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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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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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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Essential Oils and Brain Fitness (Part 4): Breathe, Smell, Enjoy the Present Moment

This is the third post in my series on essential oils and brain fitness. To see other posts in the series, click here.

As I continue this series of articles on essential oils and brain fitness, it may be helpful to ask, why is brain fitness even important? Why devote time out of your busy life to developing a healthy brain?

One very good reason to start developing a healthy brain is that scientists have found that if your brain is unhealthy, there is a greater chance that the rest of our body will also deteriorate.

Listen to these words from neuroscientist and brain-researcher, Dr. Caroline Leaf, who wrote in her book Switch On Your Brain about the wide-ranging consequences of how we use our brains:

“You think all day long, and at night as you sleep, you sort out your thinking. As you think, you choose, and as you choose, you cause genetic expression to happen in your brain. This means you make proteins, and these proteins form your thoughts. Thoughts are real, physical things that occupy mental real estate. Eric R. Kandel, a Nobel Prize-winning neuropsychiatrist for his work on memory, shows how our thoughts, even our imaginations, get ‘under the skin’ of our DNA and can turn certain genes on and certain genes off, changing the structure of the neurons in the brain…. Our brain is changing moment by moment as we are thinking. By our thinking and choosing, we are redesigning the landscape of our brain.”

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Nicholas Carr on Schema Formation

In Part 2 of my interview with Graham Taylor about brain fitness, I shared what I learned from Nicholas Carr’s book The Shallows about mental schemas:

We’ve probably all seen people who have an ability to learn information quickly, perhaps when studying for a test, but then they forget it afterwards, and then we know other people who are able to achieve content mastery. What’s the difference? The difference is that in order for content mastery to occur, let alone understanding and wisdom, the brain has to move beyond massed practice and even memorizing; rather, the brain needs to start schematizing. This is because schemas serve as hooks on which to fasten new information. Without our brain’s ability to create schemas, without a sense of the connectedness of things, everything we learn would be simply a random collection of disconnected facts and there would never be any true understanding.

Nicholas Carr puts it like this in his book The Shallows: “The depth of our intelligence hinges on our ability to transfer information from working memory to long-term memory and weave it into conceptual schemas.”“…brain scientists have come to realize that long-term memory is actually the seat of understanding. It stores not just facts but complex concepts, or ‘schemas.’ By organizing scattered bits of information into patterns of knowledge, schemas give depth and richenss to our thinking. ‘Our intellectual prowess is derived largely from the schemas we have acquired over long periods of time,’ says Sweller. ‘We are able to understand concepts in our areas of expertise because we have schemas associated with those concepts.’”

Carr points out that although the mental skill of schema formation is needed today more than ever, it is in jeopardy from technologies that orient us towards a state of continuous partial attention. As concentrated attention spans and focus become replaced by broad attention ranges and multitasking, what is lost is the type of slow, methodical, systematic and linear cognition that favors the formation of schemas in the long-term memory. In order for the brain to build up schemas effectively, a person has to reflect deeply about her life and what she has learned, and this reflection needs to occur in a slow and undistracted manner. When this is not the case, or when we form schemas badly, then the brain easily falls prey to oversimplifications. We see this all the time in our public political discourse, where issues are deliberated upon in isolated compartments that are often dominated by ideology, resulting in gross oversimplifications.

Also, the brain has to be nimble and flexible enough to adjust our schemas in light of new information we receive through knowledge, experience and personal growth. Sometimes we learn or experience things that do not fit within our existing neurological schemas, and so the brain has to alter existing schemas or create new neuro pathways, a process known as accommodation. That’s where intellectual humility, mental flexibility and open-mindedness become really important. But when our thinking is dominated by impressions, by emotional reasoning or ideology, then we become closed-minded and stuck in schemas that can actually detach us from reality.

The solution is to constantly engage in deep intellectual reflection, to eschew what Socrates called “the unexamined life.” Deep intellectual reflection is to a healthy brain like water is to a healthy plant. People knew that since before Socrates, but now we have the brain science to go with it.

My OCAMPR Workshop on Gratitude During Times of Suffering

Last week I had the privilege of traveling out to Holy Cross Greek Orthodox School of Theology which was hosting this year’s conference for The Orthodox Christian Association of Medicine, Psychology, and Religion. I was asked by the OCAMPR board to present a workshop on the topic ‘Gratitude During Times of Suffering.’ My talk, which was recorded on Ancient Faith Radio, is available by clicking on the video below. It is also available for mp3 download here.