Religious abuse

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Religious_abuse

Religious abuse is abuse administered through religion, including harassment, humiliation, spiritual abuse or religious violence. Religious abuse may also include the misuse of religion for selfish, secular, or ideological ends, such as the abuse of a clerical position.

Religious abuse can be perpetuated by religious leaders or other members of a religious community, and it can happen in any religion or faith. Some examples of religious abuse include using religious teachings to justify abuse, enforcing strict religious rules and practices that are harmful, shaming or ostracizing individuals who do not conform to religious norms, using religious authority to manipulate or control others, and denying access to medical care or other basic needs in the name of religion.

Religious abuse can have serious and long-lasting effects on individuals and communities, including psychological trauma, emotional distress, loss of faith, and even physical harm. It is important for individuals and religious communities to be aware of the signs of religious abuse and to take steps to prevent it from happening.

Psychological

One specific meaning of the term religious abuse refers to psychological manipulation and harm inflicted on a person by using the teachings of their religion. This is perpetrated by members of the same or similar faith that includes the use of a position of authority within the religion. It is most often directed at children and emotionally vulnerable adults, and the motivations behind such abuse vary, and can be either well-intentioned or malicious.

Even well-intentioned religious abuse can have long-term psychological consequences, such as the victim developing phobias or long-term depression. They may have a sense of shame that persists even after they leave the religion. A person can also be manipulated into avoiding a beneficial action (such as a medical treatment) or to engage in a harmful behavior.

In his book Religious Abuse, pastor Keith Wright describes an example of such abuse. When he was a child, his Christian Scientist mother became very ill and eventually was convinced to seek medical treatment at an inpatient facility. Members of her church went to the treatment center to convince her to trust prayer rather than treatment, and to leave. She died shortly thereafter. While the church members may not have had any malicious intent, their use of their religion's teachings to manipulate Wright's mother ultimately resulted in her death.

A more recent study among 200 university students has shown that 12.5% of students reported being victimized by at least one form of religious or ritual abuse (RA). The study, which was published in the Journal of Interpersonal Violence, showed that religious/ritual abuse may result in mental health issues such as dissociative disorders.

Religious morality can in some cases contribute to victim blaming.

Against children

See also: Sexual grooming § Religious settings

Religiously-based psychological abuse of children can involve using teachings to subjugate children through fear, or indoctrinating the child in the beliefs of their particular religion whilst suppressing other perspectives. Psychologist Jill Mytton describes this as crushing the child's chance to form a personal morality and belief system; it makes them utterly reliant on their religion or parents, and they never learn to reflect critically on the information they receive. Similarly, the use of fear and a judgmental environment (such as the concept of Hell) to control the child can be traumatic.

Spiritual

Spiritual abuse includes:

• Psychological abuse and emotional abuse
• Physical abuse including physical injury (e.g., tatbir) and deprivation of sustenance.
• Sexual abuse
• Any act by deeds or words that shame or diminish the dignity of a person.
• Intimidation and the requirement to submit to a spiritual authority without any right to dissent.
• Unreasonable control of a person's basic right to exercise freewill in spiritual or natural matters.
• False accusations and repeated criticism by labeling a person as, for example, disobedient, rebellious, lacking faith, demonized, apostate, an enemy of the church or of a deity.
• Isolationism, separation, disenfranchisement or estrangement from family and friends outside the group due to cult-religious or spiritual or indigenous beliefs.
• Esotericism, hidden agendas and requirements revealed to members only as they successfully advance through various stages of a faith.
• Enforced practice of spiritualism, mysticism, or other ideologies peculiar to members of that religion.
• Financial exploitation or enslavement of adherents.

Background

The term spiritual abuse was purportedly coined in the late twentieth century to refer to alleged abuse of authority by church leaders, albeit some scholars and historians would dispute that claim, citing prior literary appearances of the term in literature on religion and psychology. Lambert defines spiritual abuse as "a type of psychological predomination that could be rightly termed—religious enslavement". He further identifies "religious enslavement" as being a product of what is termed in the Bible "witchcraft" or "sorcery". A key element of the experience of spiritual abuse is the perceived 'divine position' of the abuser which leads to an environment of infallibility.

Characteristics

Ronald Enroth in Churches That Abuse identifies five categories:

1. Authority and power: abuse arises when leaders of a group arrogate to themselves power and authority that lacks the dynamics of open accountability and the capacity to question or challenge decisions made by leaders. The shift entails moving from general respect for an office bearer to one where members loyally submit without any right to dissent.
2. Manipulation and control: abusive groups are characterized by social dynamics where fear, guilt or threats are routinely used to produce unquestioning obedience, group conformity or stringent tests of loyalty. The leader-disciple relationship may become one in which the leader's decisions control and usurp the disciple's right or capacity to make choices.
3. Elitism and persecution: abusive groups depict themselves as unique and have a strong organizational tendency to be separate from other bodies and institutions. The social dynamism of the group involves being independent or separate, with diminishing possibilities for internal correction, reflection, or external criticism.
4. Life-style and experience: abusive groups foster rigidity in behavior and belief that requires conformity to the group's ideals.
5. Dissent and discipline: abusive groups tend to suppress any kind of internal challenge to decisions made by leaders.

Agnes and John Lawless argue in The Drift into Deception that there are eight characteristics of spiritual abuse, and some of these clearly overlap with Enroth's criteria. They list the eight marks of spiritual abuse as comprising:

1. Charisma and pride
2. Anger and intimidation
3. Greed and fraud
4. Immorality
5. Enslaving authoritarian structure
6. Exclusivity
7. Demanding loyalty and honor
8. New revelation

The author of Charismatic Captivation, Steven Lambert, in a post on the book's website delineates "33 Signs of Spiritual Abuse", including:

1. Apotheosis or de facto deification of the leadership.
2. Absolute authority of the leadership.
3. Pervasive abuse and misuse of authority in personal dealings with members to coerce submission.
4. Paranoia, inordinate egotism or narcissism, and insecurity by the leaders.
5. Abuse and inordinate incidence of "church discipline" particularly in matters not expressly considered to be church discipline issues.
6. Inordinate attention to maintaining the public image of the ministry and lambasting of all "critics".
7. Constant indoctrination with a "group" or "family" mentality that impels members to exalt the corporate "life" and goals of the church-group over their personal goals, callings, objectives or relationships.
8. Members are psychologically traumatized, terrorized and indoctrinated with numerous fears aimed at creating an over-dependence or codependence on their leaders and the corporate group.
9. Members may be required to obtain the approval (or witness) of their leader(s) for decisions regarding personal matters.
10. Frequent preaching from the pulpit discouraging leaving the religion or disobeying the leaderships' dictates.
11. Members departing without the blessing of the leadership do so under a cloud of suspicion, shame, or slander.
12. Departing members often suffer from psychological problems and display the symptoms associated with post-traumatic stress disorder (PTSD).

Research and examples

Flavil Yeakley's team of researchers conducted field-tests with members of the Boston Church of Christ using the Myers-Briggs Type Indicator. In The Discipling Dilemma Yeakley reports that the members tested "showed a high level of change in psychological type scores", with a "clear pattern of convergence in a single type". The same tests were conducted on five mainline denominations and with six groups that are popularly labeled as cults or manipulative sects. Yeakley's test results showed that the pattern in the Boston Church "was not found among other churches of Christ or among members of five mainline denominations, but that it was found in studies of six manipulative sects." The research did not show that the Boston Church was "attracting people with a psychological need for high levels of control", but Yeakley concluded that "they are producing conformity in psychological type" which he deemed to be "unnatural, unhealthy and dangerous."

This was not a longitudinal study and relied on asking participants to answer the survey three times; once as they imagined they might answer five years prior, once as their present selves and once as they imagined they might answer after five years of influence in the sect. The author insists that despite this, "any significant changes in the pattern of these perceptions would indicate some kind of group pressure. A high degree of change and a convergence in a single type would be convincing proof that the Boston Church of Christ has some kind of group dynamic operating that tends to produce conformity to the group norm." However it could instead indicate a desire on the part of the respondents to change in the direction indicated. To determine actual changes in MBTI results would require a longitudinal study, since the methodology here was inherently suggestive of its conclusion. This is also amply borne out in its instructions: "The instructions stated clearly that no one was telling them that their answers ought to change. The instructions said that the purpose of the study was simply to find out if there were any changes and, if so, what those changes might indicate."

Physical

Physical abuse in a religious context can take the form of beatings, illegal confinement, neglect, near drowning or even murder in the belief that the child is possessed by evil spirits, practicing sorcery or witchcraft, or has committed some kind of sin that warrants punishment. Such extreme cases are, though, rare.

In 2012, the United Kingdom's Department for Children, Schools and Families instituted a new action plan to investigate the issue of faith-based abuse after several high-profile murders, such as that of Kristy Bamu. Over a term of 10 years, Scotland Yard conducted 83 investigations into allegations of abuse with faith-based elements and feared there were even more that were unreported.

Violence

Main article: Religious violence

Religious violence and extremism (also called communal violence) is a term that covers all phenomena where religion is either the subject or object of violent behavior.

Human sacrifice

Main articles: Human sacrifice, Child sacrifice, and Child sacrifice in pre-Columbian cultures

Human sacrifice (sometimes called ritual murder), has been practiced on a number of different occasions and in many different cultures. The various rationales behind human sacrifice are the same that motivate religious sacrifice in general. Human sacrifice is typically intended to bring good fortune and to pacify the gods. Fertility was another common theme in ancient religious sacrifices.

Human sacrifice may be a ritual practiced in a stable society, and may even be conducive to enhance societal unity, both by creating a bond unifying the sacrificing community, and in combining human sacrifice and capital punishment, by removing individuals that have a perceived negative effect on societal stability (criminals, religious heretics, foreign slaves or prisoners of war). However, outside of civil religion, human sacrifice may also result in outbursts of blood frenzy and mass killings that destabilize society.

Archaeology has uncovered physical evidence of child sacrifice at several locations. Some of the best attested examples are the diverse rites which were part of the religious practices in Mesoamerica and the Inca Empire. Psychologists Alice Miller and Robert Godwin, psychohistorian Lloyd deMause and other advocates of children's rights have written about pre-Columbian sacrifice within the framework of child abuse.

Plutarch (c.46–120 AD) mentions the Carthaginian's ritual burning of small children, as do Tertullian, Orosius, Diodorus Siculus and Philo. Livy and Polybius do not. The Hebrew Bible also mentions what appears to be child sacrifice practised at a place called the Tophet (roasting place) by the Canaanites, and by some Israelites.

Children were thrown to the sharks in ancient Hawaii.

Sacrificial victims were often infants. "The slaughtering of newborn babies may be considered a common event in many cultures" including the Eskimo, the Polynesians, the Ancient Egyptians, the Chinese, the Scandinavians, and various indigenous peoples of Africa, the Americas and Australia.

Initiation rites

Main article: Initiation rite

Artificial deformation of the skull predates written history and dates back as far as 45,000 BCE, as evidenced by two Neanderthal skulls found in Shanidar Cave. It was usually started just after birth and continued until the desired shape was achieved. It may have played a key role in Egyptian and Mayan societies.

In China some boys were castrated, with both the penis and scrotum cut. Other ritual actions have been described by anthropologists. Géza Róheim wrote about initiation rituals performed by Australian natives in which adolescent initiates were forced to drink blood.

Modern practices

In the rituals of some tribes in Papua New Guinea, an elder "picks out a sharp stick of cane and sticks it deep inside a boy's nostrils until he bleeds profusely into the stream of a pool, an act greeted by loud war cries." Afterwards, when boys are initiated into puberty and manhood, they are expected to perform fellatio on the elders. "Not all initiates will participate in this ceremonial homosexual activity but, about five days later, several will have to perform fellatio several times."

Individual cases of ritual murder have been recorded in Brazil, the United States, and Singapore (Toa Payoh ritual murders).

Witch-hunts

Further information: Witch-hunt

Further information: Witchcraft accusations against children in Africa

To this day, witch hunts, trials and accusations are still a real danger in some parts of the world. Trials result in violence against men, women and children, including murder. In The Gambia, about 1,000 people accused of being witches were locked in government detention centers in March 2009, being beaten, forced to drink an unknown hallucinogenic potion, and confess to witchcraft, according to Amnesty International. In Tanzania thousands of elderly Tanzanian women have been strangled, knifed to death and burned alive over the last two decades after being denounced as witches. Ritualistic abuse may also involve children accused of, and punished for, being purported witches in some Central African areas. A child may be blamed for the illness of a relative, for example. Other examples include Ghana, where alleged witches were banished to refugee camps, and the beating and isolation of children accused of being witches in Angola.

Psychohistorical explanation

Main article: Psychohistorical views on infanticide

A small number of academics subscribe to the theory of psychohistory and attribute the abusive rituals to the psychopathological projection of the perpetrators, especially the parents.

This psychohistorical model claims that practices of tribal societies sometimes included incest and the sacrifice, mutilation, rape and torture of children, and that such activities were culturally acceptable.

Survivors

Survivors of religious abuse can develop symptoms of post-traumatic stress disorder (PTSD) in response to their abusive religious experiences. Dr. Marlene Winell, a psychologist and former fundamentalist, coined the term religious trauma syndrome (RTS) in a 2011 article she wrote for the British Association for Behavioural and Cognitive Psychotherapies. Winell describes RTS as "the condition experienced by people who are struggling with leaving an authoritarian, dogmatic religion and coping with the damage of indoctrination."

In the article, Winell identifies four categories of dysfunction: cognitive, affective, functional, and social/cultural.

• Cognitive: Confusion, difficulty with decision-making and critical thinking, dissociation, identity confusion
• Affective: Anxiety, panic attacks, depression, suicidal ideation, anger, grief, guilt, loneliness, lack of meaning
• Functional: Sleep and eating disorders, nightmares, sexual dysfunction, substance abuse, somatization
• Social/cultural: Rupture of family and social network, employment issues, financial stress, problems acculturating into society, interpersonal dysfunction

These symptoms can occur for people who have simply participated in dogmatic expressions of religion, such as fundamentalism. Extreme cases of religious abuse such as authoritarian cult membership, clergy sexual abuse, or mind control tactics used to extremes like the mass suicide at Jonestown may attract public scrutiny. However, individuals can experience chronic religious abuse in the subtle mind-control mechanics of fundamentalism that leads to trauma. While many extreme traumatic experiences associated with religion can cause simple PTSD, scholars are now arguing that chronic abuse through mind control tactics used in fundamentalist settings, whether intentional or not, can induce C-PTSD or developmental trauma.

Exposure therapy or staying in religiously abusive settings may not be conducive to healing for survivors of religious abuse. Healing can come through support groups, therapy, and psychoeducation. In some cultures, survivors have opportunities to recover and live vibrant lives after they leave religiously abusive settings.

Psychohistory

 

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/Psychohistory

Psychohistory is an amalgam of psychology, history, and related social sciences and the humanities. Its proponents claim to examine the "why" of history, especially the difference between stated intention and actual behavior. It works to combine the insights of psychology, especially psychoanalysis, with the research methodology of the social sciences and humanities to understand the emotional origin of the behavior of individuals, groups and nations, past and present. Work in the field has been done in the areas of childhood, creativity, dreams, family dynamics, overcoming adversity, personality, political and presidential psychobiography. There are major psychohistorical studies of anthropology, art, ethnology, history, politics and political science, and much else.

Description

Rembrandt's painting of the sacrifice of Isaac (Gen.22). Psychohistory holds that ritual child sacrifice once occurred in most cultures.

Psychohistorians claim to derive many of its concepts from areas that are perceived to be ignored by conventional historians and anthropologists as shaping factors of human history, in particular, the effects of parenting practice and child abuse. According to conventional historians "the science of culture is independent of the laws of biology and psychology" and "the determining cause of a social fact should be sought among social facts preceding and not among the states of individual consciousness".

Psychohistorians, on the other hand, suggest that social behavior such as crime and war may be a self-destructive re-enactment of earlier abuse and neglect; that unconscious flashbacks to early fears and destructive parenting could dominate individual and social behavior.

Psychohistory relies heavily on historical biography. Notable examples of psychobiographies are those of Lewis Namier, who wrote about the British House of Commons, and Fawn Brodie, who wrote about Thomas Jefferson.

Areas of study

There are three inter-related areas of psychohistorical study.

1. The history of childhood – which looks at such questions as:

• How have children been raised throughout history
• How has the family been constituted
• How and why have practices changed over time
• The changing place and value of children in society over time
• How and why our views of child abuse and neglect have changed

2. Psychobiography – which seeks to understand individual historical people and their motivations in history.

3. Group psychohistory – which seeks to understand the motivations of large groups, including nations, in history and current affairs. In doing so, psychohistory advances the use of group-fantasy analysis of political speeches, political cartoons and media headlines since the loaded terms, metaphors and repetitive words therein offer clues to unconscious thinking and behaviors.

Independence as a discipline

Psychohistorians have argued that psychohistory is a separate field of scholarly inquiry with its own particular methods, objectives and theories, which set it apart from conventional historical analysis and anthropology. Some historians, social scientists and anthropologists have, however, argued that their disciplines already describe psychological motivation and that psychohistory is not, therefore, a separate subject. Others regard it as an undisciplined field of study, due to its emphasis given to speculation on the psychological motivations of people in history. Doubt has also been cast on the viability of the application of post-mortem psychoanalysis by Freud's followers.

Psychohistorians maintain that the difference is one of emphasis and that, in conventional study, narrative and description are central, while psychological motivation is hardly touched upon. Psychohistorians accuse most anthropologists and ethnologists of being apologists for incest, infanticide, cannibalism and child sacrifice. They maintain that what constitutes child abuse is a matter of objective fact, and that some of the practices which mainstream anthropologists apologize for (e.g., sacrificial rituals) may result in psychosis, dissociation and magical thinking.

Psychogenic mode

Lloyd deMause has described a system of psychogenic modes (see below) which describe the range of styles of parenting he has observed historically and across cultures.

Psychohistorians have written much about changes in the human psyche through history; changes that they believe were produced by parents, and especially the mothers' increasing capacity to empathize with their children. Due to these changes in the course of history, different psychoclasses (or psychogenic modes) emerged. A psychoclass is a type of mentality that results from, and is associated with, a particular childrearing style, and in its turn influences the method of childrearing of the next generations. According to psychohistory theory, regardless of the changes in the environment, it is only when changes in childhood occur and new psychoclasses evolve that societies begin to progress.

The major psychogenic modes described by deMause are:

Mode	Childrearing characteristics	Historical manifestations
Infanticidal	Early infanticidal childrearing: Ritual sacrifice. High infanticide rates, incest, body mutilation, child rape and tortures.	Child sacrifice and infanticide among tribal societies, Mesoamerica and the Incas; in Assyrian and Canaanite religions. Phoenicians, Carthaginians and other early states also sacrificed infants to their gods. On the other hand, the relatively more enlightened Greeks and Romans exposed some of their babies ("late" infanticidal childrearing).
	Late infanticidal childrearing: While the young child is not overly rejected by the mother, many newborn babies, especially girls, are exposed to death.
Abandoning	Early Christians considered a child as having a soul at birth, although possessed by evil tendencies. Routine infanticide was replaced by joining in the group fantasy of the sacrifice of Christ, who was sent by his father to be killed for the sins of others. Routine pederasty of boys continued in monasteries and elsewhere, and the rape of girls was commonplace.	Infanticide replaced by abandonment. Those children who survived the experience did not internalize a completely murderous superego. Longer swaddling, fosterage, outside wetnursing, oblation of children to monasteries and nunneries, and apprenticeship.
Ambivalent	The 12th century saw the first child instruction manuals and rudimentary child protection laws, although most mothers still emotionally rejected their children. Children were often treated as erotic objects by adults.	The later Middle Ages ended abandonment of children to monasteries. Early beating, shorter swaddling, mourning for deceased children, a precursor to empathy.
Intrusive	During the 16th century, particularly in England, parents shifted from trying to stop children's growth to trying to control them and make them obedient. Parents were prepared to give them attention as long as they controlled their minds, their insides, their anger and the lives they led.	The intrusive parent began to unswaddle the infant. Early toilet training, repression of child's sexuality. Hell threats turned into the Puritan child so familiar from early modern childrearing literature. On the other hand, the end of swaddling and wet-nursing made possible the explosive modern takeoff in scientific advance.
Socializing	Beginning in the 18th century, mothers began to enjoy child care, and fathers began to participate in younger children's development. The aim remained instilling parental goals rather than encouraging individuation. Manipulation and spanking were used to make children obedient. Hellfire and the harsher physical disciplinary actions using objects to beat the child disappeared. The Socializing Mode remains the most popular model of parenting in North America and Western Europe to the present day.	Use of guilt, "mental discipline", humiliation, time-out, rise of compulsory schooling, delegation of parental unconscious wishes. As parental injections continued to diminish, the rearing of the child became less a process of conquering its will than of training it. The socializing psychoclass built the modern world.
Helping	Beginning in the mid-20th century, some parents adopted the role of helping children reach their own goals in life, rather than "socialize" them into fulfilling parental wishes. Less manipulation, more unconditional love. Children raised in this way are far more empathic towards others in society than earlier generations.	Children's rights movement, natural childbirth, the abandonment of circumcision, attachment parenting, Taking Children Seriously, unconditional parenting, Parent Effectiveness Training, deschooling and free schooling.

Psychohistorians maintain that the five modes of abusive childrearing (excluding the "helping mode") are related to psychiatric disorders from psychoses to neuroses.

The chart below shows the dates at which these modes are believed to have evolved in the most advanced nations, based on contemporary accounts from historical records. A black-and-white version of the chart appears in Foundations of Psychohistory.

The y-axis on the above chart serves as an indicator of the new stage and not a measurement of the stage's size or relation to the x-axis.

The timeline does not apply to hunter-gatherer societies. It does not apply either to the Greek and Roman world, where there was a wide variation in childrearing practices. The arrival of the Ambivalent mode of child-rearing preceded the start of the Renaissance (mid 14th century) by only one or two generations, and the arrival of the Socializing mode coincided with the Age of Enlightenment, which began in the late 18th century.

Earlier forms of childrearing coexist with later modes, even in the most advanced countries. An example of this are reports of selective abortion (and sometimes exposure of baby girls) especially in China, Korea, Taiwan, Singapore, Malaysia, India, Pakistan, New Guinea, and many other developing countries in Asia and North Africa, regions in which millions of women are "missing". The conflict of new and old psychoclasses is also highlighted in psychohistorians' thought. This is reflected in political contrasts – for instance, in the clash between Blue State and Red State voters in the contemporary United States – and in civil wars.

Another key psychohistorical concept is that of group fantasy, which deMause regards as a mediating force between a psychoclass's collective childhood experiences (and the psychic conflicts emerging therefrom), and the psychoclass's behavior in politics, religion and other aspects of social life.

A psychoclass for postmodern times

According to the psychogenic theory, since Neanderthal man most tribes and families practiced infanticide, child mutilation, incest and beating of their children throughout prehistory and history. Presently the Western socializing mode of childrearing is considered much less abusive in the field, though this mode is not yet entirely free of abuse. In the opening paragraph of his seminal essay "The Evolution of Childhood" (first article in The History of Childhood), DeMause states:

The history of childhood is a nightmare from which we have only recently begun to awaken. The further back in history one goes, the lower the level of childcare, and the more likely children are to be killed, abandoned, beaten, terrorized and sexually abused.

There is notwithstanding an optimistic trait in the field. In a world of "helping mode" parents, deMause believes, violence of any other sort will disappear as well, along with magical thinking, mental disorders, wars and other inhumanities of man against man. Although, the criticism has been made that this itself is a form of magical thinking.

Criticisms

There are no departments dedicated to "psychohistory" in any institution of higher learning, although some history departments have run courses in it. Psychohistory remains a controversial field of study, facing criticism in the academic community, with critics referring to it as a pseudoscience. Psychohistory uses a plurality of methodologies, and it is difficult to determine which is appropriate to use in each circumstance. Yet this "plurality" is quite circumscribed.

In 1973, historian Hugh A. Trevor-Roper dismissed the field of psychohistory entirely in response to the publication of Walter Langer's The Mind of Adolf Hitler. He contended that psychohistory's methodology rested "on a defective philosophy" and was "vitiated by a defective method." Instead of using historical evidence to derive historical interpretations, Trevor-Roper contended that "psycho-historians move in the opposite direction. They deduce their facts from their theories; and this means, in effect, that facts are at the mercy of theory, selected and valued according to their consistence with theory, even invented to support theory."

DeMause has received criticism on several levels. His formulations have been criticized for being insufficiently supported by credible research. He has also received criticism for being a strong proponent of the "black legend" view of childhood history (i.e. that the history of childhood was above all a history of progress, with children being far more often badly mistreated in the past). Similarly, his work has been called a history of child abuse, not childhood. The grim perspective of childhood history is known from other sources, e.g. Edward Shorter's The Making of the Modern Family and Lawrence Stone's The Family, Sex and Marriage in England 1500-1800. However, deMause received criticism for his repeated, detailed descriptions on childhood atrocities:

The reader is doubtless already familiar with examples of these psychohistorical "abuses." There is a significant difference, however, between the well-meaning and serious, if perhaps simplistic and reductionistic, attempt to understand the psychological in history and the psychohistorical expose that can at times verge on historical pornography. For examples of the more frivolous and distasteful sort of psychohistory, see Journal of Psychohistory. For more serious and scholarly attempts to understand the psychological dimension of the past, see The Psychohistory Review.

Recent psychohistory has also been criticized for being overly-entangled with DeMause, whose theories are not representative of the entire field.

Organizations

Boston University offers a Psychohistory course at the undergraduate level and has published course details.

The Association for Psychohistory was founded by Lloyd deMause. It has 19 branches around the globe and has for over 30 years published the Journal of Psychohistory. The International Psychohistorical Association was also founded by deMause and others in 1977 as a professional organization for the field of psychohistory. It publishes Psychohistory News and has a psychohistorical mail order lending library. The association hosts an annual convention.

The Psychohistory Forum publishes the quarterly journal Clio's Psyche. It was founded in 1983 by historian and psychoanalyst Paul H. Elovitz. This organization of academics, therapists, and laypeople holds regular scholarly meetings in New York City and at international conventions. It also sponsors an online discussion group.

In Germany, scientists taking an interest in psychohistory have met annually since 1987. In 1992, the Gesellschaft für Psychohistorie und politische Psychologie e.V. (“Society for Psychohistory and Political Psychology”) was founded. This society issues the Jahrbuch für Psychohistorische Forschung (“Annual of Psychohistorical Research”)

Notable psychohistorians

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• Lloyd deMause, founder of The Institute for Psychohistory.
• Peter Gay, Sterling Professor at Yale University, author.
• Robert Jay Lifton, a psychiatrist specializing in psychological motivations for war and terrorism.
• Jerome Lee Shneidman, Editor of the Bulletin of the International Psychohistorical Association, established the Seminar in the History of Legal and Political Thought and Institutions at Columbia University.
• Vamik Volkan, psychiatrist, psychoanalyst, University of Virginia professor emeritus, peacemaker, and Nobel Prize nominee.
• Fawn Brodie, Professor at UCLA, and historian and biographer of Thomas Jefferson, Joseph Smith, and others.

Analytical skill

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Analytical_skill

The cerebral cortex is responsible for analytical thinking in the human brain.

Analytical skill is the ability to deconstruct information into smaller categories in order to draw conclusions. Analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity. Analytical skill is taught in contemporary education with the intention of fostering the appropriate practices for future professions. The professions that adopt analytical skill include educational institutions, public institutions, community organisations and industry.

Richards J. Heuer Jr. explained that

Thinking analytically is a skill like carpentry or driving a car. It can be taught, it can be learned, and it can improve with practice. But like many other skills, such as riding a bike, it is not learned by sitting in a classroom and being told how to do it. Analysts learn by doing.

In the article by Freed, the need for programs within the educational system to help students develop these skills is demonstrated. Workers "will need more than elementary basic skills to maintain the standard of living of their parents. They will have to think for a living, analyse problems and solutions, and work cooperatively in teams".

Logical Reasoning

Logical reasoning is a process consisting of inferences, where premises and hypotheses are formulated to arrive at a probable conclusion. It is a broad term covering three sub-classifications in deductive reasoning, inductive reasoning and abductive reasoning.

Deductive Reasoning

‘Deductive reasoning is a basic form of valid reasoning, commencing with a general statement or hypothesis, then examines the possibilities to reach a specific, logical conclusion’. This scientific method utilises deductions, to test hypotheses and theories, to predict if possible observations were correct.

A logical deductive reasoning sequence can be executed by establishing: an assumption, followed by another assumption and finally, conducting an inference. For example, ‘All men are mortal. Harold is a man. Therefore, Harold is mortal.’

For deductive reasoning to be upheld, the hypothesis must be correct, therefore, reinforcing the notion that the conclusion is logical and true. It is possible for deductive reasoning conclusions to be inaccurate or incorrect entirely, but the reasoning and premise is logical. For example, ‘All bald men are grandfathers. Harold is bald. Therefore, Harold is a grandfather.’ is a valid and logical conclusion but it is not true as the original assumption is incorrect. Deductive reasoning is an analytical skill used in many professions such as management, as the management team delegates tasks for day-to-day business operations.

Inductive Reasoning

Inductive reasoning compiles information and data to establish a general assumption that is suitable to the situation. Inductive reasoning commences with an assumption based on faithful data, leading to a generalised conclusion. For example, ‘All the swans I have seen are white. (Premise) Therefore all swans are white. (Conclusion)’. It is clear that the conclusion is incorrect, therefore, it is a weak argument. To strengthen the conclusion, it is made more probable, for example, ‘All the swans I have seen are white. (Premise) Therefore most swans are probably white (Conclusion)’. Inductive reasoning is an analytical skill common in many professions such as the corporate environment, where statistics and data are constantly analysed.

Doctor using abductive reasoning to diagnose a man with diabetes

The 6 types of inductive reasoning

1. Generalised: This manner utilises a premise on a sample set to extract a conclusion about a population.
2. Statistical: This is a method that utilises statistics based on a large and viable random sample set that is quantifiable to strengthen conclusions and observations.
3. Bayesian: This form adapts statistical reasoning to account for additional or new data.
4. Analogical: This is a method that records on the foundations of shared properties between two groups, leading to a conclusion that they are also likely to share further properties.
5. Predictive: This form of reasoning extrapolates a conclusion about the future based on a current or past sample.
6. Causal inference: This method of reasoning is formed around a causal link between the premise and the conclusion.

Abductive reasoning

Abductive reasoning commences with layered hypotheses, which may be insufficient with evidence, leading to a conclusion that is most likely explanatory for the problem. It is a form of reasoning where the conductor chooses a hypothesis that would best suit the given data. For example, when a patient is ill, the doctor gathers a hypothesis from the patient's symptoms, or other evidence, that they deem factual and appropriate. The doctor will then go through a list of possible illnesses and will attempt to assign the appropriate illness. Abductive reasoning is characterised by its lack of completeness, in evidence, explanation or both. This form of reasoning can be creative, intuitive and revolutionary due to its instinctive design.

Critical Thinking

Critical thinking is a skill used to interpret and explain the data given. It is the ability to think cautiously and rationally to resolve problems. This thinking is achieved by supporting conclusions without biases, having reliable evidence and reasoning, and using appropriate data and information. Critical thinking is an imperative skill as it underpins contemporary living in areas such as education and professional careers, but it is not restricted to a specific area.

Critical thinking is used to solve problems, calculate the likelihood, make decisions, and formulate inferences. Critical thinking requires examining information, reflective thinking, using appropriate skills, and confidence in the quality of the information given to come to a conclusion or plan. Critical thinking includes being willing to change if better information becomes available. As a critical thinker individuals do not accept assumptions without further questioning the reliability of it with further research and analysing the results found.

Developing Critical Thinking

Critical thinking can be developed through establishing personal beliefs and values. It is critical that individuals are able to query authoritative bodies: teachers, specialists, textbooks, books, newspapers, television etc. Querying these authorities allow critical thinking ability to be developed as the individual gains their own freedom and wisdom to think about reality and contemporary society, revering from autonomy.

Developing Critical Thinking through Probability Models

Critical thinking can be developed through probability models, where individuals adhere to a logical, conceptual understanding of mathematics and emphasise investigation, problem-solving, mathematical literacy and the use of mathematical discourse. The student actively constructs their knowledge and understanding, while teaching models function as a mediator by actively testing the student through querying, challenging and assigning investigation tasks, ultimately, allowing the student to think in deeper ways about various concepts, ideas and mathematical contexts.

Communication

Communication is a process where individuals transfer information from one another. It is a complex system consisting of a listener interpreting the information, understanding it and then transferring it. Communication as an analytical skill includes communicating with confidence, clarity, and sticking with the point you are trying to communicate. It consists of verbal and non-verbal communication. Communication is an imperative component of analytical skill as it allows the individual to develop relationships, contribute to group decisions, organisational communication, and influence media and culture.

Dr. Martin Luther King Jr. providing a speech to 250,000 people during the Civil Rights March in Washington D.C. exemplifies verbal communication

Verbal Communication

Verbal communication is interaction through words in linguistic form. Verbal communication consists of oral communication, written communication and sign language. It is an effective form of communication as the individuals sending and receiving the information are physically present, allowing immediate responses. In this form of communication, the sender uses words, spoken or written, to express the message to the individuals receiving the information.

Verbal communication is an essential analytical skill as it allows for the development of positive relationships among individuals. This positive relationship is attributed to the notion that verbal communication between individuals fosters a depth of understanding, empathy and versatility among them, providing each other with more attention. Verbal communication is a skill that is commonly used in professions such as the health sector, where healthcare workers are desired to possess strong interpersonal skills. Verbal communication has been linked to patient satisfaction. An effective strategy to improve verbal communication ability is through debating as is it fosters communication and critical thinking.

Non-verbal Communication

Non-verbal communication is commonly known as unspoken dialogue between individuals. It is a significant analytical skill as it allows individuals to distinguish true feelings, opinions and behaviours, as individuals are more likely to believe nonverbal cues as opposed to verbal expressions. Non-verbal communication is able to transcend communicational barriers such as race, ethnicity and sexual orientation.

Dancing is a common expressionist form of human non-verbal communication.

Statistical measures showcase that the true meaning behind all messages is 93% non-verbal and 7% verbal. Non-verbal communication is a critical analytical skill as it allows individuals to delve deeper into the meaning of messages. It allows individuals to analyse another person's perceptions, expressions and social beliefs. Individuals who excel in communicating and understanding non-verbal communication are able to analyse the interconnectedness of mutualism, social beliefs and expectations.

Communication Theories

A communication theory is an abstract understanding of how information is transferred from individuals. Many communication theories have been developed to foster and build upon the ongoing dynamic nature of how people communicate. Early models of communication were simple, such as Aristotle's model of communication, consisting of a speaker communicating a speech to an audience, leading to an effect. This is a basic form of communication that addresses communication as a linear concept where information is not being relayed back.

Modern theories for communication include Schramm's model where there are multiple individuals, each individual is encoding, interpreting and decoding the message, and messages are being transferred between one another. Schramm has included another factor in his model in experience i.e. expressing that each individual's experience influences their ability to interpret a message. Communication theories are constantly being developed to acclimatise to certain organisations or individuals. It is imperative for an individual to adopt a suitable communication theory for organisations to ensure that the organisation is able to function as desired. For example, traditional corporate hierarchy are commonly known to adopt a linear communicational model i.e. Aristotle's model of communication.

Research

Research is the construct of utilising tools and techniques to deconstruct and solve problems. While researching, it is important to distinguish what information is relevant to the data and avoiding excess, irrelevant data. Research involves the collection and analysis of information and data with the intention of founding new knowledge and/or deciphering a new understanding of existing data. Research ability is an analytical skill as it allows individuals to comprehend social implications. Research ability is valuable as it fosters transferable employment related skills. Research is primarily employed in academia and higher education, it is a profession pursued by many graduates, individuals intending to supervise or teach research students or those in pursuit of a PhD.

Research in Academia

In higher education, new research provides the most desired quality of evidence, if this is not available, then existing forms of evidence should be used. It is accepted that research provides the greatest form of knowledge, in the form of quantitative or qualitative data.

Research students are highly desired by various industries due to their dynamic mental capacity. Research students are commonly sought after due to their analysis and problem-solving ability, interpersonal and leadership skills, project management and organisation, research and information management and written and oral communication.

Data Analysis

Data analysis is a systematic method of cleaning, transforming and modelling statistical or logical techniques to describe and evaluate data. Using data analysis as an analytical skill means being able to examine large volumes of data and then identifying trends within the data. It is critical to be able to look at the data and determine what information is important and should be kept and what information is irrelevant and can be discarded. Data analysis includes finding different patterns within the information which allows you to narrow your research and come to a better conclusion. It is a tool to discover and decipher useful information for business decision-making. It is imperative in inferring information from data and adhering to a conclusion or decision from that data. Data analysis can stem from past or future data. Data analysis is an analytical skill, commonly adopted in business, as it allows organisations to become more efficient, internally and externally, solve complex problems and innovate.

Text Analysis

Text analysis is the discovery and understanding of valuable information in unstructured or large data. It is a method to transform raw data into business information, allowing for strategic business decisions by offering a method to extract and examine data, derive patterns and finally interpret the data.

Statistical Analysis

Statistical analysis involves the collection, analyses and presentation of data to decipher trends and patterns. It is common in research, industry and government to enhance the scientific aspects of the decision that needs to be made. It consists of descriptive analysis and inferential analysis.

Descriptive Analysis

Descriptive analysis provides information about a sample set that reflects the population by summarising relevant aspects of the dataset i.e. uncovering patterns. It displays the measures of central tendency and measures of spread, such as mean, deviation, proportion, frequency etc.

Inferential Analysis

Inferential analysis analyses a sample from complete data to compare the difference between treatment groups. Multiple conclusions are constructed by selecting different samples. Inferential analysis can provide evidence that, with a certain percentage of confidence, there is a relationship between two variables. It is adopted that the sample will be different to the population, thus, we further accept a degree of uncertainty.

Example of sales forecasting, a form of predictive analysis

Diagnostic Analysis

Diagnostic analysis showcases the origin of the problem by finding the cause from the insight found in statistical analysis. This form of analysis is useful to identify behavioural patterns of data.

Predictive Analysis

Predictive analysis is an advanced form of analytics that forecasts future activity, behaviour, trends and patterns from new and historical data. Its accuracy is based on how much faithful data is present and the degree of inference that can be exploited from it.

Prescriptive Analysis

Prescriptive analytics provide firms with optimal recommendations to solve complex decisions. It is used in many industries, such as aviation to optimise schedule selection for airline crew.

Creativity

Areas of the brain that stimulated during actions of creativity

Creativity is important when it comes to solving different problems when presented. Creative thinking works best for problems that can have multiple solutions to solve the problem. It is also used when there seems to be no correct answer that applies to every situation, and is instead based from situation to situation. It includes being able to put the pieces of a problem together, as well as figure out pieces that may be missing. Then it includes brainstorming with all the pieces and deciding what pieces are important and what pieces can be discarded. The next step would be now analysing the pieces found to be of worth and importance and using those to come to a logical conclusion on how to best solve the problem. There can be multiple answers you come across to solve this problem. Many times creative thinking is referred to as right brain thinking. Creativity is an analytical skill as it allows individuals to utilise innovative methods to solve problems. Individuals that adopt this analytical skill are able to perceive problems from varying perspectives. This analytical skill is highly transferable among professions.

Energy flow (ecology)

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/Energy_flow_(ecology)

A graphic representation of energy transfer between trophic layers in an ecosystem.

Energy flow is the flow of energy through living things within an ecosystem. All living organisms can be organized into producers and consumers, and those producers and consumers can further be organized into a food chain. Each of the levels within the food chain is a trophic level. In order to more efficiently show the quantity of organisms at each trophic level, these food chains are then organized into trophic pyramids. The arrows in the food chain show that the energy flow is unidirectional, with the head of an arrow indicating the direction of energy flow; energy is lost as heat at each step along the way.

The unidirectional flow of energy and the successive loss of energy as it travels up the food web are patterns in energy flow that are governed by thermodynamics, which is the theory of energy exchange between systems. Trophic dynamics relates to thermodynamics because it deals with the transfer and transformation of energy (originating externally from the sun via solar radiation) to and among organisms.

Energetics and the carbon cycle

The carbon cycle of a terrestrial ecosystem. Beginning with photosynthesis, water (blue) and carbon dioxide (white) from the air are taken in with solar energy (yellow), and are converted into plant energy (green). 100×10¹⁵ grams of carbon/year fixed by photosynthetic organisms, which is equivalent to 4×10¹⁸ kJ/yr = 4×10²¹ J/yr of free energy. Cellular respiration is the reverse reaction, wherein energy of plants is taken in and carbon dioxide and water are given off. The carbon dioxide and water produced can be recycled back into plants.

The first step in energetics is photosynthesis, where in water and carbon dioxide from the air are taken in with energy from the sun, and are converted into oxygen and glucose. Cellular respiration is the reverse reaction, wherein oxygen and sugar are taken in and release energy as they are converted back into carbon dioxide and water. The carbon dioxide and water produced by respiration can be recycled back into plants.

Energy loss can be measured either by efficiency (how much energy makes it to the next level), or by biomass (how much living material exists at those levels at one point in time, measured by standing crop). Of all the net primary productivity at the producer trophic level, in general only 10% goes to the next level, the primary consumers, then only 10% of that 10% goes on to the next trophic level, and so on up the food pyramid. Ecological efficiency may be anywhere from 5% to 20% depending on how efficient or inefficient that ecosystem is. This decrease in efficiency occurs because organisms need to perform cellular respiration to survive, and energy is lost as heat when cellular respiration is performed. That is also why there are fewer tertiary consumers than there are producers.

Primary production

Main article: Primary production

Fate of mangrove primary production

A producer is any organism that performs photosynthesis. Producers are important because they convert energy from the sun into a storable and usable chemical form of energy, glucose, as well as oxygen. The producers themselves can use the energy stored in glucose to perform cellular respiration. Or, if the producer is consumed by herbivores in the next trophic level, some of the energy is passed on up the pyramid. The glucose stored within producers serves as food for consumers, and so it is only through producers that consumers are able to access the sun’s energy. Some examples of primary producers are algae, mosses, and other plants such as grasses, trees, and shrubs.

Chemosynthetic bacteria perform a process similar to photosynthesis, but instead of energy from the sun they use energy stored in chemicals like hydrogen sulfide. This process, referred to as chemosynthesis, usually occurs deep in the ocean at hydrothermal vents that produce heat and chemicals such as hydrogen, hydrogen sulfide and methane. Chemosynthetic bacteria can use the energy in the bonds of the hydrogen sulfide and oxygen to convert carbon dioxide to glucose, releasing water and sulfur in the process. Organisms that consume the chemosynthetic bacteria can take in the glucose and use oxygen to perform cellular respiration, similar to herbivores consuming producers.

One of the factors that controls primary production is the amount of energy that enters the producer(s), which can be measured using productivity. Only one percent of solar energy enters the producer, the rest bounces off or moves through. Gross primary productivity is the amount of energy the producer actually gets. Generally, 60% of the energy that enters the producer goes to the producer’s own respiration. The net primary productivity is the amount that the plant retains after the amount that it used for cellular respiration is subtracted. Another factor controlling primary production is organic/inorganic nutrient levels in the water or soil that the producer is living in.

Secondary production

Secondary production is the use of energy stored in plants converted by consumers to their own biomass. Different ecosystems have different levels of consumers, all end with one top consumer. Most energy is stored in organic matter of plants, and as the consumers eat these plants they take up this energy. This energy in the herbivores and omnivores is then consumed by carnivores. There is also a large amount of energy that is in primary production and ends up being waste or litter, referred to as detritus. The detrital food chain includes a large amount of microbes, macroinvertebrates, meiofauna, fungi, and bacteria. These organisms are consumed by omnivores and carnivores and account for a large amount of secondary production. Secondary consumers can vary widely in how efficient they are in consuming. The efficiency of energy being passed on to consumers is estimated to be around 10%. Energy flow through consumers differs in aquatic and terrestrial environments.

In aquatic environments

Heterotrophs contribute to secondary production and it is dependent on primary productivity and the net primary products. Secondary production is the energy that herbivores and decomposers use and thus depends on primary productivity. Primarily herbivores and decomposers consume all the carbon from two main organic sources in aquatic ecosystems, autochthonous and allochthonous. Autochthonous carbon comes from within the ecosystem and includes aquatic plants, algae and phytoplankton. Allochthonous carbon from outside the ecosystem is mostly dead organic matter from the terrestrial ecosystem entering the water. In stream ecosystems, approximately 66% of annual energy input can be washed downstream. The remaining amount is consumed and lost as heat.

In terrestrial environments

Secondary production is often described in terms of trophic levels, and while this can be useful in explaining relationships it overemphasizes the rarer interactions. Consumers often feed at multiple trophic levels. Energy transferred above the third trophic level is relatively unimportant. The assimilation efficiency can be expressed by the amount of food the consumer has eaten, how much the consumer assimilates and what is expelled as feces or urine. While a portion of the energy is used for respiration, another portion of the energy goes towards biomass in the consumer. There are two major food chains: The primary food chain is the energy coming from autotrophs and passed on to the consumers; and the second major food chain is when carnivores eat the herbivores or decomposers that consume the autotrophic energy. Consumers are broken down into primary consumers, secondary consumers and tertiary consumers. Carnivores have a much higher assimilation of energy, about 80% and herbivores have a much lower efficiency of approximately 20 to 50%. Energy in a system can be affected by animal emigration/immigration. The movements of organisms are significant in terrestrial ecosystems. Energetic consumption by herbivores in terrestrial ecosystems has a low range of ~3-7%. The flow of energy is similar in many terrestrial environments. The fluctuation in the amount of net primary product consumed by herbivores is generally low. This is in large contrast to aquatic environments of lakes and ponds where grazers have a much higher consumption of around ~33%. Ectotherms and endotherms have very different assimilation efficiencies.

Detritivores

Detritivores consume organic material that is decomposing and are in turn consumed by carnivores. Predator productivity is correlated with prey productivity. This confirms that the primary productivity in ecosystems affects all productivity following.

Detritus is a large portion of organic material in ecosystems. Organic material in temperate forests is mostly made up of dead plants, approximately 62%.

In an aquatic ecosystem, leaf matter that falls into streams gets wet and begins to leech organic material. This happens rather quickly and will attract microbes and invertebrates. The leaves can be broken down into large pieces called coarse particulate organic matter (CPOM). The CPOM is rapidly colonized by microbes. Meiofauna is extremely important to secondary production in stream ecosystems. Microbes breaking down and colonizing this leaf matter are very important to the detritovores. The detritovores make the leaf matter more edible by releasing compounds from the tissues; it ultimately helps soften them. As leaves decay nitrogen will decrease since cellulose and lignin in the leaves is difficult to break down. Thus the colonizing microbes bring in nitrogen in order to aid in the decomposition. Leaf breakdown can depend on initial nitrogen content, season, and species of trees. The species of trees can have variation when their leaves fall. Thus the breakdown of leaves is happening at different times, which is called a mosaic of microbial populations.

Species effect and diversity in an ecosystem can be analyzed through their performance and efficiency. In addition, secondary production in streams can be influenced heavily by detritus that falls into the streams; production of benthic fauna biomass and abundance decreased an additional 47–50% during a study of litter removal and exclusion.

Energy flow across ecosystems

Research has demonstrated that primary producers fix carbon at similar rates across ecosystems. Once carbon has been introduced into a system as a viable source of energy, the mechanisms that govern the flow of energy to higher trophic levels vary across ecosystems. Among aquatic and terrestrial ecosystems, patterns have been identified that can account for this variation and have been divided into two main pathways of control: top-down and bottom-up. The acting mechanisms within each pathway ultimately regulate community and trophic level structure within an ecosystem to varying degrees. Bottom-up controls involve mechanisms that are based on resource quality and availability, which control primary productivity and the subsequent flow of energy and biomass to higher trophic levels. Top-down controls involve mechanisms that are based on consumption by consumers. These mechanisms control the rate of energy transfer from one trophic level to another as herbivores or predators feed on lower trophic levels.

Aquatic vs terrestrial ecosystems

Much variation in the flow of energy is found within each type of ecosystem, creating a challenge in identifying variation between ecosystem types. In a general sense, the flow of energy is a function of primary productivity with temperature, water availability, and light availability. For example, among aquatic ecosystems, higher rates of production are usually found in large rivers and shallow lakes than in deep lakes and clear headwater streams. Among terrestrial ecosystems, marshes, swamps, and tropical rainforests have the highest primary production rates, whereas tundra and alpine ecosystems have the lowest. The relationships between primary production and environmental conditions have helped account for variation within ecosystem types, allowing ecologists to demonstrate that energy flows more efficiently through aquatic ecosystems than terrestrial ecosystems due to the various bottom-up and top-down controls in play.

Bottom-up

The strength of bottom-up controls on energy flow are determined by the nutritional quality, size, and growth rates of primary producers in an ecosystem. Photosynthetic material is typically rich in nitrogen (N) and phosphorus (P) and supplements the high herbivore demand for N and P across all ecosystems. Aquatic primary production is dominated by small, single-celled phytoplankton that are mostly composed of photosynthetic material, providing an efficient source of these nutrients for herbivores. In contrast, multi-cellular terrestrial plants contain many large supporting cellulose structures of high carbon but low nutrient value. Because of this structural difference, aquatic primary producers have less biomass per photosynthetic tissue stored within the aquatic ecosystem than in the forests and grasslands of terrestrial ecosystems. This low biomass relative to photosynthetic material in aquatic ecosystems allows for a more efficient turnover rate compared to terrestrial ecosystems. As phytoplankton are consumed by herbivores, their enhanced growth and reproduction rates sufficiently replace lost biomass and, in conjunction with their nutrient dense quality, support greater secondary production.

Additional factors impacting primary production includes inputs of N and P, which occurs at a greater magnitude in aquatic ecosystems. These nutrients are important in stimulating plant growth and, when passed to higher trophic levels, stimulate consumer biomass and growth rate. If either of these nutrients are in short supply, they can limit overall primary production. Within lakes, P tends to be the greater limiting nutrient while both N and P limit primary production in rivers. Due to these limiting effects, nutrient inputs can potentially alleviate the limitations on net primary production of an aquatic ecosystem. Allochthonous material washed into an aquatic ecosystem introduces N and P as well as energy in the form of carbon molecules that are readily taken up by primary producers. Greater inputs and increased nutrient concentrations support greater net primary production rates, which in turn supports greater secondary production.

Top-down

Top-down mechanisms exert greater control on aquatic primary producers due to the roll of consumers within an aquatic food web. Among consumers, herbivores can mediate the impacts of trophic cascades by bridging the flow of energy from primary producers to predators in higher trophic levels. Across ecosystems, there is a consistent association between herbivore growth and producer nutritional quality. However, in aquatic ecosystems, primary producers are consumed by herbivores at a rate four times greater than in terrestrial ecosystems. Although this topic is highly debated, researchers have attributed the distinction in herbivore control to several theories, including producer to consumer size ratios and herbivore selectivity.

A freshwater food web demonstrating the size differences between each trophic level. Primary producers tend to be small algal cells. Herbivores tend to be small macro-invertebrates. Predators tend to be larger fish.

Modeling of top-down controls on primary producers suggests that the greatest control on the flow of energy occurs when the size ratio of consumer to primary producer is the highest. The size distribution of organisms found within a single trophic level in aquatic systems is much narrower than that of terrestrial systems. On land, the consumer size ranges from smaller than the plant it consumes, such as an insect, to significantly larger, such as an ungulate, while in aquatic systems, consumer body size within a trophic level varies much less and is strongly correlated with trophic position. As a result, the size difference between producers and consumers is consistently larger in aquatic environments than on land, resulting in stronger herbivore control over aquatic primary producers.

Herbivores can potentially control the fate of organic matter as it is cycled through the food web. Herbivores tend to select nutritious plants while avoiding plants with structural defense mechanisms. Like support structures, defense structures are composed of nutrient poor, high carbon cellulose. Access to nutritious food sources enhances herbivore metabolism and energy demands, leading to greater removal of primary producers. In aquatic ecosystems, phytoplankton are highly nutritious and generally lack defense mechanisms. This results in greater top-down control because consumed plant matter is quickly released back into the system as labile organic waste. In terrestrial ecosystems, primary producers are less nutritionally dense and are more likely to contain defense structures. Because herbivores prefer nutritionally dense plants and avoid plants or plant parts with defense structures, a greater amount of plant matter is left unconsumed within the ecosystem. Herbivore avoidance of low-quality plant matter may be why terrestrial systems exhibit weaker top-down control on the flow of energy.