attribute total failure to the bully within the homunculus-like theory of mind, while praising others and thereby exacerbating the problem. The most we are willing to do is skim over a visually stunning infographic with a few shallow points on it.
I study this stuff everyday. I'm currently shifting between Neuroanatomy Through Clinical Cases, BRS: Neuroanatomy and Neuroexam.com to wrap my head around… my head ("the brain"). But it's not just "interesting facts", I look at stuff like the "interpeduncular fossa" and I think "One of these is in my head? directing nerve fibers to destinations that sustain my conscious existence?" It's a matter of self-realization.
There are all kinds of "interesting facts" there, but unless it is widely spaced and colorized, reduced to 70 words from 700 pages, you get treated like a bully for A) Suggesting others are wrong, B) Having a difference of Opinion, C) Talking too much, D) Killing the buzz in the room, E) Obscure use of terminology, F) Too much certainty in my own "opinion", etc… basically people do everything they can to remain ignorant and cling to their own pet ideas, and that is nothing more than an extension of the attitude of the kids in the non-bully group towards the so-called bully.
I can show that its the case all the way up the chain from the schoolyard to the Supreme Courts. Because I not only study the brain/mind of the individual, also the social system which defines that individual to themselves (initially) and in the context of the society. You can look at USA v. Powell, USA v. Armintraut and USA v Moore for a few examples of Supreme Court cases in which the "homunculus-like" theory of mind is maintained in the face of scientific evidence to the contrary. The science is basically regarded as irrelevant and tossed out. There is a fear of not being able to hold the "bully" in society accountable and therefor the "invasion" of scientific theory has been barred from the justice system. Also see: A Foolish Inconsistency: Keeping Determinism Out Of The Criminal Law by Michele Cotton (2005).
Still in the schoolyard apparently…