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.


Monday, March 11, 2013

Kinesthetic Learner Video


Found this while researching something else. It's from About.com.

Note the blurb for field trips and museum visits.  ;)

It also brings back memories of teaching in an all-girls school!

Thursday, March 7, 2013

Role Playing is Gaming with the Whole Body

Fighters with rapiers and daggers at a reenactment, , 11:57, Crossed Blades, Jean, upload by Herrick, from Wikimedia Commons


Apparently, role-playing is undergoing a "renaissance."

Which is a wonderful play on words, as a lot of these stories are really medieval.

According to the WBUR story "You Be the Dragon Slayer":
The term interactive storytelling is used to describe all manner of games where both the audience and actors are part of the performance: live-action role-playing (LARPs); alternate reality games (ARGs) that often mix in technology or mobile devices; interactive theater; and everything in between, including old-fashioned role-playing games (RPGs) like D&D.

There is also the Society for Creative Anachronism.
(Sorta the anti-sport fencing.)

The connection here to museums is pretty clear, as there are a number of living history museums -- Old Sturbridge Village, Conner Prairie, and Plimoth Plantation to name a few -- that use role play as interpretation.

And there is a host of information coming out about gaming as educational, as well.
(Or not.  There is some debate.)

So is there some way we can combine these?

Higgins Armoury Museum already is.

Can we at indoor, non-armoury museums use this experience?


Monday, March 4, 2013

More Wii Research in Motion...!

This just in:

Wii use helps surgery students translate the 2-D to 3-D world of laparoscopy surgery.

A recent study by Dr. Gregorio Patrizi, a professor at the University of Rome Medical School, "found that the gamers performed significantly better than another group of residents who didn't undergo this grueling video game training" according to a February 28, 2013 NPR story "Nintendo Wii Helped Budding Surgeons Move To Head Of The Class."

Additionally, "Several earlier studies suggested that playing video games can boost laparoscopic skills, but those studies were largely based on surveys of surgeons' prior video gaming habits. Patrizi's study is one of the first randomized trials that had some surgeons undergo a structured game-playing routine and also maintained a separate control group.

"Patrizi and his team had surgical residents play three Wii games — tennis, ping pong and one that involved shooting balloons from an aircraft. As the researchers write in their article published online by PLOS ONE, they chose these games because they all required strong hand-eye coordination and three-dimensional visualization of a space."






Thursday, February 28, 2013

Playing Beck means PLAYING Beck



Today on WBUR's RadioBoston show, there was a piece about Beck's "Song Reader," the album that isn't.

Well, it is, if you actually play the music yourself, because "Song Reader" is boxed sheet music.
Which makes it a "box set" in the original sense.

As Beck's website for the music says, "Only you can bring Beck Hansen's Song Reader to life."

Making people actually play the music both democratizes and experientializes* it.

Listen to the story here.



*yes, I know this isn't a word, but what would you say here?

Monday, November 19, 2012

Treadmill Desks -- Work It!!


Completed desk upgrade to treadmill workstation in my office cubicle by Joe Hoover, from Wikimedia Commons


Local NPR Station WBUR had this story on Morning Edition today (Monday, November 19, 2012):

Can You Move It And Work It On A Treadmill Desk?

It's tempting. The research cited in the story is solid. Check it out!


Others report success with a treadmill desk.

In fact, the New York Times ran a story back in 2008.  
Mutual of Omaha was one workplace using them.

Here's DIY build instructions.

Too much sitting can lead to bad things, like cancer. (Or maybe not cancer, but definitely health problems.)

Reread the March 2012 study of how sitting too much can lead to... um... death.

Ask the boss for a real working desk... or a walking meeting!



Tuesday, October 23, 2012

Playworks

Get in the Game with Playworks"Go outside and play!"

How many times did you hear this growing up?

Do parents even say this anymore?

There is a foundation now dedicated to helping make play happen, especially during the school day.

Playworks, based in Oakland CA, provides supporting research in their promotion of play.  See their page "Why Play Matters."

They also have a free online book of activities.

While play should be a spontaneous thing, promoted by those doing it, it is better to protect and promote active, outdoor recess than not.


Wednesday, September 5, 2012

Love Your Child and Let Them Go -- Mind and Body

How Children Succeed: Grit, Curiosity, and the Hidden Power of CharacterBack from hiatus...

Yesterday, a piece on NPR's Morning Edition neatly summarized a beginning of the school year lesson for us all.

As heard on Boston's NPR station WBUR, "'Children Succeed' With Character, Not Test Scores" pretty much made the argument for why brain science supports what resiliency studies and character education have been saying already: love 'em up and let 'em go, they'll be better for it.

Paul Tough* make this argument in How Children Succeed: Grit, Curiosity and the Hidden Power of Character.  His interview is a clear, cogent, loving, and well-argued.

He is, also, a parent of a toddler.

Being allowed to fail, and knowing you are an okay person who has others to watch your back, is an important part of growing up.

Experiencing individuation from your parents is another significant part of the growing up process.

[Don't believe me?  Watch the current cycle of America's Next Top Model: College Edition and see what Victoria does in Episode 2.  Her "closeness" to her mother is psychologically unhealthy. 
It is the antithesis of what Tough argues....]

Character-building failure is not encouraged in the high-stakes testing model of education we are experiencing now.

I've had that, and a company of supporters to help me through...

I guess that makes me, Henry FordThomas Edison and Mattie in True Grit,  among others, great company!

Failure is simply the opportunity to begin again, this time more intelligently.
Henry Ford




*Anyone besides me notice the fabulous appropriateness of his name??

Wednesday, March 21, 2012

Video Games as Museum Exhibit

(Credit: CBS)


On Sunday, March 18, 2012, CBS Sunday Morning reported on a new travelling exhibit from the Smithsonian Institution "The Art of Video Games."

According to reporter Rita Braver the games are important as art --
"how they look" --  and "how they engage the imagination."

The "interactive nature" of video games is what fascinates me.  

As I explained in an earlier entry about "Learning and the Brain," the nature of gaming creates powerful learning conditions.  Conditions that could be used in a classroom or a museum exhibit.  How can we take what we know about the brain and learning and combine it with what works in games?

Also of interest: Braver reports that women comprise 40% of gamers.  How do these games more successfully differentiate instruction than many classroom curricula?

Technology's historical development also is displayed.  What does the change of technology over time tell us about the changing nature of material culture?  About how humans interact with digital technology?  What is shaping whom?

I'll hope to see the exhibit when it's at the Brooks Art Museum in Memphis in the summer of 2015.  Until then check out the video coverage below!


Sunday, March 11, 2012

"The Inner Chimp"



Serendipity is the harmonic convergence of unexpected events or objects at an expected time (or place) to the benefit of those witnessing the event.

Serendipity happens.

Like yesterday (March 10, 2012). I was driving back from the fencing club -- a usual occurence for a Saturday afternoon -- and tuned into the local public radio station (WGBH) into the middle of an RadioLab episode, something I occasionally do. The episode was one I had never heard before: "Morality."

In particular, it was the segment "Chimp Fights and Trolley Rides," an interview with neuroscientist/philosopher Josh Greene about whether or now morality is biologically and evolutionarily based.

Greene argues "yes."

It seems that there are some basic, emotional decisions which correspond to activity parts of the brain corresponding to the instinctual, primate parts that have helped us as a species survive.

This emotional part, in the words of host/commentator Bob Krulwich, is the "inner chimp."

Based on his brain scans of people making moral decisions of varying degrees of complexity, Greene has found that different centers of the brain "light up" in response to different types of questions. For really complex questions that involve a "moral calculus" -- such as deciding to sacrifice one for the good of the many -- brain activity is fast, furious, and wide-spread. As Greene and Krulwich described it, the brain is "at war with itself." The frontal lobe, the area that develops later in a person's life, registers more activity when the decision-maker is counting how many others would be affected by the choice. It's "the thinker" vs. the "the inner chimp."

I love the term "inner chimp." It seems so right.

Later in the episode, the RadioLab team discusses actual primates -- with an interview with primatologist Frans de Waal at the Yerkes Center -- and their consistent moral behavior. Chimps and other primates are social animals with moral systems, as de Waal's examples show. (Click here for a 2005 article, too.) Empathy is a significant part of being a primate -- and it seems to be the moral core of the "inner chimp."

The research into what works in the brain when also is fascinating. And the issue of how people make decisions based on their emotionally-held beliefs is one of current importance.

Now, the serendipity:

1) See above. Although I have been a fan of Robert Krulwich since about 1990, I don't catch RadioLab often and this episode I had not heard before.

2) Although this episode was broadcast in 2007, on the day that would have been my mother's birthday had she not passed away earlier in the year, this episode coincides with a my current inner discourse about education and how to help adolescents grow up. More on that in a future post.

3) Joshua Greene is now a professor at Harvard, the site of my own cognitive science training. You can read much more in depth about the moral dilemmas Greene poses for research at his homepage.

4) Today's newspaper published a piece that connects to this RadioLab episode. More on that next post....

Fascinating stuff, serendipity!

Below is an embed for the podcast of the RadioLab episode "Morality":




image credit: Chimpanzees at Gombe Stream National Park, 2010, by ikiwaner, at Wikimedia Commons.

Tuesday, March 6, 2012

Get Outside!

The recent issue of ASCD Edge has an article "It's Time to Learn Outside," excerpts from Will Sterrett's Insights into Action: Successful School Leaders Share What Works.

The piece makes arguments for the benefits of getting outside the classroom and combatting "Nature-Deficit Disorder." This term comes from Richard Louv, who argues "growing gap between human beings and nature, with implications for health and well-being" (Last Child in the Woods, 2008. p. 26).

It also contains a helpful list of "Action Items." My favorite is this: "Get Outdoors, Anytime, for Any Reason- You don't have to have a specific nature-based unit in place to benefit from the outdoors. The bottom line is, students benefit individually and the classroom climate benefits as a whole from time spent in nature."

Point: getting outside helps learning and teaching.

Check it out here.

Tuesday, February 21, 2012

Sitting Too Much?

So, this blogger has been sitting working a lot lately.

(This accounts for the absence of posts -- many apologies!)

Then, on a "study break" from doing work, but while sitting at a desk, I see a link to this article:

Sedentary Behaviors Increase Risk of Cardiovascular Disease Mortality in Men

It's a longitudinal study that concludes: "Men who reported >10 h·wk−1 riding in a car or >23 h·wk−1 of combined sedentary behavior had 82% and 64% greater risk of dying from CVD than those who reported <4 or <11 h·wk−1, respectively." (from the online abstract)

While not male, I have been more sedentary than usual over the past year....

Ooops!



Citation:
Sedentary Behaviors Increase Risk of Cardiovascular Disease Mortality in Men
WARREN, TATIANA Y.1; BARRY, VAUGHN1; HOOKER, STEVEN P.1,2; SUI, XUEMEI1; CHURCH, TIMOTHY S.3; BLAIR, STEVEN N.1,4
Medicine & Science in Sports & Exercise:
May 2010 - Volume 42 - Issue 5 - pp 879-885
doi: 10.1249/MSS.0b013e3181c3aa7e

Monday, January 30, 2012

Digital Textbooks

With Apple's announcement last week about their publication of digital textbooks, the topic of how the next generation will read their textbooks has returned to the media.

In particular, coverage by NPR's On Point (via Boston's WBUR) explored the question in January 24, 2012's  "The Digital Future of Textbooks."   This piece explored the role of the iPad as the tablet textbook.

Most intriguing to me were the discussion comments on the piece's webpage.  In particular, the comments of one Tom Riley, who worried, "We should likewise not underestimate the primacy of tactile experience in long term learning. ...  You are much more likely to remember something you have written than something you have tapped or typed.  Contact with a machine such as a tablet or smart-phone satisfies a manipulative impulse, but so much of the user's role is preprogrammed.  Anyone concerned about the vitality of the upcoming generation's engagement should be concerned with the intricacy (tactile and otherwise) of the interactions in which they engage."

Mr. Riley is against the tablet as textbook as he believes it will both decrease learning and increase social alienation.

So right, and yet, so wrong.

His argument about the importance of movement to learning is so right.

His belief that typing or tapping limits memory is so wrong.

For one thing, studies have shown that Web browsing (which involves tapping or typing) stimulates memory.  See the Cathleen's Brain July, 2011 entry for more.

For another, tablets such as the iPad have haptics built in.  This means that there are more movements possibile, depending on the app.  And more apps are being build every day.  Here's a graphic from one app programming framework Sencha Touch:

Enhanced Touch Events

touch-events
 (from Sencha Touch's homepage)



Note that the fingers and the hand are doing a variety of broad movements.
Remember that this type of movement can stimulate mirror neurons and a variety of brain activity (more on that later!).

Finally, the point of most Web 2.0 digital media is to promote social networking, which the better iPad and mobile device apps do.

BUT, there is the question of digital textbook itself.

Here is where the concern is both right and wrong.

Right, because if all a kid does is interact with the digital textbook, then, yes, socialization with other human beings will be limited.

Wrong, because these tablets can promote social networking, which means person to person interaction, through a digital interface, if the app is created correctly.

A greater concern for me is the promotion of the tablet device as a textbook when they could be so much more!

Textbook as a concept is Web.0.  It implies that knowledge is static and that the kid's head can be filled with predetermined knowledge.   One researcher's review of the literature on textbook use posited "Students view textbooks as references rather than learning tools."1  And, indeed, despite the presence of cool interactives, the Apple iBooks 2 demo looks just like a textbook!

(And the content is provided by Pearson Education,  a textbook publisher.)

Why isn't this learning device programmed for the user to have a constructivist experience where they determine for themselves, with the aid of others, the answers to meaningful questions?   An interactive learning experience could be a webquest, a Wiki, a Ning community, or other form of interaction with an experienced guide ... but not static content on a digital viewer, a textbook.  That's the same old, same old.

We need to break away from the concept of textbook.  Period.  

 


M. W. Klymkowsky, Teaching without a Textbook: Strategies to Focus Learning on Fundamental Concepts and Scientific Process, cellbioed September 21, 2007 vol. 6 no. 3 190-19, doi: 10.1187/cbe.07-06-003.












 

Monday, December 19, 2011

Touching Objects

"Sentiment" is a funny word....

It's first definition in the Merriam-Webster Dictionary online is "an attitude, thought, or judgment prompted by feeling."

In this dictionary definition, that means emotion.  Emotion, however, can be provoked by physical sensation, such as touch.  Touching objects therefore lead to the experience of both the physicality of the object, an emotion, an invoked memory, and additional thoughts -- all within the same tangled neural network.  


A web of emotion, memory, sensation, experience, and conceptualization if you will.


At this time of year, the word "sentimentality" also comes to mind.  The holidays put many of us into a state of heightened emotionalism.  Movies such as "It's a Wonderful Life" or "A Christmas Story" are one way that many people become sentimental in December.  Yet, sentimentality has a negative connotation.   Its Merriam-Webster definition is "resulting from feeling rather than reason or thought."  Feeling and thinking should go together; they do not have to presented as binary opposites.  Touching objects link "sentiment" the noun with "sentimentality" the noun, but the net results are so different! 

Speaking of "touching...."  In fencing, there is sentiment de fer -- the fencer's understanding of the tangible aspects of blade positioning, control, and interaction with their opponent's weapon.  This term also refers to the instinctual understanding of what feels right to do within the context of a bout (situated knowing, anyone?).  Here's another definition of "sentiment de fer" which focuses more on the tangible, but emphasizes the importance of sensation.   Thus from this example, it is can be said that sentiment is not necessarily something to be scorned.  It is a way of knowing.


(We could have some extended fun with sentience and "women's ways of knowing" but really, I'm not trying to have an orgy of post-modern reflexivism here, really...)

Sentiment also connects past to present.  It is not only an old-fashioned term, but it implies remembering the past.   For example, consider the article "5 Surprising Objects with Sentimental Value" from RealSimple Magazine. As the introduction to the piece says, "Sometimes an object is just an object, and sometimes it’s so much more. Five writers describe the sentimental value within the everyday things they cherish."   These stories reveal how the physical objects manifest the memories and emotion of a life well-lived.

As so many people rush around this week, acquiring more objects to give to others as expressions of their feelings, consider the power of things to convey sentiment. 

Think as well on how many objects do not carry much emotions and memories at all.  How many things do we need, cherish, sentimentalize?

Then, please, think of others who have few of the things they need.   Consider a passing on something that is more a sentiment than an object, but will touch the lives of others in a positive way.  Here's a suggestion of one way.  Click here for additional possibilities.

So, sentimentality can be a powerful way this season to reflect on the past, embody the present, and connect to a better future. 

Happy Holidays!