January 6, 2014

January 6, 2014

Written by Maximus Peperkamp, M.S. Verbal Behaviorist

Dear Reader, 

If writing enriches the experience of the writer, it is likely to enrich the experience of the reader, but if this writing is about the punishing experience of the writer, it is more likely to also punish the reader as well. This author claims that since most writing represents the punishment of the writer, the reader is mainly punished by most reading. This causes many problems in learning. Problems of learning would be solved if reading was less punishing and more reinforcing.

The reason that most writing is punishing to most writers is because they disconnect from their nonverbal experience while they are writing. A similar process occurs in most spoken communication, in which people generally get fixated on the verbal and completely forget and ignore the nonverbal. It literally goes without saying that when writers disconnect from their nonverbal experience while they are writing, then the readers are stimulated by such Noxious Verbal Behavior (NVB) to do the same. The reason reading isn’t reinforcing is because it obfuscates our nonverbal experience. Without nonverbal experience the verbal never makes much sense. 

Since nonverbal learning provides the underpinnings for verbal learning, writers must connect their words to the nonverbal learning which makes verbal learning possible. Perhaps even more so in writing than in speech, words must be related to the nonverbal from which they emerge. Without this connection our language is disembodied. If there is no consistent reference to the nonverbal, we perceive language as something which seems exists by itself, without context. This way of using language dissociates us from our environment. If we don’t build on what existed before words came along, we are without roots. Since in most of our spoken communication we disconnect from the nonverbal, we are likely to do so in our writing as well. Since most readers don’t see themselves as writers and mainly read what others have written, there is little chance for them to realize the effects reading has on speaking. 

Writing can potentially have a profoundly positive effect on speaking, but usually it only has this effect sporadically and accidentally. Our inability to agree with each other about the importance of  language is caused by our overestimation of the importance of words. Words make sense in a context in which words can make sense. Non-verbally, words can be understood only if they are presented in a non-threatening manner. And, if the context of written language isn’t reinforcing, students will feel intimidated by teachers, books and colleges. Our lack of attention for the nonverbal origins of our language has led to a situation in which reading has become more important than writing and listening more important than speaking.

This author argues that reading is to be improved by writing and listening is to be improved by speaking. The best way to accomplish this is to first increase speaking and only then to stimulate writing about this speaking. It is common to be upset about our so-called freedom of speech, yet very few talk about the obligation to speak. Supposedly, one only has the right to speak if one knows or if one can afford to and one is required to listen to those who know or who are in authority. In other words, one’s speech is measured by one’s influence. The importance of one’s speech is seen by its effect on others. If others learn and become intelligent, one’s speech must have been intelligent, but if one’s words elicit fear, anxiety, stress and apprehension, then such speech must have been negative. These results are visible and audible everywhere. 

Yet, those who haven’t spoken, those who couldn’t speak and those who weren’t allowed to speak, have something very important to say. That is what this writing is about. This writer does not claim to be to say things for others, but he knows from experience that, if given the chance, they will say things which can’t be said by those who dominate the conversation. This writer has given many people the opportunity to speak and write their own narrative. He is capable of doing this because he feels reinforced by his knowledge about spoken communication. This writing is about what makes Sound Verbal Behavior (SVB) possible.