How Did Phineas Gage Act Similar To An Adolescent
Imagine that you were Phineas Gage's coworker looking at a huge iron rod go through the pointy end of a rod enter his left cheekbone, pass behind his left eye, through the front of his brain, and out the middle of his forehead just above the hairline. Phineas Gage: A Gruesome but True Story About Brain Science mentions the process of how the accident happened and the recovery after the accident, the Inventing Ourselves: The Secret Life of a Teenage Brain then cites the process of a teenage brain and showing the thought process of the teenage brain. Both of these texts help tie together the connection of Phineas Gage and the adolescent brain. Phineas Gage was involved in an experiment that went wrong and let's just say it ended with a tamping iron straight through his head. After the tamping iron accident, Phineas's behavior and brain begin to be more similar to an adolescent's behavior and brain because he has made some very impulsive, made risky decisions, and used lots of vulgar language towards women, coworkers, and his peers.
Teenagers act in irrational, impulsive and hazardous ways. This is due to their brains being underdeveloped and can’t form important connections, in fact a person's brain doesn't mature until their early 20’s. Teens also tend to put themselves at risk more than adults and misinterpret situations. Romeo and Juliet are an excellent example of the teen brain. Teens impulsive actions typically can be reckless for themselves and others.
Phineas Gage’s brain was fully developed, but a tampering iron went through the front of his brain, otherwise known as the frontal lobe. On the other hand, in paragraph 5 it says that their brain stops growing when they are 22-25, and it is not permanent damage. Their brains can still develop, but Phineas’s brain can’t. Adolescents' brains are also different because they can understand social situations better than Phineas can, for example, in paragraph 32 Phineas says dirty and inappropriate things around women. Causing him to lose jobs, and not be able to have the same friends as he did before the
It was a terrible mishap. I could see something in Gene that I hadn't seen before when we started to talk about Phineas's death. All of a sudden Gene broke out, " I tried to tell him what really happened when I visited him at his home. He didn't believe me, and he got upset when I told him. " I knew now that what Gene did was on purpose, but I still didn't understand how Phineas got hurt the second time.
Phineas act's immaturely, rudely, impulsively, and disrespectfully, and with no self-control after his brain injury. The actions of an adolescent but something different from both of their brains. Phineas' brain is completed but stuck in one time when he was younger, but an adolescent is still growing, and their brain isn't yet not done. For example, in the text, Phineas has the passion of a man but he still acts like a "small child" or/and an adolescent, but he has a huge hole in his brain, something which an adolescent does not act off but he in fact does act of this injury. Phineas' brain structure is not like an adolescent, and the way he acts is not because of what an adolescent is going through "puberty" or a change it is because of the tampering iron piercing through a part of his brain that made his act differently from an adolescent but now he acts the same as
Phineas’ brain and behavior is quite similar and different to adolescents' brains.
Phineas has something not accurate about his prefrontal cortex. Likewise, adolescents also have something wrong with their prefrontal cortex. The passage, Putting Phineas Together Again, describes the process of finding the path pf the tamping iron. On page
Some of the main issues Phineas deals with after the accident are never fully physically recovering, changes in personality, and having friends abandon him because of said changes. As a matter of fact, Phineas legitimately had a hole in his head for 11 years. There was a clearly visible section of his skull that never grew back after being blasted to bits. This not only was a problem itself, but also may have been influential in other complications later in his life.
During peacetime, Phineas creates his own reality, but later his classmates force him to accept the truth. Originally, Phineas only refuses to believe in silly things like Caesar, Latin, or the war. He views Caesar as “more of a tyrant at Devon than he had ever been in Rome” ( Knowles 162). However, his greatest denial comes when he purposely tries to forget about Gene jouncing the limb and tells Gene “I don’t know, I must have just lost my balance” (Knowles 66). As wartime creeps closer, suddenly his fake reality must disappear.
The behavior between Phineas and Adolescents is kinda different and the same because Phineas acted like a child and the Adolescents make very poor decisions which kinda revolves around Phineas because he did make some very bad/poor decisions and if Adolescents don’t have all the executive functions that they would need to have when they are an adult they would probably make poor/bad decisions too. When Phineas one part of his brain got injured Frontal Cortex he wasn't acting like himself making bad decisions and acting like a 5 year old but that was all because his Frontal Cortex was damaged and the Frontal Cortex controlled that behavior and Adolescence does not affect children or adults because it's rare but Adolescents are more likely to affect young adults because they are more likely to make risk taking decisions because their brain isn't fully developed. And if we look at the Adolescent brain they make bad/poor decisions when they are in their young adulthood and when they accident happened when they were in their young adulthood. My final thought is that Phineas behavior and decision making is not the greatest because of the accident and he was in his young adulthood and Adolescence made bad decisions because when you get into your young adulthood are brains are not fully developed and that causes us to make poor decisions like Phineas
Phineas is back in Cavendish, carrying his tamping iron. He never goes anywhere without it…”. Phineas would carry a tamping iron which he worked with around
It is often said that the only thing that remains consistent in life is change, that being said, it may be in Michael Sandel's best interest to heed those words. Through his essay "Markets and Morals", he attempts to convey the notion that, we, as a society, are moving from a market economy to a 'Market Society' where he believes that, "We live at a time when almost everything can be bought and sold." (Sandel 44) Expressing his disdain for the course the free market has taken with its practical figureheads he lists such as Ronald Reagan and Margaret Thatcher. Despite his apparent disgust with the direction of markets, he doesn't advocate complete regulation of them, Sandels actually spends a good portion of the essay raising more, philosophical questions, such as
Teenage behavior has not changed in over five hundred years. The behaviors portrayed in Romeo and Juliet, by William Shakespeare are very similar to the behaviors of the average teenager today. The teenage brain takes years to become fully developed which is why teens make impulsive decisions, express new emotions, and have rebellious behaviors as shown in Romeo and Juliet. Teenagers are impulsive when making decisions because of the unawareness of consequences that their decisions could result in.
He also stated that the physiological changes are related to emotional changes, especially an increase in negative emotions, such as moodiness, anxiety, loathing, tension and other forms of adolescent behaviour. Cognitive views (Piaget), 1896-1980 Piaget stated that the normal thoughts, feelings and behaviours of an adolescent child can be categorised as: Moving towards
Character development is literary device used in every piece of writing. It can be large or small. The characters change in one way or another. Character development can be clearly stated or hinted by the author. Authors explain character developments via dialogue, actions, conflicts, and many other things.
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