WHITE DEVIL said:
you dont know what the parents did or didnt do.
Precisely. Do you think this means we should not investigate?
It's the classic nature vs. nurture. And you are making the case for nature. I happen to believe that there are a little of both involved, but I place much more emphasis on nurture.
Every single experience we have when we are born and growing up makes an imprint in our psyche. Most of these imprints come from those who we directly interact with: our parents. Our imprints determine the way we react to certain stimulus in the future. These imprints can be very hard to reprogram in adolescence and adulthood, often requiring large amounts of psychotherapy, psychedelic drugs, or near death experience.
"The circuitry of the human robot, like that of other primates, is wired to take imprints at crucial moments of what ethologists call "imprint vulnerability." These occur on a pre-programmed schedule; the bio-suvival imprint is taken as soon as the mother's breast is offered; the territorial imprint as soon as the infant is able to walk about, yell and generally meddle in family politics; the laryngeal imprint as soon as the DNA-RNA signals trigger the talking stage; the sexual imprint at the first orgasm or mating experience, etc."
"Each of these imprints exists in the nervous system as a separate circuit or network. Any one of them can be kinky or odd, since the biocomputer imprints literally anything at the moments of imprint vulnerability.
A kinky bio-survival imprint may take such forms as anxiety, phobias or outright autism. A weird territorial-emotional imprint can be overly submissive, in which case the subject suffers, or overy dominant, in which case those unfortunate enough to associate with the subject do the suffering. A bizarre symbolic is, at this stage of evolution, the norm: almost every society educates the young for stupidity, dogmatism, intolerance and inability to learn anything new. As for the sexual imprints: everybody can see how compulsive abd weird everybody else's sexual imprint is; but alas, few can see that about themselves." From Robert Anton Wilson
http://www.rawilsonfans.com/articles/IRobot.html
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Neuronal imprinting of human values.
* Delgado JM.
Centro de Estudios Neurobiologicos, Pasage de Caleruega 13, 38033, Madrid, Spain.
In the 21st century, psychophysiology will face the challenge of establishing ethical principles and practical means for the genetic and social influencing of the development of human beings. Neuronal imprinting of beliefs and morality within infantile minds will be necessary for the peaceful coexistence of races and cultures. This process requires study and consideration, among others, of the following psychophysiological facts: (1) Genes do not transmit moral values. (2) Material support of physiological activities is necessary for the existence and development of mental functions. (3) Imprinting of human values is based on material changes within neuronal structures. (4) Early neuronal imprinting is performed without personal awareness or consent of the individual and depends on sensory inputs, mainly from the social structure of the group. (5) Biological structures lack values. Personal and social antagonisms do not depend on genes, but on cultural indoctrination. (6) Pleasure and punishment (positive and negative reinforcement) are the two main elements, which regulate animal and human behavior. (7) Values must be chosen by adults, who decide the questions 'why'? 'when'? 'which ones'?, 'who should teach'?, 'what?' and 'how'? (8) Many biological imperatives are shared by all animals and by all people. Human beings may be considered the 'crickets of the Universe', unable to understand the mysteries of nature because of our insufficient neuronal capacity. (9) Our emotional life is mainly related to the structure of the limbic system controlled by the neocortex. (10) New theories based on the integration of physics, chemistry, biology and other specific areas of knowledge, as proposed by the General Theory of Systems, will avoid 'opposites', favoring the acceptance of complementary aspects of reality. (11) Early education will promote preferential learning which depends on both genetic endowment and neuronal development influenced by experience. It is the responsibility of psychophysiology to establish the guidelines for better education, clarifying the material and psychological aspects of the mind.
PMID: 10677650 [PubMed - indexed for MEDLINE]
from
http://www.ncbi.nlm.nih.gov/entrez/...ve&db=PubMed&list_uids=10677650&dopt=Abstract
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It could be just that the kid was simply "nuts", as you put it, but it's a mistake to jump to that conclusion without investigating.
