Worldview Education, Technology and the Value of Boredom

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.

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Eliminate the Thinking Errors that Hold You Back

When Renee was a child, her family had to move around a lot for her father’s work. Every few years Renee found herself in a new community, a new school, and having to make new friends from scratch. It was difficult for Renee to make new friends since she always expected to be uprooted again. Not surprisingly, Renee had become very shy and suffered from mild forms social anxiety.

When Renee was seventeen, her family finally settled in a small town in Colorado. Having been assured by her parents that they wouldn’t be moving again, Renee desperately wanted to make friends in the new community. She especially wanted to have a boyfriend. At the same time, however, Renee was scared of forming relationships.

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Change Your Thinking, Change Your Life

A couple years ago, while doing some work in London, I found myself with an eight day gap in my schedule. I decided to take the train to the quiet countryside of Essex where I had heard there was a Christian monastery that offered free accommodation to spiritual seekers.

As I sat in the train, watching the English countryside whiz by, I thought of a conversation I had a couple days earlier with the receptionist at the London hotel where I had been staying. The receptionist, a young Italian lady named Francesca, had a sharp elegant-looking Roman nose offset by soft dark eyes. She told me she had immigrated to the UK just a month before, after the severe economic conditions in Italy had forced her to come to London in search of work.

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New Course, ‘Mindfulness in the 21st century Classroom’, is Ready to Launch

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:

  • For a free lesson, drawn from the material of the course, see ‘Free Mindfulness Lesson for Teachers!
  • For a detailed syllabus of the course, visit TCL’s ‘Online Participant Syllabus‘.
  • To learn more about why mindfulness is important for teachers and how it’s being used in the classroom, see my article ‘Mindfulness: From Ancient Wisdom to Modern Classroom.’
  • To learn more about John Adams, the instructor of this course, click here.
  • To register a place in the upcoming course, click here. (Right now TCL is running a “Back to School Savings” special of $100 off!)
  • For a promotional flier advertising the course and giving details about the special savings, click here.

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Nicholas Carr on the Decline of Deep Thinking

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.

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The Connection Between Reading, Imagination and Communication Skills

From my article “Hollowing out the Habits of Attention (3)“:

A study conducted at Washington University’s Dynamic Cognition Laboratory. found that attentive readers mentally simulate each new situation encountered in the narrative as if it were really happening. This type of imaginative engagement with other people—in this case, fictional people—enriches the readers’ experience of the world outside the book. This is because the patient attentiveness required to read a literary novel, a play or a long poem requires us to exercise some of the same mental muscles that are employed when we are attentive to real people.

In both fiction and healthy relationships, we need to be able to extend ourselves into the thoughts and feelings of others, no matter how different those thoughts and feelings may be from our own. We also need a capacity to accept complexity and tolerate ambiguity. This requires the same type of imaginative attentiveness that reading literary fiction can help us to cultivate. This should become clearer after a brief rabbit-trial about communication.

For relationships to be healthy, we need to know how to suspend what we think and put ourselves in the mind of our friend, even when we think our friend may be wrong. This doesn’t mean we have to pretend to agree with what the other person is saying, but at a minimum we should be able to appreciate where they are coming from, to listen to their heart, to imaginatively relate to experiences that may be far removed from our own. Empathy enables two people who are vastly different to share experiences, to participate in each others’ struggles, sorrows and joys.

To be empathetic requires imagination, creativity, and what psychologists call emotional intelligence. One example of how imagination helps with communication is when it comes to refraining from assuming that what the other person means is what I would mean if I said the same thing; instead we should be able to imagine things from the other person’s perspective. We also shouldn’t be too quick to assume we know what the other person is trying saying, but should be able to say “Is this what you mean?” or “This is how I’m hearing what you’re saying, is that right?” Above all, we should learn to listen non-defensively in a way that helps the other person feel that it is safe to open up.

Multitasking: the more you practice it, the worse you become

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 it the 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.”

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Neuroplasticity and the Classroom

Ever since reading Norman Doidge’s book The Brain that Changes Itself: Stories of Personal Triumph From the Frontiers of Brain Science, I’ve been fascinated by the science of neuroplasticity and the truth that our thoughts and choices actually change the physical structure of our brain. I’ve been applying this science to my own life in developing skills I once thought inaccessible to me, in addition to working to overcome unhealthy mental habits.

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