Update: since writing the post below, all spots in the first run of the course, taught by John Adams, are now full. Interested parties can register for the second run beginning December 4th and taught by Julie Gold.
Teachers wishing to qualify for pay increases by gaining graduate level credits now have the perfect opportunity. On September 25th, the Idaho-based education company, The Connecting Link, is launching their online course “Mindfulness in the 21st century Classroom” for the professional development of teachers. This Masters level course is being taught by educational psychologist John Adams and is being accredited through Argosy University, Antioch University, Benedictine University, Valparaiso University and Central Michigan University. It is designed to give educators at all levels an overview of recent research on mindfulness practices. Even better, the course provides step by step guidance on how to integrate mindfulness practices into the classroom.
If you’re interested, here are some links you may want to check out:
In the video below, Pulitzer Prize finalist Nicholas Carr shares evidence from brain science about what happens when our devices (particularly the smartphones) infuse into our lives perpetual distractibility, multitasking and split attentiveness. He shows that what science is finding (and you can see footnotes to the actual peer-reviewed studies in Carr’s book The Shallows) is that there is a trade-off whereby certain cognitive functions become diminished.
That much isn’t surprising, but what I found really interesting is which cognitive functions are compromised.
Most of the time, of course, we do grow more skilled at the things we practice, whether it’s learning to play the violin or speak French. But studies show that multitasking falls into the weird category of behaviors that go against this norm: the more you practice itthe worse you become. In 2009, researchers at Stanford found that those who multitask frequently and believed that it boosted their performance were actually worse at multitasking than those who preferred not to multitask. Indeed, when measured by the same established cognitive control dimensions, the group who had a lifestyle of frequent multitasking performed worse than the group of light multitaskers.
This is sobering: if you multitask a lot and think you’re good at it, there is a statistical likelihood is that you are actually a very bad multitasker. The study also found that multitasking makes a person “more susceptible to interference from irrelevant environmental stimuli and from irrelevant representations in memory.”
This morning while doing some research for a couple clients, I came across two interesting articles that seemed to connect.
One article was a piece by Rod Dreher talking about his time at the recent Society of Classical Learning (SCL) conference. Titled ‘The Problem with ‘Worldview’ Education‘, Dreher shared Joshua Gibbs’ insight that “real art is not something that calls forth an immediate response. You have to contemplate it, turn it over in your mind for a while.” Gibbs went on to suggest that one of the casualties of the worldview-based approach to education is that the rush to analyze texts through a worldview grid can prematurely foreclose–or even completely short-circuit–this necessary process of wondering about and contemplating texts.
One morning, on a brisk autumnal day in 2015, I drove myself to the hospital in Spokane Washington. My destination was the office of an expert psychiatrist, Dr. Zimmermann.
After parking my car and finding the appropriate building, I took a long elevator ride to the top of the hospital building where my psychiatrist evaluation would commence.
I had been told that Dr. Zimmermann might be able to help with some mental, emotional and physical problems I had developed earlier in the year. Still, I was a little nervous. I liked psychologists and professional counselors—warm-hearted people who listened to your problems with infinite patience. But I was nervous about psychiatrists, who I envisioned walking around in white coats dispensing prescription drugs that merely masked over people’s real problems. Did Dr. Zimmermann fit the stereotype? I would find out in a few minutes.
“The average person experiences thousands of thoughts every day, most of which flow into the mind without us even choosing like a fast-moving river. Most of these thoughts flow out of our mind as quickly as they come but not without leaving a residue on our unconscious. If even 15% of the thousands of thoughts that arrive in our brain every day are negative then that amounts to hundreds of negative thoughts in a single day. For most people the negative thoughts reach well into the thousands. Over a lifetime, this accumulative load of negativity can begin to have an effect on our health, our relationships with others and even on our self-identity.
We tend to think that a positive outlook results from external circumstances and forces that are outside of us. Though we might not actually express it so crudely, we intuitively assume that peace of mind results from getting what we want. While this may be partially true in some cases, it is more often the case that peace of mind results from the mindset we choose to adopt about our lives irrespective to what is happening around us.
Think of the brain as the theater of a constant tug-of-war between the positive and the negative side of us. The more our thought-life empowers the negative side in this tug-of-war the more we will be weighed down and actually make our suffering worse. The tug-of-war between the negative and the positive ultimately determines whether our life will be filled with joy, gratitude, and a sense of hopeful expectancy about the future, or whether our life will be weighed down by grumbling, stress, and a sense of anxiety about the future.”
I recently had the honor of being interviewed by Dr. Graham Taylor of the Taylor Study Method. The topic of our interview was brain fitness but our conversation ended being all over the map. We talked about educational reform, having focus amidst distractions, the importance of thinking outside the box, Common Core, emotional intelligence, ancient and modern memory techniques, the psychological insight of Homer, and much much more. Here are some observations I made during the interview.