DOCSLIB.ORG

INFORMATION to USERS the Most Advanced Technology Has Been Used to Photograph and Reproduce This Manuscript from the Microfilm M

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INFORMATION to USERS the Most Advanced Technology Has Been Used to Photograph and Reproduce This Manuscript from the Microfilm M INFORMATION TO USERS The most advanced technology has been used to photograph and reproduce this manuscript from the microfilm master. UM1 films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell information C om pany 300 NorthZ e e b Road Ann Arbor. Ml 48106-1346USA 313 761-4700 800 521-0600 Order Number 9105322 An analysis of personhood and its implications for humans, identity, and morality Storl, Heidi, Ph.D. The Ohio State University, 1990 Copyright ©1990 by Storl, Heidi. All rights reserved. UMI 300 N. Zceb Rd. Ann Aibor, MI 48106 AN ANALYSIS OF PERSONHOOD AND ITS IMPLICATIONS FOR HUMANS, IDENTITY, AND MORALITY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Heidi Storl, B.A., M.A. ***** The Ohio State University 1990 Dissertation Committee: Approved by Alan Hausman Donald C. Hubin Adviser Diana Raffman Department of Philosophy Copyright by Heidi Storl 1990 To Norman R. Dria and Robert G. Turnbull ACKNOWLEDGMENTS I wish to express sincere thanks and appreciation to my adviser, Donald C. Hubin, for his constructive criticisms, sense of humor, and subtle encouragement. I also owe a debt of gratitude to Alan Hausman for his generous comments through­ out my work, and to Diana Raff man for her meticulous attention to detail. Roland Puccetti (Dalhousie University), Raymond Martin (University of Maryland at College Park), and Donald Howard (University of Kentucky) also deserve special thanks. Finally, I am most grateful to William F. Desmond for reminding me of alternative points of view and providing me with flowers. VITA October 9,1961............................................... Bom - Lodi, Ohio 1983...................................................................B.A. (Summa Cum Laude), Capital University, Columbus, Ohio 1986...................................................................M.A., The Ohio State University, Columbus, Ohio 1988-198......................................................... 9 Full Time Instructor, Department of Philosophy, University of Kentucky, Lexington, Kentucky 1989-199......................................................... 0 Assistant Professor, Department of Philosophy, Augustana College, Rock Island, Illinois FIELDS OF STUDY Major Field: Philosophy Studies in: Ethics, Metaphysics, and Philosopny of Mind TABLE OF CONTENTS DEDICATION.................................................................................................................... ii ACKNOWLEDGMENTS................................................................................................ in VITA...................................................................................................................................iv INTRODUCTION...............................................................................................................1 CHAFFER..................................................................................................................PAGE I. THE NATURE OF PERSONHOOD: AN OVERVIEW OF APPROACHES......................................................................................................... 7 Introduction ..............................................................................................................7 Section One: The Soul Theory ..............................................................................9 Section Two: The Species Theory ...................................................................... 11 Section Three: The Social Constructionist Approach ..................................... 16 Section Four: Impure Psychological Theories .................................................. 18 A Perry’s Proposal ..........................................................................................20 B. Johnston’s Proposal ....................................................................................25 C. Wiggin’s Proposal .......................................................................................27 Section Five: Derek Parfit’s Theory of Personhood ........................................ 34 A. Parfit’s Existence Claims ...........................................................................35 B. Parfit’s Distinctness Claims .......................................................................36 C. Parfit’s Impersonalist Claims.................................................................... 37 1. Terminological Difficulties ................................................................... 40 2.ConceptualDifficultie s ..........................................................................41 a. Parfit’s Unhelpful Appeal to Hume ...............................................41 b. Parfit’s Inconsistent Definition of ‘Person’ ................................... 43 D. An Alternative Interpretation of Parfit ...................................................46 Conclusion. ............................................................................................................. 47 II. THE NATURE OF PERSONHOOD RECONSIDERED: THE CASE FOR A PURELY PSYCHOLOGICAL ACCOUNT OF PERSONHOOD, AND ITS IMPLICATIONS FOR HUMAN NATURE...................................... 49 Introduction. ........................................................................................................... 49 Section One: The Psychological Criteria of Personhood ................................ 50 A Intentional ity and Self-Consciousness ......................................................51 Section Two: The Nature of Human Persons ................................................... 57 A Four Interpretations of Commissurotomy Research .............................60 1. The First Interpretation ......................................................................61 v a. The Conservative View ....................................................................63 b. The Liberal View. .............................................................................64 2. The Second Interpretation .................................................................... 71 3. The Third Interpretation ....................................................................... 73 4. The Fourth Interpretation .................................................................... 77 B. Implications for Normal Humans .............................................................90 Conclusion. ............................................................................................................. 99 m . IMPLICATIONS FOR PERSONAL IDENTITY AND SURVIVAL........... 101 Introduction. ..........................................................................................................101 Section One: The "New Perspective" ................................................................102 A. The R-Relation ......................................................................................... 104 1. Psychological Connectedness ..............................................................104 2. Psychological Continuity ..................... 105 3. The Causal Requirement .....................................................................106 4. Summary ...............................................................................................107 Section Two: Problems with Parfit’s Account..................................................109 A. Problem One: Parfit’s Causal Requirement ......................................109 B. Problem Two: Identity and the R-Relation .................................... 114 1. Parfit’s Interpretation of the Split Brain Data .................................115 2. The More Threatening Case of Division ...........................................116 3. Summary ...............................................................................................122 Conclusion, ............................................................................................................122 IV. NORMATIVE IMPLICATIONS..........................................................................125 Introduction. ..........................................................................................................125 Section One: Troubling Implications ................................................................127
Load more

Recommended publications
  • Research on Light and Sound
    Research on light and sound Welcome! I’ve spent the last five years reading all the available research on mind machines – and now I’ve pulled together the most accessible of this information as a way to encourage you to try this technology yourself. Mind machines are referred to in these reports in a number of ways: • BWS (Brainwave Synchronisers) • LS (light and sound devices) • AVS (audio visual stimulation) • Photic stimulation All refer to the same technology which is built into our range of mind machines. All our mind machines can generate all the frequencies mentioned in these reports. I’ve condensed some of the reports for readability – and because some of the data is repeated. For example I’ve taken out three paragraphs from the extract from Megabrain Power as the original full reports are included here. I’ve had the very good fortune to spend time with many of the people mentioned in these pages: Robert Austin, Tom Budzynski, Michael Hutchison, Julian Isaacs, Harold Russell and David Siever – all thorough and committed researchers at the cutting edge of peak performance technology. Have a great read. You don’t need to understand it all. I just hope you read enough to see for yourself that mind machines really do work, and you’re encouraged to try a unit in your own home, using our 100% money back satisfaction guarantee. Chris Payne, Managing Director, LifeTools Slow wave photic stimulation in the treatment of headache A Preliminary Report by Glen D Solomon, MD (printed in Headache, the official publication of the American Association for the Study of Headache, August 16, 1985) Acute muscle contraction headache Fifteen patients, 10 female and five male, aged 21 to 41 years (mean 33.4 years), were treated with slow wave photic stimulation.
    [Show full text]
  • Curriculum Vitae John R. Perry Email: [email protected] Born: 16 January 1943 in Lincoln, Nebraska Address: 545 Hilbar Lane
    Curriculum Vitae John R. Perry Email: [email protected] Born: 16 January 1943 in Lincoln, Nebraska Address: 545 Hilbar Lane, Palo Alto, CA 94303 Websites: http://www.john.jperry.net http://www-csli.stanford.edu/groups/center-explanation-consciousness http://www.structuredprocrastination.com/ http://www.philosophytalk.org/ Education 1968 Ph.D., Philosophy, Cornell University 1964 B.A., Philosophy, Doane College Appointments Spring, 2015 Visiting Professor, University of California, Berkeley 2014-- Professor Emeritus, University of California, Riverside 2009 --2014 Distinguished Professor (50%), University of California, Riverside. 2009-- Professor Emeritus, Stanford (recalled halftime through 2010-11) 2000-2001 Chair, Department of Philosophy 1993–99 Director, Center for the Study of Language and Information 1990–1991 Chair, Department of Philosophy, Stanford University 1985– 2008 Henry Waldgrave Stuart Professor of Philosophy, Stanford University 1985–1986 Director, Center for the Study of Language and Information 1977– 2008 Full Professor, Philosophy, Stanford University 1976–1982 Chair, Department of Philosophy, Stanford University 1974–1977 Associate Professor, Philosophy, Stanford University 1972–1974 Associate Professor, Philosophy, University of California, Los Angeles 1971–1972 Visiting Assistant Professor, Philosophy, University of Michigan, Ann Arbor 1968–1972 Assistant Professor, Philosophy, University of California, Los Angeles Fellowships, Honors, Recent Lectures 2014 Romanell Lecturer, American Philosophical Association
    [Show full text]
  • In the “The Problem of the Essential Indexical” John Perry Presents The
    1 Faith and Philosophy, April (2006), 191-200. Penultimate Draft DE SE KNOWLEDGE AND THE POSSIBILITY OF AN OMNISCIENT BEING Stephan Torre In this paper I examine an argument that has been made by Patrick Grim for the claim that de se knowledge is incompatible with the existence of an omniscient being. I claim that the success of the argument depends upon whether it is possible for someone else to know what I know in knowing (F), where (F) is a claim involving de se knowledge. I discuss one reply to this argument, proposed by Edward Wierenga, that appeals to first-person propositions and argue that this response is unsuccessful. I then consider David Lewis‟s theory of de se attitudes involving the self-ascription of properties. I claim that, according to this theory, there are two senses in which someone else can know what I know in knowing (F). I then argue that the second sense allows for the compatibility of de se knowledge with the existence of an omniscient being. Consider the following case:1 I am at a pool party and around the pool are several burning torches. At some point, I smell the distinct smell of burning hair and I come to know that someone‟s hair is on fire. I then see a reflection in the water of an individual whose hair is on fire and I come to know of this individual that his hair is on fire. Next I realize that everyone is pointing and shouting at me. I suddenly realize: (F) My hair is on fire! 1 2 When I come to realize (F), my behavior changes drastically; I jump into the pool in order to extinguish the flames.
    [Show full text]
  • Introduction to Philosophy Philosophy 1000, Spring 2017
    INTRODUCTION TO PHILOSOPHY PHILOSOPHY 1000, SPRING 2017 SECTION 001 MWF, 10:00, VAC 1B90 INSTRUCTOR Jonathan Spelman [email protected] https://www.chalkup.co/course/585dcc64281f930800a658cb/trending COURSE DESCRIPTION This course introduces students to some of the central questions in philosophy and identifies some potential answers to them. For example, we consider epistemological questions such as whether we can trust our senses and, more generally, whether we can know anything. We consider metaphysical questions such as whether God exists and whether we could survive the death of our bodies. Finally, we consider normative questions such as whether we have a moral obligation to donate money to famine relief and whether it is morally wrong to buy and eat factory-farmed meat, pollute the environment, and/or play violent video games. Along the way, this course helps students develop the philosophical skills they need to answer these questions. In particular, it helps students to construct and evaluate arguments, devise thought experiments and counterexamples, and develop intellectual courage, empathy, and humility. OFFICE HOURS I will hold office hours on Mondays from 11:00a-12:45p and Wednesdays from 2:00p-3:45p in Hellems 15. I am also available by appointment. REQUIRED TEXTS • Course Pack • John Perry, A Dialogue on Personal Identity and Immortality. Hackett, 1978. • René Descartes, Discourse on Method and Meditation on First Philosophy, translated by Donald A. Cress, 4th ed., Hackett, 1999. TECHNOLOGY POLICY Studies show that students who write their notes retain more information than those who type their notes (see, for example, http://www.npr.org/2016/04/17/474525392/attention-students-put- your-laptops-away).
    [Show full text]
  • Identity and Self-Knowledge
    Philos Theor Pract Biol (2017) 9:5 special issue Identity and Self-Knowledge John Perry∗ Self, person, and identity are among the concepts most central to the way humans think about themselves and others. It is often natural in biology to use such concepts; it seems sensible to say, for example, that the job of the immune system is to attack the non-self, but sometimes it attacks the self. But does it make sense to borrow these concepts? Don’t they only pertain to persons, beings with sophisticated minds, and perhaps even souls? I argue that if we focus on the every-day concepts of self and identity, and set aside loftier concepts found in religion, philosophy, and psychology that are applicable, at most, to humans, we can see that self and identity can be sensibly applied widely in biology. Keywords self • self-knowledge • identity • person • personal identity • unity-relation • process philosophy Part of a special issue, Ontologies of Living Beings, guest-edited by A. M. Ferner and Thomas Pradeu Editorial introduction: John Perry works primarily in logic, metaphysics and the philos- ophy of mind—and this essay is a contribution to a sub-field in the latter: self-knowledge. How do we have, and how do we understand, knowledge of ourselves and of our own men- tal states? While initially this might seem quite far removed from the focus of this special issue, there are two important reasons for including his piece here. Firstly, the essay sets out and examines different uses of the term ‘self ’ and ‘identity’ (alongside the related notion of ‘genidentity’).
    [Show full text]
  • 1 a REFUTATION of QUALIA-PHYSICALISM Michael
    1 To appear in M. O’Rourke and C. Washington (eds.), Situating Semantics: Essays on the Philosophy of John Perry (MIT Press) A REFUTATION OF QUALIA-PHYSICALISM Michael McKinsey Wayne State University Recent defenders of reductive physicalism such as Brian Loar (1990, 1997) and John Perry (2001) have adopted an intriguing new strategy:i (1) accept as so much common sense (nearly) everything that property-dualists want to say about sensory qualia, including the central claims that sensory qualia determine ‘what it’s like’ to have a given sense experience, and that persons are directly aware of these qualia in the having of such experiences; (2) contend that while these common sense facts about qualia may show that our ways of thinking and speaking about qualia are conceptually different from our ways of thinking and speaking about physical properties of the brain, these facts do not show that sensory qualia themselves (as opposed to our ways of thinking and speaking about them) are distinct from physical properties of the brain; (3) use this contention to turn aside the few existing arguments against reductive physicalism by such property dualists as Kripke (1972), Nagel (1974), Jackson (1982), and Chalmers (1996); and finally (4) insist that sensory qualia are in fact just identical with physical properties of the brain, so that consequently, the facts about the sensory qualities of conscious experience are nothing over and above physical facts about the brain. I will call the view that incorporates this strategy ‘qualia-physicalism’, or ‘Q-physicalism’ for short. In this paper I will argue that Q-physicalism is false.
    [Show full text]
  • Dopamine Neurons
    The Addicted Brain Presented by Larry Woodruff, M.S. Ed. [email protected] Expert Resources • Bruce Lipton, Ph.D. Cell biologist, former professor at University of Wisconsin School of Medicine Author and speaker • William Lovallo, Ph.D. Professor of psychiatry and behavioral sciences at University of Oklahoma • Jeanette Norden, Ph.D. Professor of cell and developmental biology Vanderbilt University Expert Resources • Richard Restak, M.D. Clinical Professor of Neurology George Washington University School of Medicine and Health Sciences • Robert Sapolsky, Ph.D. Professor of Neurology and Neurosurgery Stanford University • Brian Luke Seaward, Ph.D. Author of many books on stress and holistic health. Founder and CEO of Inspiration Unlimited. Brain Facts • Adult brain contains ~86 billion neurons • Each neuron makes up to 10,000 connections • Adult brain makes up <3% of total body mass, but uses 20-25% of total body energy (6 kcals/billion neurons/day. • In the womb synaptic connections formed at 1million/second • By first month of life a quadrillion connections have formed Brain Facts • The human cortex contains ~16 billion neurons…More neurons than the cortex of any other animal on the planet. • ~Age 25 the Prefrontal cortex finally matures, and we achieve full potential for rational judgment • Women more prone to addiction than men Physiology of the Neural Impulse Neurons Basics of Neural Transmission • Dendrites receive input from other neurons • If the combined excitatory input reaches a threshold level, an electrical impulse is generated by the neuron (at the axon hillock) and it travels down the axon to the axon terminals • At that point the electrical signal releases chemical molecules (neurotransmitters) that flow into the tiny gap between that neuron and other neurons (called the synapse) and bind with specific receptors (special form of protein molecules) on the dendrites of those other neurons.
    [Show full text]
  • Popular Cognitive Neuroscience, Brain Images, Self-Help and the Consumer*
    CAN WE TRUST CONSUMERS WITH THEIR BRAINS? POPULAR COGNITIVE NEUROSCIENCE, BRAIN IMAGES, SELF-HELP AND THE CONSUMER* Tracy D. Gunter** I. INTRODUCTION ................................... 483 II. THE BRAIN'S RISE TO PROMINENCE ................. 486 III. THE BRAIN AS A ROCK STAR ....................... 497 IV. THE RISE OF THE NEUROS AND NEURO SELF-HELP.......503 A. The Market for Brain Self Help Products ............. 506 B. Examples of Commercial Brain Products..............509 V. BRAIN SELF-HELP CONSUMERS AND CONSUMER PROTECTION ............................... ..... 514 A. Why Protect the Brain Self-Help Consumer?........518 B. Examples of Information Offered to Consumers... 523 C. Enhancing ConsumerLiteracy ....... ........ 532 VI. MECHANISMS OF CONSUMER PROTECTION ..... ...... 537 A. Self-Regula tion and Soft La w ...... ............... 539 B. DirectRegulation........................... 541 C CES Devices:An Example ofRegulation and Enforcement.. ................................ 543 VII. CONCLUSION .............................. ...... 550 I. INTRODUCTION Cognitive neuroscience captures the imagination by exploring connections between the physical brain and the abstract mind. Through recent advances in functional * ©2014 Tracy D. Gunter. All rights reserved ** Tracy Gunter, M.D., Associate Professor Of Clinical Psychiatry at the IU School of Medicine, Adjunct Professor of Law, Indiana University Robert H. McKinney School of Law, e-mail [email protected]. I thank research assistants Emily Steeb and Scott Spicer for editorial help and
    [Show full text]
  • The Moral Self Summer 2011
    The Moral Self Summer 2011 Description This course will examine the nature of moral status. First, we will ask what it takes to have moral status. Do you have to be alive? Sentient? Autonomous? Second, we will ask whether groups can have moral status. For example, do nations, species, ecosystems, etc. have moral rights and/or duties? Third, we will ask whether parts of individuals can have moral status. For example, if a person has multiple personality disorder (or multiple personalities in a non-pathological sense), do their personalities have moral duties to each other? And do we have moral duties to our past or future selves more generally? Finally, we will ask when in life moral status begins and ends. Do we have moral duties to embryos and corpses? What about past and future generations? General Information • Time: M/W 6:00-9:00 • Place: TISC LC1 • Instructor: Jeff Sebo • Email: jeff[email protected] • Office: 285 Mercer, #902 • Office hours: by appointment • Course website: jeffsebo.net/teaching/ 1 Readings The required books for this course are: • David DeGrazia, Human Identity and Bioethics • Derek Parfit, Reasons and Persons • John Perry, A Dialogue on Personal Identity and Immortality You can find the required books at Bluestockings (172 Allen Street between Stanton and Rivington) as well as online. All readings not from the required book will be posted on blackboard. Grading Your grades will be determined as follows: • Papers (70%): You can write either two 10-page papers (35% each) or one 20-page paper (70%) on the topic of your choice.
    [Show full text]
  • Brains, Minds, and Computers in Literary and Science Fiction Neuronarratives
    BRAINS, MINDS, AND COMPUTERS IN LITERARY AND SCIENCE FICTION NEURONARRATIVES A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy. by Jason W. Ellis August 2012 Dissertation written by Jason W. Ellis B.S., Georgia Institute of Technology, 2006 M.A., University of Liverpool, 2007 Ph.D., Kent State University, 2012 Approved by Donald M. Hassler Chair, Doctoral Dissertation Committee Tammy Clewell Member, Doctoral Dissertation Committee Kevin Floyd Member, Doctoral Dissertation Committee Eric M. Mintz Member, Doctoral Dissertation Committee Arvind Bansal Member, Doctoral Dissertation Committee Accepted by Robert W. Trogdon Chair, Department of English John R.D. Stalvey Dean, College of Arts and Sciences ii TABLE OF CONTENTS Acknowledgements ........................................................................................................ iv Chapter 1: On Imagination, Science Fiction, and the Brain ........................................... 1 Chapter 2: A Cognitive Approach to Science Fiction .................................................. 13 Chapter 3: Isaac Asimov’s Robots as Cybernetic Models of the Human Brain ........... 48 Chapter 4: Philip K. Dick’s Reality Generator: the Human Brain ............................. 117 Chapter 5: William Gibson’s Cyberspace Exists within the Human Brain ................ 214 Chapter 6: Beyond Science Fiction: Metaphors as Future Prep ................................. 278 Works Cited ...............................................................................................................
    [Show full text]
  • Sample Pages of a Research Paper Using Parenthetical Notes (Mla Format)
    SAMPLE PAGES OF A RESEARCH PAPER USING PARENTHETICAL NOTES (MLA FORMAT) Use 1-inch margins all around. Remember to double-space all text. Student's last name and page number goes in the top-right corner of each page. Doe 1 John Doe Professor Smith English 1302 5 February 2002 Just Sheer Naked Magic What weighs about three pounds but has more parts than there are stars in the Milky Way galaxy (Flieger)? What fills the space occupied by only three pints of milk yet includes components that, laid end to end, would stretch several hundred thousand miles (Diagram 19)? What looks like an oversized walnut made of soft, grayish-pink cheese but contains the equivalent of 100 trillion tiny calculators (Restak, Brain 27)? What, according to James Watson, co-discoverer of the helical structure of DNA, is "the most complex thing we have yet discovered in our universe" (qtd. in Begley 66)? To all four of these intriguing questions there is but one surprising answer: the human brain. This miraculous organ is remarkable in its structure, its function, and its chemical Doe 2 composition. What is the brain? According to Richard Restak, the human brain is the master control center of the body. The brain constantly receives information from the senses about conditions both inside the body and outside it. The brain rapidly analyzes this information and then sends out messages that control body functions and actions. ("Brain" 561) According to Tether, the brain is divided into three main parts: the cerebrum, the cerebellum, and the brain stem (421).
    [Show full text]
  • Contents Trade Offerings
    CONTENTS TRADE OFFERINGS The Secret Life of the Brain 2 Richard Restak, M.D. Eclipse 4 Duncan Steel In Search of the Lost Cord 6 Luba Vikhanski The Genomic Revolution 8 Rob DeSalle and Michael Yudell How Students Learn 10 National Research Council A Case of Chronic Neglect 11 Felicia Cohn, Marla Salmon, and John Stobo Previously Announced Books and New and Recently Published Books Adding It Up 13 Jeremy Kilpatrick, Jane Swafford, and Bradford Findell Educating Children with Autism 14 Catherine Lord and James P.McGee Knowing What Students Know 15 James Pellegrino, Robert Glaser, and Naomi Chudowsky Speaking of Health 16 Institute of Medicine Backlist Offerings 30 General Information 34 October General Interest Science ISBN 0-309-07435-5 $35.00 8 x 10, 224 pages, index Cloth with jacket Color photographs and illustrations A Joseph Henry Press book Rights: World MARKETING • Concurrent publicity with airing of PBS series in early 2002 • Full-color blads • National review attention • National print advertising campaign • National media attention: radio and television • Co-op available 2 THE SECRET LIFE OF THE BRAIN Richard Restak, M.D. with a foreword by David Grubin Companion to the five-part television series brought to PBS by award- winning producer David Grubin, The Secret Life of the Brain takes readers on a tour of the human brain. Lavishly illustrated and beautifully presented, the many mysteries of the brain are explored from infancy to old age. en years ago a presidential proclamation ushered in the “Decade of the Brain.”We have Dr. Richard Restak since realized enormous benefits from this decade of discovery.
    [Show full text]