Hello,
I do research in neuroscience and focus primarily on mental health. I have touched a bit on developmental disorders but focus primarily on depression at the moment and previously worked on schizophrenia. The research I do involves examining the effects of genetic and epigenetic on depression and how these tie into complex mechanisms in the brain. Epigenetics is a more recent (well a few decades) discovery and is essentially a code on top of the genetic code that switches genes on or off (or anything in between). This is how we can have hundreds of different kinds of cells in our bodies, they all have the same underlying structure but varying how the genetic code is used allows them to develop very differently. We could be a banana (well pretty close) if everything was tweaked the right way. I know we would need chloroplasts too, i guess we just could not photosynthesize.
I am still working on the degree but eventually I think I would rather focus on research than teach, but both are quite fun.
Cool stuff. Sometimes I wonder if it would be in my best interest to go back to school for psychology or something more practical than philosophy (which is ANYTHING). I have some of the same worries about it, though. I would try to say something about what you do but I would sound like an idiot, so yeah.
Like you, I can also get dressed no matter what and go to work or what have you. So I am still not quite sure what the difference is but Ok.
Am I to take it from this that you are depressed?
I don't know what the difference is either. I just know that people never believe me when I say I have problems and I guess that must be because I don't come up to them wailing, in shambles. I have no idea.
I see. I must wonder what happened to philosophy. It seems like you could actually do something with such a degree in the olden days. Well I was not there so perhaps they faced other struggles and problems. I considered philosophy as well, but yes the prospects after you get a degree were completely absent, which is quite unfortunate. Than again I taught it to myself since a young age without any books or guidance so perhaps I would not have done so well. It was not until my teens that I started to read more about it whenever I had time. Unfortunately I do not have that much time. I guess for me it is always something that I will still think about and do a little of as a hobby and churn out books that I am unlikely to publish and that no one will ever read. But you can still keep it as a hobby and maybe get to publish those essays and books that might actually draw interest. My second choice was research related to neuroscience since it encompasses many scientific fields. There is a touch of biology, medicine, psychology, but also a large part is chemistry and there is some physics as well. So to me it satisfies many of my interests.
I think it's getting a lot harder for philosophy with the dwindling places for professors and overspecialization. They say it's been downhill for the last 50 years (in terms of job prospects, competition, etc.) and not getting better anytime soon. A lot of people who quit the PhD (about 50% never finish) end up in law school or something like that. I considered going for just an MA, but basically the PhD programs are for the 'real' philosophy students who get TAships, and the MA programs are moneymakers with less quality teaching, although there are a few notable--and highy competitive--exceptions.
Philosophy was kind of the 'Aha,
that's what I've been searching for all this time!" for me. I was always frustrated (not to mention bored!) that the questions I wanted to discuss weren't raised or the way I thought to solve problems wasn't the way they expected research to be done in linguistics and anthropology. And then I finally realized that that was because I was asking different
kinds of questions, which philosophy was better suited to tackle. I'd already become obsessed with Peirce when we had to read a bit because of his influence on theory in linguistic anthropology, but I didn't realize that although people may use his semiotic theory there, I wouldn't get to debate its merits or explore its foundations. I couldn't argue for a theory on the basis of its being more epistemologically sound. Or, I could, but no one would be joining in the conversation with me.
That problem isn't entirely alien to me in philosophy, though, either. I finally had a professor (who himself can't maintain eye contact--I recall an entire conversation in which he stared at my chest in a totally nonsexual manner) take me aside and tell me that the problem is that I can't write what I'm passionate about. I have to stick to texts and small criticisms. I can't seek out the foundations and assumptions, at least not until I have the PhD and people would actually listen to me. And deep down, I knew he was right, and I would have to follow his advice if I wanted to succeed. But that's now how I learn and progress. Maybe I was too influenced by the depression, but I just don't see myself enduring a difficult path if what I get in return isn't the genuine opportunity to pursue my interest but just busywork intended to demonstrate technical skill and finesse more than honest inquiry.
I abandoned the idea thinking I would be able to do as you say and keep up with it as a hobby. But I am doubting myself more and more. For awhile I simply focused on getting through my days and put any interests aside entirely. It was a bad time. Even when I devote all my energies to doing what I am 'supposed' to do (i.e. teaching English), I am not as good at it as my peers, and I am more exhausted and defeated afterward. I have so much guilt and fear of failure attached to everything now, added to my already subpar abilities with time management and organization, that I don't know how I'd keep up with such a hobby. In college it took a great deal of time and energy to just allow myself to enjoy my interests again, rather than constantly dreading my inevitable failure. Now that I am not in college, I have less time to devote to that. Procrastination has been a problem for me since at least 5th grade, the first time I recall staying up until 1am to finish assignments. I bought
a book that promised to help but it backfired because even the things it took for granted as no-stress rewards were stressful for me to put on the schedule--socializing? cooking? cleaning? sleep? Every day looks like an onslaught of stressful tasks that I will do poorly or at the wrong time. After the first couple weeks of meltdowns when dinners with my boyfriend did not go as scheduled, I just gave up on it (took me a month to put cause and effect together, though!), and the sight of the schedule or thought of attempting to schedule anything fills me with dread.
I am reading again, though, finally. One of my students (an aspie herself) was extolling the virtues of a kindle to me and I thought, maybe that will help me, since I always lose track of books and don't want to lug them around everywhere, and I have to squeeze them into 30 minutes on lunch break in a crowded noisy mall. With a kindle, I can use my commute to read so I don't have to feel guilty, and I focus better, I think. It's not ideal, but at least I have that. It's like having a part of my soul back, you know? Right now I'm reading about Asperger's, but philosophy is on the list. I need to buckle down and study logic so I can comprehend certain other texts better.
Sorry, I've rambled way too much. It's really cool that you write philosophy, too. What are your interests?
Yes 7th graders do seem quite difficult to handle. I do not think I would ever want to teach such a class, so you are brave in your own way. I prefer sticking to university students, they are a little more serious and mature, just a little. I do also teach, proctor, and correct randomly for professors, especially in lab related classes.
Haha...here it's odd because so much depends on individual teachers' ability to scold students and keep them in detention. Most of their grade comes from exams, so there is little personal responsibility for homework. I think that's what I hate the most. That, and having to pretend to enjoy games. My emotional flatness is a real setback--I am neither enthusiastic nor intimidating, so I have to rely all the more on having a really good, intrinsically interesting plan and rehearsing it. I totally sucked at this at first, and they assigned me a teacher mentor, which helped a lot. She still laughs at how unenthusiastic I am, though. But if I'm concentrating on the plan, I can't remember to look happy at the same time. The students have come to accept my quirkiness, though, for the most part.