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How did a 100-year-old vision of global politics shape our future?
In 1919, Woodrow Wilson attempted to rally the U.S. behind the League of Nations. His failure suggested the way forward.
- America in 1919 was as divided as America in 2019. When President Woodrow Wilson introduced his vision for the League of Nations following World War I, he was met with criticism.
- With his reluctance to negotiate the functions of the League, Wilson failed to rally enough support.
- Whatever Wilson and the League's flaws, he revealed a path to new possibilities in global cooperation.
One hundred years ago, at the end of a 10,000-mile speaking tour to promote the League of Nations, President Woodrow Wilson delivered an emotional appeal that left his audience weeping. Wilson's address in Pueblo, Colorado, would be the last speech of his voluble political career.
Wilson envisioned the tour as an extended graduate seminar. He would explain, in his professorial way, the logic and intricacies of the Paris Peace Treaty ending World War I. Frustrated by weeks of fruitless talks in Washington, where the Republican Senate majority was uniting to defeat the treaty, Wilson hoped his rhetorical marathon would create a new national consensus—and force reluctant senators to support Wilson's vision of the League of Nations.
"What of our pledges to the men that lie dead in France?" Wilson asked, quivering as he addressed the Pueblo throng. "We said that they went over there, not to prove the prowess of America or her readiness for another war, but to see to it that there never was such a war again."
Speaking of the mothers of the war dead, Wilson said: "They believe, and they rightly believe, that their sons saved the liberty of the world. They believe that wrapped up with the liberty of the world is the continuous protection of that liberty by the concerted powers of all civilized people."
Moving on from World War I
The grueling September tour took Wilson from the Midwest (Ohio, Indiana, Iowa, Missouri, Nebraska, Minnesota), then to the Upper West (the Dakotas, Montana, Idaho), the Pacific (Washington, Oregon, California), and inland again (Nevada, Utah, Wyoming, Colorado).
Wilson failed. Even as he aroused great crowds, including 50,000 people at a San Diego stadium, the treaty opposition got stronger along the way. Majority Leader Henry Cabot Lodge and his Republican allies raised serious questions about American sovereignty, Japan's takeover of a Chinese province, the prospect of a new arms race, and the failure to address the Irish question and human rights.
Americans supported the treaty, but not enthusiastically. Surveys of newspaper editors, party leaders, and civic organizations showed a willingness to try Wilson's experiment, as long as American interests were protected. Mostly, Americans wanted to get on with their lives.
"I can predict with absolute certainty that within another generation there will be another world war if the nations of the world do not concert the method by which to prevent it." - Woodrow Wilson
The end of the Western Tour
America in 1919 was as divided as America in 2019. In that fateful year, workers staged more than 2,000 strikes. Race riots and lynchings ripped apart cities and towns across the country. Nativism soared, with politicians attacking "hyphenated Americans" and vowing to restrict future immigration. Civil liberties were under attack. Hundreds of war opponents, including Socialist presidential candidate Eugene Debs and major labor leaders, were jailed under the Espionage Act for speaking against the war. Wilson's postmaster general shut down even mildly critical newspapers and magazines by denying them access to the mail. Some 2,000 German-Americans were held in internment camps while German newspapers, schools, churches, and fraternal organizations were shut down. Ordinary Americans struggled to make ends meet with flat wages and spiraling prices.
The Western Tour ended early when Wilson suffered a physical breakdown after giving his speech in Pueblo. That would be the last time Wilson ever spoke in public. Days after returning to the White House, he suffered a major stroke that left him incapacitated for the last year and a half of his presidency. As his wife Edith managed the flow of visitors and information in the White House, Wilson was invisible. But he told Democrats to vote against alterations that would have soothed the concerns of many critics—and could have won the two-thirds Senate majority needed to ratify the Paris Peace Treaty.
Ever since then, historians have wondered: Could the League of Nations have prevented the rise of the Nazis and the Second World War?
Woodrow & Edith Wilson. Photo by Stock Montage / Getty Images.
In promoting the League, Wilson claimed that the new global body would prevent "98 percent" of future wars. Had it existed back in 1914, Wilson argued, the League would have prevented the spiral to global war after the assassination of Archduke Franz Ferdinand. The League, he promised, would prevent an even more destructive second world war.
But even if the League had created a new vehicle for promoting peace, it lacked sophisticated incentive structures that are necessary to shape behavior on the global stage.
The League was seen as a unitary world body. Like national governments, the League would include both executive (the executive council) and legislative (the general assembly) actors. Like a judicial body, the League would settle disputes between member states. Wilson usually rejected the idea that the League would be a "supergovernment," but that's just how most people envisioned it.
In reality, the League of Nations could have been anything. In supporting the League, Senator J.C.W. Beckham of Kentucky noted that the U.S. Constitution offered just a guide to the leaders of the new American republic. Only when people of good faith acted—starting with the Bill of Rights, Hamilton's determination to pay the war debt, and landmark cases like Marbury v. Madison and McCullough v. Maryland—did that document gain real authority.
"I have loved but one flag and I can not share that devotion and give affection to the mongrel banner invented for a league." - Henry Cabot Lodge
Even the greatest skeptics—at the Paris Peace Conference and in the U.S. Senate—supported creating some kind of global authority to set basic rules for behavior and then enforce those rules. Senator Henry Cabot Lodge and Theodore Roosevelt, the treaty's biggest foes, had long argued for such an arrangement. Once begun, that version of the league could have evolved.
At the very least, the U.S. and other nations might have continued the work of Presidents McKinley, Roosevelt, and Taft and expanded the network of arbitration treaties. Those treaties obviously did not prevent the Great War, but they helped prevent war from breaking out in previous conflicts. The challenge was coordinating those treaties, making sure they did not create perverse commitments. The Great War had started, after all, when Austria-Hungary and Serbia called on their allies to back them in the conflict over the assassination of Austrian Archduke Franz Ferdinand. Because of a series of mutual-protection pacts, Germany, Russia, France, and Great Britain; later, Italy, Japan, and the Ottoman Empire joined the conflagration.
Even a weakened League of Nations could have led to something like the North Atlantic Treaty Organization. Beyond that core group of Western nations, it could have spun off a larger body to represent all of the world's nations, like the United Nations, to address issues like colonialism, the environment, trade, and natural resources. Perhaps another body could set international standards for trade and finance, like the World Trade Organization.
Wilson's fatal flaw was his unwillingness to see his vision as an experiment. Prideful and reluctant to negotiate, he considered the League a complete solution to global problems. But what if Wilson had been willing to accept a flawed League? What if he had been willing to bargain and compromise? What if he saw the League as an opportunity to experiment with different tools to prevent war and promote global cooperation?
Wilson's stubbornness not only doomed his vision for a League of Nations. It also short-circuited the public debate about the most effective ways to foster global peace and cooperation.
Political cartoon of President Woodrow Wilson published by Bronstrup in The San Francisco Chronicle, circa 1919. Photo by Fotosearch / Getty Images.
But Wilson held fast to his singular vision of the League, which was originally drawn up by Jan Smuts, the soon-to-be prime minister of South Africa. The Smuts plan fit with Wilson's Progressive mindset, in which technocrats manage conflict by asserting top-down control over public affairs. As the Smuts plan gained the assent of the Paris conferees, Wilson refused to consider alterations or alternatives.
However, there could have been a more nuanced approach to conflict resolution.
Lord Robert Cecil, for example, proposed an annual meeting of the heads of state of great powers. Every four years, the world's nations would meet to adopt plans for preventing war and maintaining peace. This alliance could evolve, test which practices worked and which ones didn't. Maybe, Cecil suggested, the League of Nations did not have to emerge whole, like Athena from the head of Zeus. Maybe the League could have tried different arrangements and incentives to see what worked best.
On the Western Tour, Wilson acknowledged that the League would evolve—usually to parry criticism about the League. Whatever the problem, Wilson promised that the League would rise to the occasion and address it. But in the thick of battle, Wilson stood firm by the covenant he brought home from Paris.
Overcoming the free rider problem
The challenge to any collaboration, of course, is the "free rider." In any group, members seek to reap collective benefits while allowing others to make the sacrifices and pay the bills. The bigger the group, the easier it is for one or more free riders to evade their responsibilities.
Whether or not the U.S. joined, the free-rider problem would undermine the League of Nations. The League was organized along the familiar, old-fashioned ideas about sovereignty and power. Stated simply, both proponents and opponents of the League believed that authority is exercised from the top down, with sanctions to punish whoever defies the rules. Like most institutions in that day, discipline and punishment were the primary means of enforcing standards.
Consider the primary mission of the League: To prevent war. Under Article X, potential belligerents must agree to a 90-day "cooling off" period to hash out their differences. If one nation should invade another, the League would impose an economic boycott and then, as a last resort, take military action against that nation. Under Article XI, member nations were told to bring issues of aggression to the League of Nations—a version of "if you see something, say something."
Over time, the League could have added other tools to its repertoire—not just sanctions (sticks) but also benefits (carrots)—to counter military aggression. With this broader repertoire, the League could develop more effective approaches to promoting public goals like peace, financial stability, free trade and oceans, fair labor standards, environmental protection, health, colonial development, and infrastructure.
Meeting certain basic standards for key priorities could have been the "price of admission" for engaging League of Nations members.
To combat the arms race, for example, the League could have taxed military spending that exceeded 1 or 1.5 percent of the nation's Gross Domestic Product. Excessive levels of military spending could be taxed and the funds returned for investment in public goods. (In 2014, NATO members agreed to spend 2 percent of GDP on defense spending by 2025. The U.S. now spends 3.6 percent, the United Kingdom 2.1 percent, France 1.8 percent, and Germany 1.2 percent.)
That "club" approach, later championed by Yale Nobel laureate William Nordhaus, could have provided a strategy for engaging nations on war and peace—and, decades later, a strategy for addressing the existential threat of global warming. Nations that joined the "club" of reducing carbon emissions would enjoy free trade and other benefits, while countries that did not would face tariffs and other barriers. Would-be free riders would have both positive and negative incentives to contribute to a solution.
If the League had developed a critical mass—with such incentives that even rogue states would desire to enter into its orbit—it might have gained the capacity to entice and coordinate global action on important issues.
As it was, the League's champions and foes understood the power of sanctions like boycotts and military action—but not subtler enticements and incentives. Their vision, alas, lacked the insights of today's "behavioral economics," developed by Nobel laureate Daniel Kahneman of Princeton, the late Herbert Simon, and others. Policy wonks in Wilson's day also did not understand the "evolution of cooperation" and complexity theory championed by the University of Michigan's Robert Axelrod.
The League's top-down, sanction-oriented approach doomed it, no matter who joined and who stayed out. The League began operations in 1920, without the U.S., and had some minor successes. It collapsed after the 1935 Abyssinian crisis, when the League failed to get Italy to arbitrate its conflict with Ethiopia (then known as Abyssinia). The next year, Italian dictator Benito Mussolini created the Italian East Africa by merging Eritrea, Somalia and Ethiopia. His alliance with Hitler was not far off.
Why did Wilson fail?
The Council of the League of Nations holds its first session on 16th January 1920 in the clock room of the Ministery of Foreign Affairs chaired by Leon Bourgeois. Photo by Photo 12 / Universal Images Group via Getty Images.
Wilson's Western Tour failed to rally enough support to force the Senate's hand. Early in the tour, North Carolina's Democratic senators, Furnifold Simmons and Lee Overman, announced they would not support the treaty without changes. Other senators followed suit. Throughout the tour, skeptics and supporters alike grew more dubious of Wilson's master plan, especially when the president dismissed criticism as ignorant or unpatriotic.
"The future is what President Wilson must look to for his vindication," Senator Henry Ashurst of Arizona said in the tour's early days. "It may that 25 years from now, we will be saying, 'Would to God we could have one moment of Woodrow Wilson.' … But that is not true now and it will not be true by 1920, I'm afraid."
The League failed, mostly because of Wilson's inability to see that a more flexible approach could win supporters and also expand the League's vision and authority. But whatever his and the League's flaws, Woodrow Wilson pointed the way to new possibilities of global cooperation on matters of life and death.
Charles Euchner, who teaches writing at Columbia University's Graduate School of Architecture, Planning, and Preservation, is the author of Nobody Turn Me Around: A People's History of the 1963 March on Washington (2010) and a forthcoming book on Woodrow Wilson's campaign for the League of Nations. He can be reached at firstname.lastname@example.org.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Can an orgasm a day really keep the doctor away?
- Achieving orgasm through masturbation provides a rush of feel-good hormones (such as dopamine, serotonin and oxytocin) and can re-balance our levels of cortisol (a stress-inducing hormone). This helps our immune system function at a higher level.
- The surge in "feel-good" hormones also promotes a more relaxed and calm state of being, making it easier to achieve restful sleep, which is a critical part in maintaining a high-functioning immune system.
- Just as bad habits can slow your immune system, positive habits (such as a healthy sleep schedule and active sex life) can help boost your immune system which can prevent you from becoming sick.
How masturbation affects your brain...<p>Orgasms are a very common human phenomenon. The physical and mental health benefits have been researched frequently as a result, and yet, there is still so much to be learned about how our bodies and brains react to the chemicals and hormones released during and after experiencing this type of sexual release.</p><p>"The amount of speculation versus actual data on both the function and value of orgasm is remarkable" explains Julia Heiman, director of the <a href="https://kinseyinstitute.org/" target="_blank">Kinsey Institute for Research in Sex, Gender, and Reproduction</a>.</p><p>Masturbation causes a rush of <a href="https://www.webmd.com/mental-health/what-is-dopamine" target="_blank">dopamine</a>, which is a chemical that is associated with our ability to feel pleasure. Along with the rush of dopamine that is released during an orgasm, there is also a release of a hormone called <a href="https://www.livescience.com/42198-what-is-oxytocin.html" target="_blank">oxytocin</a>, which is commonly referred to as the "love hormone."<br></p><p>This concoction of chemicals does more than just boost our mood, it also can play a key role in decreasing stress and promoting relaxation. Oxytocin decreases <a href="https://www.webmd.com/a-to-z-guides/what-is-cortisol" target="_blank">cortisol</a>, which is a stress hormone that is usually present (in high volumes) during times of anxiety, fear, panic, or distress. </p><p>According to BDSM and fetish researcher <a href="https://www.psychologytoday.com/us/therapists/dr-gloria-brame-colbert-ga/278388" target="_blank">Dr. Gloria Brame</a>, an orgasm is the biggest non-drug induced blast of dopamine that we can experience. </p><p>By boosting the oxytocin and dopamine levels and subsequently decreasing our cortisol levels, the brain is placed in a more relaxed, euphoric, and calm state. </p>
Masturbation boosts your immune system and raises your white blood cell count.<p>How do those effects on the brain from reaching orgasm translate to boosting our immune system and making our body healthier?</p><p>The increase of oxytocin and dopamine that causes a decrease in cortisol levels can help boost our immune system because cortisol (well-known for being a stress-inducing hormone) actually helps maintain your immune system if released in small doses. </p><p>According to <a href="https://www.health24.com/Sex/Great-sex/incredible-health-benefits-to-masturbating-20181030-2" target="_blank">Dr. Jennifer Landa</a>, a hormone-therapy specialist, masturbation can produce the right kind of environment for a strengthened immune system to thrive. </p><p><a href="https://www.ncbi.nlm.nih.gov/pubmed/15316239" target="_blank">A study</a> conducted by the Department of Medical Psychology at the University Clinic of Essen (in Germany) showed similar results. A group of 11 volunteers were asked to participate in a study that would look at the effects of orgasm through masturbation on the white blood cell count and immune system.</p><p>During this experiment, the white blood cell count of each participant was analyzed through measures that were taken 5 minutes before and 45 minutes after reaching a self-induced orgasm. </p><p>The results confirmed that sexual arousal and orgasm increased the number of white blood cells, particularly the natural killer cells that help fight off infections. </p><p>The findings confirm that our immune system is positively affected by sexual arousal and self-induced orgasm and promote even more research into the positive impacts of sexual arousal and orgasm. </p>
Masturbation can ease and prevent pain, which allows you to achieve the restful sleep that helps your immune system stay strong and healthy.<p>The benefits of masturbation have long been debated, but the more research that is done on the topic the more we understand that there are many positive reactions that happen in our bodies and brains when we orgasm.</p><p>Orgasms can help prevent or mitigate pain, which boosts the immune system, preventing cold and flu symptoms. </p><p>According to neurologist and headache specialist Stefan Evers, about one in three patients experience relief from migraine attacks by experiencing sexual activity or orgasm. Evers and his team <a href="https://www.livescience.com/27642-sex-relieves-migraine-pain.html" target="_blank">conducted an experiment</a> with 800 migraine patients and 200 patients who suffered from cluster-headaches to see how their experiences with sexual activity impacted their pain levels. </p><p>The study showed that 60% of migraine sufferers experienced pain relief after participating in sexual activity that resulted in orgasm. Of the cluster-headache sufferers, about 50% said their headaches actually worsened after sexual arousal and orgasm. </p><p>Evers suggested in his findings that the people who did not experience pain relief from migraines of headaches during their sexual activity did not release as large amounts of endorphins as those who did experience pain relief. </p><p>According to <a href="https://www.sharecare.com/health/chronic-pain/chronic-pain-affect-immune-system" target="_blank">rheumatologist Dr. Harris McIlwain</a>, people who suffer from chronic pain have immune systems that are simply not functioning at full capacity - therefore, alleviating pain (through orgasm, as an example) can help boost the immune system. </p><p>Orgasms can also promote relaxation and make it easier to fall asleep. Serotonin, oxytocin, and norepinephrine are all hormones that are released during sexual arousal and orgasm, and all three are known for counteracting stress hormones and promoting relaxation, which makes it much easier for you to fall asleep.</p><p>There are <a href="https://www.ncbi.nlm.nih.gov/pubmed/1233384" target="_blank">several studies</a> showing that serotonin and norepinephrine help our body cycle through REM and deep non-REM sleeping cycles. During these sleep cycles, the immune system releases proteins called <a href="https://www.sleepfoundation.org/articles/how-sleep-affects-your-immunity" target="_blank"><span id="selection-marker-1" class="redactor-selection-marker"></span>cytokines<span id="selection-marker-2" class="redactor-selection-marker"></span></a>, which target infection and inflammation. This is a critical part of our immune response. Cytokines are both produced and released throughout our bodies while we sleep, which proves the importance of a good sleep schedule to a healthy immune system.</p>
Masturbation promotes a high-functioning immune system; a healthy immune system prevents cold and flu.<p>The immune system is a balanced network of cells and organs that work together to defend you against infections and diseases by stopped threats like bacteria and viruses from entering your system. While there are many things we need to do to keep our immune systems functioning at optimal levels, masturbation (or other means of achieving orgasm) has proven to have positive effects on the immune system as a whole.</p><p>Just as bad habits (such as an inconsistent sleep schedule or harmful chemicals in your body) can slow your immune system, positive habits (such as a healthy sleep schedule and active sex life) can help boost your immune system. </p>
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