Psychology Essay Example

Psychology Essay Those that are Environmental-mold traits and those that reflect hereditary factors, Constitutional traits. Dynamic traits spring from either heredity or environment but not both. Erg An erg may be defined as an innate psychophysical disposition which permits its possessor to acquire reactivity (to attend) to certain classes of objects more readily than others, to experience a specific emotion there from, and to enter on activity which ceases more completely at the attainment of one specific goal than at other goals. The goals satisfactions may be defined either externally by the particular relation between the organism and an environmental situation, or internally, by some physiological condition. Chattel, 1941 General Psychology. The term erg is used instead of drives because the latter term involves several assumptions about instincts etc. , whereas the Eric patterns are experimentally demonstrable. However, in popular terms an erg is a drive or source of reactive energy. (K. Barton, T. E. Deadline and R. B. Chattel, 1972) Oregon -? work He originally identified 10 ergs Food seeking (Hunger) Mating (Sex) Gregariousness Parental Protectiveness (Protection) Exploration (Curiosity) Escape to sec ritzy (Security) Self-assertion Narcissistic sex (Sex) Pugnacity (Anger) Acquisitiveness He later modified these, changed their description and added: Appeal Disgust Self-submission All are born with these ergs but how naturally strong each of these ergs are differ from person to person. Strength of an Erg Constitutional and hereditary effects (C) personal History (H) Stimulus (S) Physiological condition component (P) Degree of gratification (G) Basically, the strength of an erg can be expressed in the formula: E Meta-ergs A ammeter is an environmentally-molded, dynamic trait. The most important ammeters: Sentiments It is an acquired dynamic trait Structure which causes its possessor to pay attention to certain objects or classes of objects and to feel and react in a certain way with regard to these objects. We will write a custom essay sample on Psychology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Psychology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Psychology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Chattel 1950 A sentiment structure is deeper, more widely ramifying in the personality, usually established earlier, and accompanied in its function by more emotion Chattel, 1946. It is an environmental-mold source trait because it derives from external social and physical influences. A sentiment is a pattern of learned attitudes that focuses on an important aspect of life, such as persons community, spouse, occupation, religion, or hobby. Attitudes An attitude is more transient and emotionally more superficial. It arises from the impact of a sentiment upon a particular situation Chattel, 1946. Chattel defined attitudes as our interests in our and our emotions and behaviors toward some person, object, or event. As Chattel applied the term, it does not refer exclusively to an opinion for or against something, which is a commonplace usage of the word attitude. Substantiations that within the personality some elements subsidiaries, or are subordinate to, other elements. Attitudes are subsidiary to sentiments; sentiments are subsidiary to ergs. These relationships are expressed by Chattel in what he called the dynamic lattice. Schultz and Schultz 2005 Dynamic Lattice Our motivating forces, the ergs are listed at the right. Sentiments are indicated in the circles at the center of the diagram. Note that each sentiment is subsidiary to one or more ergs. The attitudes, at the left show the persons feelings and behaviors toward an object. Chattels Approach to Personality Traits Traits -TO Chattel, traits are reaction tendencies, derived by the method Of factor analysis, that are rel atively permanent parts of the personality. Common Traits possessed in some degree by all persons. Unique traits Traits possessed by one or a few persons. Us reface traits Traits that show a correlation but do not constitute a factor because they are not determined by a single source. Source traits Stable, permanent traits that are the basic factors of personality, derived by the method of factor analysis. Source traits are classified by their origin as either constitutional traits or environmental mold traits. Constitutional Traits Source traits that depend on our physiological characteristics. Environmental- mold traits Source traits that are learned from social and environmental interactions. Source Traits: The Basic Factors of Personality After more than two decades of intensive factor-analytic research, Chattel identified 16 source traits as the basic factors of personality (Chattel, 1965). These factors are best known in the form in which they are most often used, in an objective personality test called the Sixteen Personality Factor (16 PR) Questionnaire According to trait theory, human personality is composed of a number of broad traits or dispositions. Raymond Chattel was able to use a statistical technique known as factor analysis to identify traits that are related to one another. By doing this, he was able to reduce his list to 16 key personality factors. There is a continuum of personality traits. In other words, each person contains all of these 1 6 traits to a certain degree, but they might be high in some traits and low in others. The following personality trait list describes some of the descriptive terms used for each of the 1 6 personality emissions described by Chattel. 16 Personality Factors (1 APP) HIGH SCORES LOW SCORES Stages of Personality Development Chattel proposed six stages in the development of personality covering the entire life span. Stage Age Development Infancy Birth-?engaging; toilet training formation Of ego, superego, and social attitudes Childhood- 6-14 Independence from parents and identification with peers Adolescence 14-23 Conflicts about independence, self-assertion, and sex Maturity 23-?50 Satisfaction with career, ma ridge, and family Late maturity-50-65 Personality changes in response to physical ND social circumstances Old age 65 Adjustment to loss of friends, career, and status Trait Approach STRENGTHS It supports the general image in the society that leaders are a special kind of people who can do extraordinary things. People have a need to see their leaders as gifted people, and the trait approach fulfills this need. WA second strength is that the trait approach has a long research tradition and a significant body of research data that support this approach. V The trait approach focuses only on the leader and analysis very thoroughly this component in the leadership process. The trait approach has given us mom benchmarks for what we need to look for if we want to be leaders. V Descriptive emphasis; assessment; intuitively appealing; involves a lot of research; provides a Way to evaluate attributes Elapsing why many characteristics of people do not change and it allows you to predict some behavior with fair accuracy. The approach is very scientific and has greatly influenced psychology. WEAKNESSES Lack of explanation; measurement of traits is difficult; ignores situational factors; poor reliability due to ones constant change in behavior LAP That in its purest theoretical form it doesnt permit much change and it appears stagnant. Psychology Essay Example Psychology Essay For psychiatric educators interested in using film to teach professional and lay audiences about schizophrenia, the 2001 release of A Beautiful Mind has made the process much easier. The movie shows a range of symptoms and complications, and it gives viewers—especially patients and families—hope for recovery. However, many other commercial films depict various aspects of the illness, and the choice of which one to use is determined by the audience, the pedagogical focus, and the time available. Clean, Shaven (1995), for instance, may be more challenging for professional audiences. Psychiatric educators should familiarize themselves with the variety of film options when teaching about schizophrenia. I need to believe that something extraordinary is possible, Alicia Nash declares to her husband, John, in the Hollywood production of A Beautiful Mind. John suffers from schizophrenia, and Alicia desperately tries to help him recover from this devastating illness. The films depiction of schizophrenia has inspired countless patients and their families, and psychiatric educators have already begun using it as a tool for instructing a wide variety of trainees. Despite the high quality of A Beautiful Mind, the film, like most movies, focuses on a limited number of themes and aims the story at the general public. Perhaps, audiences and teaching goals might be better reached in other ways. However, many commercial movies, each having their own strengths and weaknesses, could be considered as alternatives to traditional teaching methods for illustrating schizophrenia. We will write a custom essay sample on Psychology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Psychology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Psychology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Clean, Shaven, for instance, deserves closer examination for its stunning and dramatic presentation of schizophrenia. Contrasts between Clean, Shaven and the more commercially successful A Beautiful Mind may help psychiatric educators choose which of the two films to use and in which situations to use them. The use of film for teaching psychiatry has been the subject of several recent articles and reviews (1)–(5). Popular movies are accessible, memorable, well made, fun, influential, and thought provoking. Movies show vivid examples of psychopathology in life context, rather than the narrative descriptions given in clinical interviews. A variety of groups can learn from film presentations of psychiatric issues: residents and fellows, medical students, undergraduates, allied health professionals, patients, families, and the general public. However, each audience is distinct, and the setting for the teaching (e. g. , lecture, seminar, informal group, public presentation) should influence which segments of a particular film are viewed. Film can be especially helpful in teaching about schizophrenia because it exposes a variety of audience types and sizes to the relatively unfamiliar phenomenology of schizophrenia. Although many people have experienced affective symptoms such as depression or anxiety to some degree, thought and perception disturbances, such as schizophrenia, may be harder for the average person to understand. Moreover, compared to clinical interviews (live or videotaped), film portrayals of schizophrenia may be easier to obtain, more anonymous, and more illustrative of active symptoms. Finally, dramatically edited commercial films—often with enhanced audiovisual special effects—may provide a more complete, concise, and memorable virtual window into the world of psychosis, an often emotional experience that most people might otherwise never have. Even for professional audiences, film presentations may have advantages over clinical interviews. In a live patient interaction, trainees do not have the ability to pause and discuss content or process, rewind an interview to review what happened, or fast forward to more relevant sections. Similarly, for the lay audience, commercially edited films may be superior to videotaped clinical interviews in their technical presentation, quality, and efficiency. The popularity of commercial films may be a wonderful hook to inspire the initial interest of trainees, especially medical students. On the other hand, psychiatric educators must exercise caution when selecting films for teaching, as many suffer from inaccuracies or contribute to stigma (6). For example, Me, Myself and Irene features Jim Carrey as a man who becomes schizo after his wife leaves him, with schizophrenia depicted as split personality. Released in 2000 and directed by the Farrelly brothers, this clownish comedy has been roundly panned and protested by the media, mental health professionals, and advocacy groups who see it as being almost entirely devoid of accuracy, sensitivity and subtlety (7). A Beautiful Mind avoids the insensitivity of other films. Released in 2001 and directed by Ron Howard, the film, wh ich stars Russell Crowe as John Nash, dramatically explores the development and effects of psychosis on the patient, the patients family, and the wider community. Nash, a brilliant mathematician, begins to believe that he has been approached by a shadowy government agency to assist with code breaking. As his illness progresses, he becomes more guarded and afraid. He is unable to function well at work, and he frightens his wife. A college roommate turns out to be an elaborate hallucination, and other aspects of his life appear to be built on paranoia, grandiosity, and ideas of reference. Committed involuntarily for insulin coma therapy and other treatments, Nash improves somewhat. Although his later course is marked by nonadherence and disabling negative symptoms, he eventually succeeds in his struggle to reintegrate into the academic community. The film culminates triumphantly in Nashs acceptance of the Nobel Prize. Much of the films clinical presentation, especially the patient and family experience of living with psychosis, seems to ring true. Max Fink, a professor of psychiatry at SUNY-Stony Brook, served as a consultant (7). Despite being Hollywood (Dreamworks Pictures/Universal Pictures/Image Entertainment) in terms of production, financing, star power, and distribution (8), the movie avoids cliches and unrealistic endings that have often marred other films on schizophrenia. Advocacy groups like the National Alliance for the Mentally Ill (NAMI) have promoted A Beautiful Mind as both a powerful teaching tool for patients and families seeking to learn more about the illness and counter stigma among the general public (9). On the other hand, A Beautiful Mind has some weaknesses that may limit its teaching applicability or at least raise some cautions among psychiatric educators. Many patients who have watched the movie have derisively commented that much of the story seems unrealistic, especially the high achievement despite illness, the unwavering family support, and the degree of community reintegration. Clinicians and trainees have wondered about the nature of some of John Nashs symptoms, since having fully formed, interactive, and associated visual and auditory hallucinations is relatively uncommon (10). Although the movie is based on a true story, the director has admitted taking liberties for dramatic effect, raising doubt as to how much should be believed. For example, historical inaccuracies plague the depiction of insulin coma therapy, and Nashs wife actually divorced him (11). Although the film seeks to inspire hope and reduce stigma, some people, especially patients, have worried that A Beautiful Mind may swing the pendulum too far in the other direction, yielding a Christopher Reeve effect, whereby family members expect their disabled loved ones to go out and win Nobel Prizes. Despite some weaknesses, A Beautiful Mind is a powerful and influential film that will and should be used in psychiatric education. The best audiences may be patients, families, and the general public, who will get an outstanding introduction to schizophrenia: its symptoms, course, treatments, and complications. The movie would be perfect to show at a NAMI meeting for patients and families to learn more about the illness and recovery, with discussion used to highlight salient themes and correct any misperceptions that the film may generate. The film may also be recommended for patients struggling with discouragement about recovery. This videotherapy, as a self-help psychoeducational tool, can have substantial benefits (12). Moreover, A Beautiful Mind can show how delusions develop, how patients could believe such thoughts to be true, and how such symptoms can devastate their lives and the lives of their family and friends. Although not as publicized or widely released as A Beautiful Mind, the movie Clean, Shaven (1995) is distinct in its portrayal of schizophrenia. The film raises important issues that may better challenge psychiatric trainees. Matters pertaining to phenomenology, expressed emotion, dependent children, custody, stigma, and violence are depicted. Clean, Shaven was produced, directed, and written by Lodge H. Kerrigan. The movie details a chapter in the life of Peter Winter, an individual suffering from schizophrenia, who is on a quest to find his adopted-away daughter. Following either his release or escape from an institutional setting, Winter returns to his childhood home to find an unsympathetic mother, a frightened community, and a suspicious detective who believes that he is responsible for a local murder. The plot, however, remains almost a minimalist backdrop for the powerful use of audio and video effects to illustrate symptoms of schizophrenia. Audiences uneasily listen to continual sound distortion and radio fuzz that simulate auditory hallucinations, and they cringe as Winter attempts to remove what he believes to be implanted transmitters from his scalp and fingernail bed. The edginess continues until the final, tragic, and disturbing conclusion. The role of Winter is masterfully played by Peter Greene, who illustrates the cognitive symptoms, the highs, and the lows of those suffering from schizophrenia. Poignantly, the sufferers intense and unfulfilled longing for family and recovery is also depicted. Both the performance and the special effects allow viewers to get inside the head of people with schizophrenia, while the plot delineates the social consequences of the illness, particularly family disruption and stigma. Some psychiatrists have described Greenes performance as the best portrayal of untreated schizophrenia ever presented on film (quoted in 13). Kerrigan spent more than 2 years developing the script and raising funds for Clean, Shaven, his first feature film. While Ron Howard had $60 million to make A Beautiful Mind, Kerrigans production company—fittingly named DSM-III Films—was limited to a budget of $60,000 (8,14). Shot in little-used 16mm film, the movie has been described by critics as rough around the edges (15). Even after receiving critical acclaim at the Cannes and Sundance film festivals in 1994, national release of the movie remained in doubt for 18 months while a distribution company battled Kerrigan in an unsuccessful attempt to purge one of the most disturbing scenes (13). Film critic, Roger Ebert, praised Kerrigans uncompromising experiment (16), and viewers who sat through its 79 minutes walked out of theaters pondering numerous challenging questions. For a group of residents rotating on a schizophrenia inpatient unit, watching the movie in its entirety might generate lively discussion. For professional audiences, some of those questions might include: * What is the daughters risk for developing schizophrenia? * How might you approach the family dynamics and their effects on Winters illness? What is the violence rate among patients with schizophrenia, and why does the general public seem to overestimate this risk? * What is Winters prognosis? Ensuring that residents, medical students, and other trainees receive an extremely realistic and moving representation of schizophrenia that may enhance empathy for patients and inspire interest in the illness is most important. This dichotomy of viewing needs between professional—especially traineeâ€⠀and public—especially patients and their families—audiences may be helpful in selecting which films to use for psychiatric teaching. In addition, a films ability to generate discussion, present selected themes, challenge the audience, fit into a limited time frame, and lend itself to excerpting clips may all influence the choice of film. In addition to A Beautiful Mind and Clean, Shaven, many other commercial movies can be considered for instructing trainees about schizophrenia (see Table 1). For instance, excerpts from The Fisher King, which shows visual hallucinations and delusions, might be ideal for an audience of high school students who know little about the illness. The film has relevant scenes that could stand alone, and it is fairly accurate in terms of symptoms and effects. A group of undergraduate students taking a seminar on the history of psychiatry might benefit from viewing and discussing The Snake Pit. A scene from Birdy could be used to help medical students understand catatonia. Whatever film is chosen, the psychiatric educator should be familiar with the content in order to select appropriate scenes and prepare discussion points. Some of the films listed contain either inaccurate information, such as dissociative identity disorder presented as schizophrenia, or were made to implement specific agendas, such as antipsychiatry programs, that may limit their use for some audiences. Finally, film should not be used as a substitute for more formal professional teaching or as a stand-alone presentation without follow-up discussion and commentary. These films, however, can assist a psychiatric educator in successfully meeting a variety of learning objectives for teaching schizophrenia. And what better way than to stimulate, challenge, and excite audiences using a medium specifically designed for that purpose? guage, we are used to seeing in films today, but in the manner of Alfred Hitchcock’s psychological and emotional drama do director Ron Howard and Academy Award winner Russell Crowe bring to the big screen the most intense film of the year. Both Howard and Crowe reach a pinnacle in their careers. For Howard, this is a film worthy of an Oscar. Once adored for his childhood role as Opie in the Andy Griffith Show, Ronny Howard gathers and guides an explosive talent ensemble in a magnificent cinematic achievement that will again make him a household name. For Crowe, who last captured the world with his role in Gladiator, the seamless transition into the heart and soul of a genius and delusional mathematician is undoubtedly the achievement of a lifetime. A Beautiful Mind follows the career of John Nash as he searches for the governing dynamics of economics. Like most geniuses, Nash carries himself with equal measures of arrogance and weirdness. He doesn’t try to fit in with his fellow Princeton colleagues, and he understands he isn’t much liked. His chatty roommate Charles keeps Nash’s only social thread intact. Even after his innovative economic theory gives him the coveted position at Wheeler Defense Labs at MIT, Nash continues to search for the next great challenge. That challenge comes with a top-secret code breaking assignment supervised by William Parcher. Quickly enough, the government job becomes much more than Nash can handle. Even Charles, his little niece Marci, and Parcher, who had become the cornerstone of Nashs life, unexpectedly add to the challenge that Nash had neither asked for nor seems to be able to figure out. In an exquisitely set up plot twist, Nash is forced to turn to his relationship with his wife Alicia for the solution to his problem. It is this element that takes the story and its characters to the depths of intensity, courage, and authenticity. Despite the delusions and eventual hospitalization that John Nash suffers, his wife’s love is the rock that supports him. When reason betrays him, the heart sees him through, and a handkerchief that Alicia had given him on their first date becomes a symbol of the bond that saves them in the blurring realities of physical, metaphysical, and delusional. Even as Nash receives recognition for his work in mathematics years later, he still clings to that handkerchief as a reminder of what is real and invaluable. Russell Crowe had proven his versatility as an actor long before A Beautiful Mind, but in the role of John Nash, he creates such brilliance that he has earned his place among the Hollywood legends. In this movie, Crowe is no longer the actor that many are so used to hearing tales of. He becomes John Nash with all of Nash’s facial ticks, nervous hand motions, shuffling walk, and erratic comments. The despair, pain, confusion, love, hope, doubt, and illness of the character come alive through Russell Crowe. His landmark performance draws the viewer into a mind that is beautiful, brilliant, and beset with demons. Crowe creates a man that we relate to, admire, and fear, and his performance will no doubt inspire and guide the next generation of actors. Jennifer Connelly heads the wonderful supporting cast as Nash’s wife Alicia. In the most distinguished role of her career, she conveys the humor of guiding John Nash through their romance, the pain of seeing her husband disintegrate into someone she doesn’t recognize, and the love she nurtures to save them both. She helps us believe that together they can overcome what even the scientists consider an insurmountable challenge. Paul Bettany is outstanding as Nash’s friend Charles Hermon. His charm, humor and determination lead one to cheer for him as much as Nash. Ed Harris plays the government man Parcher. Harris’s character becomes the force that pulls Nash deeper into his delusions. All three supporting actors provide a stellar contribution to Crowe’s performance. I was drawn to this movie from the moment it was only a rumor of Russell Crowe’s next film. I followed the news of its making until its release. I laughed at Nash’s one-liners, and wished I could back up the film and rerun the Governor’s ball sequence. I suffered with Nash as he underwent the seizures of insulin therapy, and I nodded in vindication at the finest moment of his career. A Beautiful Mind reaches far into the recesses of magic and terror that form the intimate reality of human experience. On the surface, we all entertain delusions to make sense of our world. It takes awesome courage to see through those delusions and grasp the fibers that make us beautiful and precious even in our imperfections. This is a film to see more than once. It is one to be discussed with someone. It is a film to add to your home collection. A Beautiful Mind is undoubtedly a film of the highest caliber and is destined to become a classic.

The Okinawa Problem essays

The Okinawa Problem essays The Battle of Okinawa, in which both Japanese and American forces suffered enormous casualties, marked its fiftieth anniversary on June 23, 1995. In commemoration of this important date, the Cornerstone of Peace was erected and unveiled that day to, as Okinawa Governor Ota Masahide put it, "convey the peace-cherishing heart of Okinawa and its yearning to live in peace with all.". These noble sentiments were shattered less than three months later, however. on September 4, when a 12-year-old Okinawan girl was abducted, beaten and raped by three US servicemen. The three were part of the 28,000 US troops stationed in the prefecture. Although Okinawa makes up just 0.6% of the total land area of Japan almost exactly the size of Los Angeles it hosts 75% of all US military forces stationed in Japan. Okinawa prefecture is composed of the Ryukyu Islands, with the main island being Okinawa island. US bases occupy 11% of the total land area of the prefecture, including 20% of the main island and 40% of six Okinawan cities. The 1995 rape case exacerbated long-standing resentment against the US military presence in Okinawa. Outraged local people held numerous demonstrations, and calls increased for the reduction of US military presence on the islands. The case proved to be a turning point for the so-called "Okinawa problem," and a series of events attempting to remedy the situation followed. As Okinawa is a strategically vital point for US Forces in the Far East, the Okinawa problem and its consequences have grave implications for both the US and Japan. Crimes committed by US military personnel against the local people of Okinawa were in fact nothing new. According to the Nihon Keizai Shimbun, between 1972 and 1995, US military personnel were implicated in 4,716 crimes, or nearly one per day. Local authorities stated that 22 murders, 354 robberies, and 110 rapes were committed by US military members during the same period. The US...

From Buddha to his pupils Essay Example | Topics and Well Written Essays - 1000 words

From Buddha to his pupils - Essay Example I want you to be aware of the difference between being Buddhist and Buddhic. First of all, Buddhism is a philosophy, not a theology. In Jesus Christ you can find a theology, but in me you can find a philosophy than can be integrated into Christianism. To be Buddhist means to be a follower of Buddha.To be Buddhic means to be a little Buddha in miniature himself or herself. To be Christian means to be a follower of Christ. To be Christic means to be a little Christ in miniature. You have to know these distinctions. Buddhism is a path to stop suffering, but Christianism is a path to adore and worship God. You have to know how to integrate Buddhism and Christianism into one simple way of life. First you have to be Buddhist, then you have to be Christian. Then you have to be Buddhic, then you have to Christic. At the end you will be Buddhic-Christic. You will be a little Buddha-Christ in miniature. You will see that reincarnation is an evolutionary step to resurrection. You will see that reintegration with God or the Highest Being is in fact Universal Salvation. Follow the Four Noble Truths and read carefully the Bible. Integrating Buddhism as a philosophy and Christianism as a theology will guide you through the right path. The Four Noble Truths will guide to Christ. Christ will guide you to the Universal Father according to the Book of Urantia. You have to be eclectic at all times. You have to keep your minds open to knowledge. Not to Gnosis, but to Epi-Gnosis according to John 17:3. Gnosis is knowledge, but Epi-Gnosis is Correct Knowledge. You will stop suffering when you kill your egoistic impulses of desire. The solution is to integrate Buddha and Christ into one body of Epi-Gnosis. Don't be afraid. You will see the light when you become Universalists. Satori will be accomplish at any time. You will live in a perpetual Nirvana that will lead you to Mahanirvana. Don't be afraid to study the Bible. But don't distort God. God is unconditional love and omnipotence, so Universal Salvation makes sense. Don't follow the Calvinist ideas. Don't follow the Arminian ideas. The Calvinists state that God can give salvation to all the Humankind, but that God doesn't want to. So they rely on the wrong concept of Election. Arminians state the opposite. They assert that God wants to give salvation to all human beings, but that God can't due to the free will of them. That's a wrong concept of free will. There is no free will; there is only free agency. Universalists hold the correct vision of God. They teach that God wants to give salvation to all human beings, and that God can give salvation to all of Humankind. This is the correct worldview. My Four Noble Truths will guide you to knowing Christ in an intimate way. You won't be Christians; you will be Buddhic-Christics. That is the correct path. That is the true reconciliation between Man and God. Kill suffering at its root. Don't distort the true idea of a loving God. Before I didn't want to deal with the concept of God, because you were not ready. Now you are ready for the Fifth Noble Truth. Buddha and Christ work together for the salvation of all Humankind. That is the Fifth Nobel Truth. Be Buddhic; don't be Buddhists. Be Christic; don't be Christians. That is the right path for achieving Nirvana and Mahanirvana. Satori will come up at any magic instant. Firstly, you have to be aware of your sinful condition; secondly, you have to be awakened through satori; thirdly, you have to be illuminated through the light of integration between Buddha and Christ. This is the Fifth Noble T