Showing posts with label embodiment. Show all posts
Showing posts with label embodiment. Show all posts

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


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 28, 2011

"The movement continuum "

Time for recess?  Too much turkey?

This item from the ASCD Smart Brief seems relevant.  The piece does a nice job of presenting the different positions on movement in the classroom (pun intended!).

Some schools view physical activity as superfluous to learning, others see it as an integral part of the learning process, and the rest fall somewhere in between. These views dictate where a school lies on the "movement continuum," explains ASCD Healthy School Communities Director Sean Slade. In his recent Whole Child Blog post, Slade explores the continuum, the benefits of integrating movement into the school day, and ideas for incorporating physical activity into a range of lessons. Read the full blog post.

Monday, September 5, 2011

Ethics as Embodied

Every Sunday the Boston Globe has a column in the "Ideas" section that's pretty useful:  "Uncommon Knowledge" by Kevin Lewis.  This section has paragraph blurbs about the key ideas from recent research.

On Sunday, July 31, 2011, "Uncommon Knowledge" had an entry titled "For an ethical decision, don't think." (It's the third paragraph down.) It's about a study that tested what happened when people thought about the right thing to do, or just acted on their feelings. Turns out people do right more often then they don't think about it!

In other words, as study author Chen-Bo Zhong states in his abstract: Recent developments in moral psychology, however, suggest that moral functions involved in ethical decision making are metaphorical and embodied. The research presented here suggests that deliberative decision making may actually increase unethical behaviors and reduce altruistic motives when it overshadows implicit, intuitive influences on moral judgments and decisions.

So, DO what FEELS right -- you've got the gut sense to know better!


Original study by Chen-Bo Zhong: The Ethical Dangers of Deliberative Decision Making in Administrative Science Quarterly (March 2011).




Monday, August 29, 2011

Prep School Education Means Never Having to Feel Uneasy

Every so often I try to deconstruct my own education by reading the newest examination of the prep school experience.

The latest entry into this category is Shamus Rahman Khan's Privilege: The Making of an Adolescent Elite at St. Paul's School (2001).

Khan is a Paulie, a former instructor, and now a sociologist. He's got some interesting insights here, although he occasionally muses too much, too academically.


What struck me was his observation that preppies learn to be physically at home in their surroundings, and carry this trait with them to all settings. Khan calls this state of being ease. He says that being at ease in all situations is one of the key benefits of this elite education. (Others are "supreme indifference" to amazing experiences and benefits as well as a talent for producing academic glibness without actually doing academic work....)

Khan discusses "ease" and "embodiment" at some length throughout the book. (Khan cites the work of Pierre Bourdieu as source of the embodiment concept, p. 196.) Here's the passage:

Embodiment is a fancy word for a simple idea: we carry our experiences with us. Our time in the world becomes imprinted on our bodies themselves . Time in elite space matters, and by definition elite spaces are ones that are exclusive. The importance to embodiment is that once social experiences become embodied, they begin to seem natural. It's just how your [sic] carry yourself. We all have to act in some way; your embodiment is yours. The particular form of embodiment of the new elite is ease. This ease is enormously wide-ranging. As they have integrated those who have been excluded, the elite have adapted many of the cultural markers they previously shunned. And so the new elite are at ease in a wide range of areas (pp 196-197).

Khan goes on to say "embodied ease is a physical manifestation" of "openness", that is elite's ability to play anywhere with anyone and blame others for not being able to do so (p. 197). He uses these concepts to deconstruct the current version of how preps are still elite and more hierarchical and exclusive, even while admitting a greater variety of people from a variety of background than ever before. Of course, as Khan explains, the main people who benefit from the experience are white males of the socioeconomic elite, because they are the ones for whom the experience has been shaped. The other kids find the societal gateway (drug) of prep school to be much more uneasy. And the gap between those can have these experiences and those who cannot afford them is growing.

How Khan explains embodiment is to the point. His equation of ease, embodiment, and privilege is powerful. His observations confirm many of my own experiences (as student and as teacher) in private schools. Not all. But how a student reassures a teacher that they belong in particular classroom can be how the kid inhabits that space.

Khan's thinking also connects to museum studies about school visitors and visitor experiences -- those who feel most comfortable in most museums are the people who grew up going to museums.... Hmmm, who would that be?

So, in this week as many of us go back to school, let us ask: For what purpose, and in what ways, are we shaping our students' environments? In what settings will they feel at ease? Where do you feel comfortable?

Me, I'm back to walking through halls with hundreds of teenagers flowing through them and feeling like it's normal...sorta.