Saturday, January 4, 2014

Rewriting Your Thinking




Today I heard this story from the New Year's Day edition of NPR's "All Things Considered":
Lulu Miller's Editing Your Life's Stories Can Create Happier Endings

Or, as I'll definitely remember it, I Peed on Frankenstein!

In the piece, Miller and psychologist Tim Wilson discuss how "editing" one's own storytelling can help resolve issues and lead to happier endings.  In particular, the work of psychologist James Pennebaker who has pioneered this work in life story editing.

Here's Pennebaker's page on "Writing and Health." It is a simple "how to" guide.

They also discuss how Miller's nephew rewrote his story of his Frankenstein encounter.

!

This method of revision makes sense on sooooo many levels.

First, consider how neural patterning occurs:   neural pathways become more strongly connected (patterned) with use over time.  This is how the brain creates thought, memory, and learning.  The more a person does something -- or the more associated that learning is with something else, such as a strong emotion at the time of learning (or see this talk for more) -- the more this brain patterning (way of thinking) becomes the norm. 

Second, consider learning at more "macro" levels, such as morning routines or driving routes which have become routine and not "consciously" thought about.  This automaticity makes many other functions possible.  (Seriously, how many of us really would want to have to discuss all the steps in tooth-brushing each and every day?)  While it took deliberate conscious effort (that neural patterning again) to create some of these routines -- for example, it took one father and three boyfriends to teach me to drive stick -- they stick, once they have been successfully repeated enough times.

(This reminds me of the chapter about learning to drive from Patty Chang Anker's Some nerve: lessons learned while becoming brave.  Read it for a great appreciation of what happens when emotion and learning conflict, resulting in a lack of automaticity!)

Third, we do this socially all the time.  Revise ourselves, our stories, and our view of the world, I mean.  Think about all the things you have said to yourself in front of the mirror before a date, a job interview, a dinner with the relatives....

For example,  I have a girlfriend who believes strongly in affirmations, which seem like the verbal effort to positively edit the stories she tells herself about herself.   She is always stronger and more capable in her affirmations.  Actually, she is that in real life as well.  Here is a woman to traveled to India and Tibet by herself!  Yet, somehow, she learned the version of herself that is the opposite.....

The repetition makes the story part of you.

Finally, as any Southerner would tell you:  why ruin a good story with the truth?  A tale should get taller, i.e. better, with each retelling.  And Southerners stand testament to revising themselves.  See RuPaul for one example.  Tullalah Bankhead for another.  John Shelton Reed's chapters on "Editing the South" in Whistling Dixie: Dispatches from the South stand as a case in point for an entire region.

As we launch into a New Year, like the NPR piece noted, it is time to address both what is troubling and what is possible....

So why not rewrite your thinking?

For the good!


Image from Wikimedia Commons


Sunday, December 29, 2013

Prepping for Performance

This just in from the Boston.com (the Boston Globe online):

Overcoming performance anxiety: get excited

Harvard study shows mind-body connection.

Happy Holidays!

Tuesday, December 10, 2013

Exercise and Memory


Yes, I do remember this tournament!

Just a brief news flash.

The number of news items about the positive effects of exercise (and, perhaps by extension, movement) on brain function has been growing.

Today the BBC News released this story:
Exercise 'significant role' in reducing risk of dementia, long-term study finds

Earlier this year, the New York Times online posted this piece: 
Getting a Brain Boost Through Exercise

Some days I feel much more mentally functional after I fence.
Except, of course, last night -- when I fell asleep on the couch after coaching!

Perhaps because I had stopped moving and was being a "coach potato"?

Well, you can try this experiment at home, courtesy of the PBS Kids program DragonflyTV:
Exercise and Memory

Feel free to post other links to this topic!

Monday, October 28, 2013

Toys in Everyday Science Exhibit

Illustration by Tadashi Tokieda
exhibit_illustration-by-tadashi-tokieda

In Radcliffe Yard at Harvard (Cambridge, MA), there is an exhibit by Tadashi Tokieda on Toys in Everyday Science.

It looks like fun!

This evening, as part of the Radcliffe Open Yard event, students will be staffing the exhibit.

To help people play with the toys in science.

Tadashi Tokieda is the 2013–2014 William and Flora Hewlett Foundation Fellow, Radcliffe Institute and is spending the year hanging out and helping people understand how science (and mathematics) works.


His learning history is fascinating, and a good example to those outside the academy!

Speaking of the academy, I am saddened to report that this exhibit is not list of the Harvard Museums of Science and Culture website.

Nor is there any connection to museum education methodology mentioned on the Radcliffe Institute website.

This is ironic, as what Tokieda essentially is doing the work of museum educators.

For example, look at past and current exhibits developed at museums.

Try the Exploratorium's Geometry Playground, the Acton Discovery Museums' Hands On Science, the Boston Children's Museum Science Interactives, the Museum of Science's Investigation Station, or others....

Museum educators spend a lot of time, creativity, and joy developing hands on demonstrations of scientific and mathematic principals so others can learn by doing.

It's a field of study, as well.

http://www.aam-us.org/sf_images/general-photos/logo-with-tagline.png?sfvrsn=0

Look at the current issue of the Museum Educators' Roundtable journal, entitled Engaging Visitors to Create Positive Futures.  They are offering the editor's review article for all to read here.

Or go to the American Alliance of Museum's EdCom publication on principals and practice.

So when one of the high holies of academia presents something (admittedly, a wonderful something) as revolutionary and new, by virtue of the nature of its presentation and by what is funded and the nature of its funding, the subsequent reification of that approach by what is not said becomes significant.

In other words, ignoring others who are doing essentially the same work and have been doing it for a long time, continues the existing power dynamics of 1) the university as a more important site of learning than any other learning environment (school or museum or other) 2) maintaining traditional educational views of learning as content transference from the expert to the novitiate.

Ok, the Institute may fight me on the 2nd point there -- and with some reason -- but my contention here is that offering a "playful" approach as so unique and isolated as deserving of special recognition only serves to highlight the majority of the institution that isn't that.

And it also demonstrates how, once again, learning is compartmentalized and how we do not communicate with each other, despite our commonalities of subject and approach.

oy.*

The HMSC website is mentioning this Saturday's Day of the Dead event.





Think I'll go to that.

And to the Toys in Science exhibit.

After all this meta-conversation, I could use a little fun!



*Ok, sorry to get all Foucault up in your face!  Shouldn't take myself too seriously, either!


Wednesday, April 10, 2013

Improv and Education and Museums -- the Art of Doing





is:
Specializing in improv, presentation, movement and theatre classes and workshops, The Engaging Educator strives to help educators work towards a primary goal – education that engages both students and teachers to the top of their potential.
As educators, we spend hours worrying about what to say to our students. How often do we worry about HOW we say it? Our communication and presentation skills are just as important as any fact. Students pay better attention when we are interesting and the job is more fun when we enjoy ourselves.
In a classroom, at a residency or in a gallery – we work with all educators to make them the absolute best they can be.


Improv(e) Your Teaching."

It neatly summarizes how improving listening skills and using movement can stimulate thinking and learning in educational spaces, such as schools and museums.

Cover
Improv's emphasis on listening to the other person -- using the response "Yes, AND..." -- was in fact my key takeaway from Tina Fey's autobiography Bossypants.

"Yes, AND..." works really, really well in meetings, conferences, and VTS in front of an object....

Sometimes the most creative educational work comes from outside the school, such as the museum or the comedy club.

And we can learn a lot from multiple modalities.

Thanks, Jen!

Monday, April 1, 2013

A Passover Thought


Passover_Seder_Plate by Sheynhertz-Unbayg from Wikimedia Commons

I had a great conversation today with a colleague as he ate sardines and matzoh for lunch.

He made the point that a full Passover seder (the traditional one, hosted on the first or second night of the holiday) really got at the essence of the flight from Egypt: take whatever one had -- no time to allow the bread to rise -- and subsist on what was available.....

"Experiential learning in a nutshell," I said.

He agreed.

What other events, religious observances,  items of culture embody significant experience?



Sunday, March 24, 2013

The Physicality of Emotions

Listening to WBUR's Here and Now promo a couple of weeks ago had me perking up at the mention of a story about Botox being an anti-depressant of sorts...

Seems that limiting the range of facial expressions that the forehead is able to produce means that there are corresponding changes of experienced (i.e., felt) emotions as well.

In other words, "freezing your face" makes you feel fine... ?

There is something to this  -- thinking of mirror neurons and the mind-body connection.

At the same time, I really want to see quantified experimental studies.

I will say that my "theory of mind" of Botoxed faces is that emotional empathy and creative thought seems to be limited....

But mainly, the body can influence the mind.

Read more here.