Kidnapped

 by  Technology    
By  Dr  Joe  Dispenza  

         Many  of  us  who  are  raising  children  likely  have  grown  accustomed  to  the  trance-­‐like  indifference  
and  absent  state  of  mind  that  our  youth  can  masterfully  turn  on  in  a  matter  of  seconds  (it  looks  like  
an  extended  lapse  in  consciousness).  We  have  probably  all  talked  ourselves  into  thinking  these  
“short  trips”  are  normal.  But  has  anyone  wondered  why  it  takes  ever-­‐increasing  volume  and  
inflection  to  catch  a  glimmer  of  attention  or  elicit  a  response  from  our  best  genetic  contributions  to  
humanity?  
 
         I  often  wonder,  “Did  I  look  like  that  when  I  was  young,  or  is  this  mental  glazing-­‐over  the  product  
of  our  times?”  Many  parents  of  teenagers  have  seen  the  amazing  trance-­‐like  brain  states,  and  it’s  
difficult  to  tell  if  these  kids  are  experiencing  transcendental  enlightenment  or  if  anyone  is  really  
“home.”  
 
         Experts  tell  us  that  as  we  reach  our  teenage  years  and  the  struggle  for  our  own  identities  begins,  
the  major  factor  causing  the  young  changing  brain  to  make  a  quantum  developmental  leap  is  
primarily  under  the  reins  of  a  genetic  program.  In  the  adolescent  timeline,  between  raging  
hormones  and  the  normal  progression  of  brain  development,  most  of  the  body’s  blood  flow  and  
energy  is  shunted  to  the  emotional  centers  located  in  the  hind-­‐brain  and  away  from  the  fore-­‐brain.  
This  means  we’re  prone  to  react  more  and  think  reasonably  less  —  not  that  we  don’t  experience  any  
of  this  in  our  adult  lives  as  well.  
 
         Within  the  forebrain  is  the  frontal  lobe,  essentially  the  brain’s  executive,  which  controls  attention,  
decision-­‐making,  emotional  reactions,  impulsive  behavior,  and  purposeful  planning;  it  is  the  home  of  
our  identity.  But  for  you  parents  of  teenagers,  here’s  the  interesting  news:  we’re  told  that  the  
frontal  lobe,  which  helps  us  make  sense  out  of  life,  doesn’t  fully  finish  maturing  until  we  are  25  years  
old.  Think  about  this:  we  can  drive  a  car  at  16,  vote  at  18  and  drink  alcohol  at  21  —  while  the  brain’s  
most  important  center  does  not  finish  forming  until  we  are  in  our  mid-­‐twenties.  So  don’t  take  it  
personally  when  your  teenage  daughter  tunes  you  out  while  you’re  intently  speaking  to  her,  or  your  
adolescent  son  impulsively  reacts  without  forethought.  It  can  be  seen  as  evolution’s  gift  that  parents  
are  baptized  with  the  steep  karmic  debt  of  their  own  actions.  
 
         As  we  all  know,  it  is  not  solely  the  genes  that  cast  the  dice  of  our  destinies.  We  are,  in  fact,  very  
capable  of  learning  from  different  environmental  stimuli,  and  it  is  through  these  interactions,  that  
we  become  such  amazing  creatures  of  personal  development  and  change.  The  waltz  between  nature  
and  nurture  gives  us  a  broad  playing  field.  But  is  it  possible  that  the  present  cultural  and  
environmental  conditions  are  impacting  the  very  function  of  the  human  brain?  

Technology  changes  brain  physiology  

         With  the  advent  of  technology,  it  should  be  obvious  by  now  that  environmental  factors  like  video  
games,  cell  phones,  text  messaging,  television,  MP3  players,  and  Internet  sites  such  as  MySpace.com  
play  an  unseen  hand  in  further  affecting  our  children’s  brain  physiology.  Technology  is  influencing  
our  mind  states  to  escalate  in  the  direction  of  increasing  emotional  entropy  by  hijacking  the  brain’s  
natural  reward  centers.  Therefore,  if  you  want  to  add  more  insult  to  injury  in  a  teenage  household,  
just  add  more  technology  to  a  developing  brain,  and  rest  assured  you  will  feel  totally  left  out  of  your  
children’s  lives.  
 
         The  latest  research  has  proven  that  a  healthy  diet  decreases  violence  and  aggression  while  
improving  brain  activity.  It  also  has  been  observed  that  the  long-­‐term  use  of  video  games  alters  the  
way  the  normal  brain  functions.  When  a  child  plays  a  computer  game,  each  time  they  blow  
something  or  someone  to  bits,  shoot  down  or  destroy  a  plane,  ship,  UFO  or  any  vehicle,  break  
through  a  wall  or  barrier  in  order  to  move  to  the  next  level,  or  beat  a  character  to  severe  injury,  the  
brain  responds  chemically.  In  fact,  it  is  proven  that  the  pleasure  center  begins  to  release  high  
amounts  of  dopamine,  the  brain’s  natural  pleasure  chemical.  
 
         The  bottom  line  is  that  dopamine  makes  us  feel  good,  especially  when  we’re  winning  at  such  a  
high  pace.  In  addition,  when  accomplishment  is  coupled  with  excitement,  the  brain  produces  the  
adrenalines  norepinephrine  and  epinephrine  in  order  to  wake  itself  up  with  a  boost  of  heightened  
awareness.  This  chemical  cocktail  is  the  perfect  mix  for  problems  in  normal  brain  function.  
 
         To  reiterate,  this  type  of  computer  game  stimulation  is  not  so  bad  for  a  short  run,  but  begins  to  
cause  problems  in  the  long  term.  As  the  brain’s  reward  center  is  repeatedly  activated  and  the  strong  
chemicals  are  released  during  the  gaming,  pleasure  zones  become  overstimulated.  As  a  result,  the  
reward  system  becomes  desensitized  and  then  recalibrates  itself  to  a  higher  threshold.  In  other  
words,  it  will  need  more  of  a  chemical  rush  to  produce  the  same  feelings.  A  side-­‐effect  of  this  
mechanism  is  addiction  …  and  when  it  is  tied  to  attention  and  learning,  serious  effects  manifest.  
 
         As  the  brain’s  physiology  responds  to  a  mind  exposed  to  these  abnormal  virtual  activities  (no  child  
blows  up  people  or  things  in  real  life),  the  brain  is  fooled  into  thinking  it  is  almost  real.  Additionally,  
the  continuous  release  of  chemicals  on  the  nerve  cells’  receptor  sites  (the  cells’  docking  points  for  
chemical  information)  finally  causes  the  receptors  to  become  desensitized  to  the  same  level  of  the  
chemical  rush.  Therefore,  the  next  time  a  youth  engages  in  the  game,  it’s  a  guarantee  they  will  need  
more  of  a  thrill  to  excite  their  brain.  It’s  like  living  with  a  spouse  who  always  yells  at  you  —  
eventually  they  need  to  yell  a  little  louder  to  get  your  attention,  because  over  time  that  intense  
stimulation  is  considered  normal.  
 
         Receptor  sites  are  the  same  way.  If  you  keep  over-­‐activating  them,  they  become  numb  and  
require  more  and  more  substantial  hits.  The  side-­‐effect:  the  brain  needs  unrealistic  highs  to  feel  
happy  and  satiated.  In  the  absence  of  such  high-­‐level  stimulation,  the  mind  turns  off,  and  your  
offspring  do  too.  
 
         So  when  your  kid’s  computer  activity  ends,  count  on  your  child  looking  like  a  drone  because  
you’re  probably  not  all  that  interesting  compared  to  what  he’s  just  been  experiencing.  In  truth,  
everything  in  life  will  seem  boring.  Simple  things  like  watching  a  sunset,  playing  with  the  dog  or  even  
visiting  with  a  grandparent  will  seem  like  trivial  nonsense.  Why?  Because  nothing  in  the  normal,  
mundane  world  can  match  the  ecstasy  of  the  virtual  world  or  the  super  high  it  produces.  Sounds  like  
an  addiction.  And  without  proper  restraint,  future  choices  may  be  married  to  things  that  produce  
more  heightened  stimulation:  drugs,  pornography,  gambling,  excess  shopping,  over-­‐eating  …  all  
because  the  brain’s  satiation  center  may  never  be  fulfilled.  

The  gamer  in  the  classroom  

         Let’s  take  this  scenario  one  step  further.  What  about  when  a  child,  between  Gameboy  mania  and  
a  MySpace  chat  room,  goes  to  school  to  develop  his  mind?  Shouldn’t  learning  be  a  reward  in  itself?  
Attention  spans  inevitably  will  shorten  for  the  gamer  who  sits  in  the  classroom  trying  to  pay  
attention  to  a  topic  that  doesn’t  turn  his  brain  on  or  make  his  body  feel  alive.  As  the  young  brain  
goes  through  withdrawal  in  the  classroom,  the  perfect  stimulation  might  be  to  cause  trouble  by  
acting  out.    
 
          Getting  in  trouble  causes  high  adrenal  activity  and,  unconsciously,  the  child  is  making  the  brain  
turn  on  again  to  provoke  similar  chemical  releases  as  gaming  provides.  Fidgeting,  falling  asleep,  
interruptions,  emotional  outbursts,  provocative  and  disrespectful  comments  are  all  side-­‐effects  of  
attention  problems.  It  isn’t  too  difficult  to  reason  the  etiology  in  a  child  with  no  genetic  history  of  
ADD  and  ADHD,  no  head  injury  and  no  exposure  to  toxicity.  
 
         How  do  we  make  necessary  changes  in  the  best  interest  of  the  young  developing  mind?  It  is  the  
parent’s  job  to  think  this  complexity  through  to  its  end.  If  we  propagate  the  use  of  technology  
without  an  emphasis  on  developing  personal  values,  providing  an  environment  for  skilful  learning,  
practicing  reverence  for  all  cultures  and  beliefs,  performing  daily  rituals,  participating  in  family  and  
social  activities,  exposing  our  kids  to  nature,  motivating  them  to  exercise,  debating  philosophy  or  
providing  an  environment  for  interpersonal  evolution,  we  can  surely  predict  how  well  —  or  how  
poorly  —  future  generations  will  thrive  on  a  planet  with  so  much  opportunity.  

Kidnapped  by  Technology  ©2008  Encephalon,  LLC