The Impact of 9/11 on Psychology and Education: The Day that Changed Everything?

293 Pages·2009·5.037 MB·English

by  Matthew J. Morgan (eds.)

The Impact of 9/11 on Psychology and Education
Also by Matthew J. Morgan
A Democracy Is Born
The American Military after 9/11: Society, State, and Empire
The Impact of 9/11 on Politics and War
The Impact of 9/11 on Business and Economics
The Impact of 9/11 and the New Legal Landscape
The Impact of 9/11 on the Media, Arts, and Entertainment
The Impact of 9/11 on Religion and Philosophy
The Impact of 9/11 on
Psychology and Education
The Day That Changed Everything?
Edited by
Matthew J. Morgan
With Forewords by
Robert J. Sternberg and Philip G. Zimbardo
THE IMPACT OF 9/11 ON PSYCHOLOGY AND EDUCATION
Copyright © Matthew J. Morgan, 2009.
Softcover reprint of the hardcover 1st edition 2009978-0-230-60843-6
All rights reserved.
First published in 2009 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of
the world, this is by Palgrave Macmillan, a division of Macmillan
Publishers Limited, registered in England, company number 785998, of
Houndmills, Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above compa-
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Palgrave® and Macmillan® are registered trademarks in the United
States, the United Kingdom, Europe and other countries.
ISBN 978-1-349-37538-7 ISBN 978-0-230-10159-3 (eBook)
DOI 10.1057/9780230101593
Library of Congress Cataloging-in-Publication Data
The impact of 9/11 on psychology and education : the day that
changed everything? / edited by Matthew J. Morgan, with forewords
by Robert J. Sternberg and Philip G. Zimbardo.
p. cm.
1. September 11 Terrorist Attacks, 2001—Infl uence. 2. September
11 Terrorist Attacks, 2001—Psychological aspects. 3. Terrorism—
United States—Psychological aspects. 4. Education—United States.
5. Social psychology—United States. 6. Post-traumatic stress
disorder—United States. I. Morgan, Matthew J. II. Sternberg, Robert J.
III. Zimbardo, Philip G.
HV6432.7.I445 2009
363.325'14—dc22 2009012236
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: November 2009
10 9 8 7 6 5 4 3 2 1
For true mentors—Jim N., Henry O., Anita G., Woody W., Mike W., Ted B.,
Brock H., Ozan G., Roland J., Yasir M., Bryan H., Brian M., John P., and
many, many others.
Contents
Foreword xi
Robert J. Sternberg
Foreword xix
Philip G. Zimbardo
Acknowledgments xxv
About the Contributors xxvii
Introduction 1
Matthew J. Morgan
I Psychology and Trauma
1 E ight Years in the Wake of 9/11: A Terror Management
Analysis of the Psychological Repercussions of the 9/11 Attacks 7
S pee Kosloff, Mark Landau, Dave Weise, Daniel Sullivan,
and Jeff Greenberg
2 Waging Terror: Psychological Motivation in Cultural
Violence and Peacemaking 23
M att Motyl, Kenneth E. Vail III, and Tom Pyszczynski
3 Coping with a Collective Trauma: Psychological
Reactions to 9/11 across the United States 37
M arnie Brow and Roxane Cohen Silver
4 Posttraumatic Stress after the 9/11 Attacks: An Examination
of National, Local, and Special Population Studies 49
L aura DiGrande, Rachel Fox, and Yuval Neria
5 Dark Clouds and Silver Linings: Social Responses to 9/11 63
L inda J. Skitka, Benjamin Saunders, G. Scott Morgan,
and Daniel Wisneski
viii CONTENTS
6 Shifting Moralities: Post-9/11 Responses to Shattered
National Assumptions 81
Ronnie Janoff-Bulman and Ramila Usoof-Thowfeek
7 Fear across America in a Post-9/11 World 97
A lice LoCicero, Allen J. Brown, and Samuel J. Sinclair
8 Coping after 9/11: Deep Interconnectedness and
Struggle in Posttraumatic Stress and Growth 115
A my L. Ai, Terrence N. Tice, and Catherine L. Kelsey
9 Trauma and Tragic Transformation: Why We Learned
Nothing from 9/11 139
Walter A. Davis
II Generational Effects
10 The Effects of Horrific Trauma on Children and Youth 151
David Elkind
11 How Has Terrorism Impacted the American Family? 161
D eborah A. O’Donnell and Jessica Powers
12 The Impact of 9/11 on Stress, Health, and Health Risk
Behaviors among Adolescents 173
Neil E. Grunberg and Sarah Shafer Berger
13 D eath and Intergenerational Behavior: A Tale of Power
and Immortality 187
Daniel C. Feiler and Kimberly A. Wade-Benzoni
III Terrorism and Education
14 M ilitarized Knowledge and Academic Soldiers:
Arming the University 203
Henry A. Giroux
15 Terrorism Education since 9/11 223
Ted W. Reynolds and Stephen Sloan
16 Military Education: New Paradigms for a
Post-9/11 World 239
James J. F. Forest
CONTENTS ix
17 College Student Reactions to 9/11: Civilian, ROTC,
and Military Academy Undergraduates 253
Morten G. Ender, David E. Rohall, and Michael D. Matthews
18 “ City of the world!”: A New Generation’s American
Exceptionalism 265
Patricia Peknik
Index 273
Foreword
Robert J. Sternberg
Why did 9/11 happen? This book considers many points of view on
this question. I would like to frame the discussion by highlighting
three of the many causes, all of which involve the teaching/learning process:
teaching that propagates hate, failure to teach for wisdom, and the challenge
of teaching young people to behave ethically.
Teaching That Propagates Hate
One might imagine that a purpose of religion in the world would be to lead
the fight against hatred. Historically, however, religious leaders have vacil-
lated between combating and actually propagating hatred, the latter usu-
ally toward people of other religions. In some cases, historically, the greatest
hatred has been felt not toward those of other religions but those of different
sects within the same general religious group (e.g., Catholics and Protestants,
Sunnis and Shiites).
Hatred has three components: negation of intimacy, passion, and commit-
ment.1 All contribute to terrorism. Consider each in turn.
The first component of hate is the negation of intimacy. Whereas intimacy
involves the seeking of closeness, the negation of intimacy involves the seeking
of distance. Often distance is sought from a target individual because that indi-
vidual arouses repulsion and disgust in the person who experiences hate. This
repulsion and disgust may arise from the person’s characteristics or actions or
from propaganda depicting certain kinds of characteristics and acts. The pro-
paganda typically depicts the individual as subhuman or inhuman, or other-
wise incapable of receiving, giving, or sustaining feelings of closeness, warmth,
caring, communication, compassion, and respect. A group may be depicted
as comprising cockroaches, bacteria, rats, or other animals people are likely
to view as repulsive. As with the positive intimacy component, feelings of dis-
tancing tend to be somewhat slow to develop and somewhat slow to fade. It is
easier to plot a terrorist attack against individuals if you believe they are not
quite or even close to being human.