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anonymous

How to Do School When Motivation Has Gone Missing - The New York Times - 0 views

  • Educational psychologists recognize two main kinds of motivation, intrinsic and extrinsic.
  • Intrinsic motivation takes over when we have a deep and genuine interest in a task or topic and derive satisfaction from the work or learning itself.
  • Extrinsic motivation, on the other hand, gets us to work by putting the outcome — like a paycheck or a good grade — in mind.
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  • When what we’re doing feels fascinating, such as reading a book we can’t put down, we’re propelled by intrinsic motivation; when we pay attention in a class or meeting by promising ourselves 10 minutes of online shopping for seeing it through, we’re summoning extrinsic motivation.
  • Should adults be cheerleaders for our teenagers? Opinion is split. Some researchers contend that praise helps to cultivate intrinsic motivation, while others say that it undermines it by introducing an extrinsic reward
  • It’s also true that intrinsic and extrinsic motivation aren’t mutually exclusive
  • In practice, this means that young people should be given as much say over their learning as possible, such as giving them options for how to solve problems, approach unfamiliar topics or practice new skills.
  • Young people may find themselves intrinsically motivated on Mondays, but not Fridays, or at the start of an evening study session but not as the night wears o
  • There is, however, an area of consensus: the utility of praise depends on how it’s done. Specifically, praise fosters intrinsic motivation when it’s sincere, celebrates effort rather than talent (“you worked really hard,” vs. “you’re so smart”) and communicates encouragement, not pressure (“you’re doing really well,” vs. “you’re doing really well, as I hoped you would”)
  • Adults should be ready to stand back and admire the fantastic solutions that young people land upon themselves.
  • I recently learned of a 10th-grader who makes time-lapse videos of herself while she does her homework. Knowing that she’s on camera keeps her focused, and having a record of her efforts (and the amusing faces she makes while concentrating) turns out to be a powerful reward. While intrinsic motivation has its upsides, there should be no shame in the external motivation game. It’s about getting the work done.
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    This tells of some tactics for parents to use to keep kids motivated, and some methods teens themselves use.
kushnerha

Consciousness Isn't a Mystery. It's Matter. - The New York Times - 3 views

  • Every day, it seems, some verifiably intelligent person tells us that we don’t know what consciousness is. The nature of consciousness, they say, is an awesome mystery. It’s the ultimate hard problem. The current Wikipedia entry is typical: Consciousness “is the most mysterious aspect of our lives”; philosophers “have struggled to comprehend the nature of consciousness.”
  • I find this odd because we know exactly what consciousness is — where by “consciousness” I mean what most people mean in this debate: experience of any kind whatever. It’s the most familiar thing there is, whether it’s experience of emotion, pain, understanding what someone is saying, seeing, hearing, touching, tasting or feeling. It is in fact the only thing in the universe whose ultimate intrinsic nature we can claim to know. It is utterly unmysterious.
  • The nature of physical stuff, by contrast, is deeply mysterious, and physics grows stranger by the hour. (Richard Feynman’s remark about quantum theory — “I think I can safely say that nobody understands quantum mechanics” — seems as true as ever.) Or rather, more carefully: The nature of physical stuff is mysterious except insofar as consciousness is itself a form of physical stuff.
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  • “We know nothing about the intrinsic quality of physical events,” he wrote, “except when these are mental events that we directly experience.”
  • I think Russell is right: Human conscious experience is wholly a matter of physical goings-on in the body and in particular the brain. But why does he say that we know nothing about the intrinsic quality of physical events except when these are mental events we directly experience? Isn’t he exaggerating? I don’t think so
  • I need to try to reply to those (they’re probably philosophers) who doubt that we really know what conscious experience is.The reply is simple. We know what conscious experience is because the having is the knowing: Having conscious experience is knowing what it is. You don’t have to think about it (it’s really much better not to). You just have to have it. It’s true that people can make all sorts of mistakes about what is going on when they have experience, but none of them threaten the fundamental sense in which we know exactly what experience is just in having it.
  • If someone continues to ask what it is, one good reply (although Wittgenstein disapproved of it) is “you know what it is like from your own case.” Ned Block replies by adapting the response Louis Armstrong reportedly gave to someone who asked him what jazz was: “If you gotta ask, you ain’t never going to know.”
  • So we all know what consciousness is. Once we’re clear on this we can try to go further, for consciousness does of course raise a hard problem. The problem arises from the fact that we accept that consciousness is wholly a matter of physical goings-on, but can’t see how this can be so. We examine the brain in ever greater detail, using increasingly powerful techniques like fMRI, and we observe extraordinarily complex neuroelectrochemical goings-on, but we can’t even begin to understand how these goings-on can be (or give rise to) conscious experiences.
  • 1966 movie “Fantastic Voyage,” or imagine the ultimate brain scanner. Leibniz continued, “Suppose we do: visiting its insides, we will never find anything but parts pushing each other — never anything that could explain a conscious state.”
  • His mistake is to go further, and conclude that physical goings-on can’t possibly be conscious goings-on. Many make the same mistake today — the Very Large Mistake (as Winnie-the-Pooh might put it) of thinking that we know enough about the nature of physical stuff to know that conscious experience can’t be physical. We don’t. We don’t know the intrinsic nature of physical stuff, except — Russell again — insofar as we know it simply through having a conscious experience.
  • We find this idea extremely difficult because we’re so very deeply committed to the belief that we know more about the physical than we do, and (in particular) know enough to know that consciousness can’t be physical. We don’t see that the hard problem is not what consciousness is, it’s what matter is — what the physical is.
  • This point about the limits on what physics can tell us is rock solid, and it arises before we begin to consider any of the deep problems of understanding that arise within physics — problems with “dark matter” or “dark energy,” for example — or with reconciling quantum mechanics and general relativity theory.
  • Those who make the Very Large Mistake (of thinking they know enough about the nature of the physical to know that consciousness can’t be physical) tend to split into two groups. Members of the first group remain unshaken in their belief that consciousness exists, and conclude that there must be some sort of nonphysical stuff: They tend to become “dualists.” Members of the second group, passionately committed to the idea that everything is physical, make the most extraordinary move that has ever been made in the history of human thought. They deny the existence of consciousness: They become “eliminativists.”
  • no one has to react in either of these ways. All they have to do is grasp the fundamental respect in which we don’t know the intrinsic nature of physical stuff in spite of all that physics tells us. In particular, we don’t know anything about the physical that gives us good reason to think that consciousness can’t be wholly physical. It’s worth adding that one can fully accept this even if one is unwilling to agree with Russell that in having conscious experience we thereby know something about the intrinsic nature of physical reality.
  • It’s not the physics picture of matter that’s the problem; it’s the ordinary everyday picture of matter. It’s ironic that the people who are most likely to doubt or deny the existence of consciousness (on the ground that everything is physical, and that consciousness can’t possibly be physical) are also those who are most insistent on the primacy of science, because it is precisely science that makes the key point shine most brightly: the point that there is a fundamental respect in which ultimate intrinsic nature of the stuff of the universe is unknown to us — except insofar as it is consciousness.
Javier E

Love People, Not Pleasure - NYTimes.com - 0 views

  • Fame, riches and pleasure beyond imagination. Sound great? He went on to write:“I have diligently numbered the days of pure and genuine happiness which have fallen to my lot: They amount to 14.”Abd al-Rahman’s problem wasn’t happiness, as he believed — it was unhappiness
  • Happiness and unhappiness are certainly related, but they are not actually opposites.
  • Circumstances are certainly important. No doubt Abd al-Rahman could point to a few in his life. But paradoxically, a better explanation for his unhappiness may have been his own search for well-being. And the same might go for you.Continue reading the main story
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  • As strange as it seems, being happier than average does not mean that one can’t also be unhappier than average.
  • In 2009, researchers from the University of Rochester conducted a study tracking the success of 147 recent graduates in reaching their stated goals after graduation. Some had “intrinsic” goals, such as deep, enduring relationships. Others had “extrinsic” goals, such as achieving reputation or fame. The scholars found that intrinsic goals were associated with happier lives. But the people who pursued extrinsic goals experienced more negative emotions, such as shame and fear. They even suffered more physical maladies.
  • the paradox of fame. Just like drugs and alcohol, once you become addicted, you can’t live without it. But you can’t live with it, either.
  • That impulse to fame by everyday people has generated some astonishing innovations.
  • Today, each of us can build a personal little fan base, thanks to Facebook, YouTube, Twitter and the like. We can broadcast the details of our lives to friends and strangers in an astonishingly efficient way. That’s good for staying in touch with friends, but it also puts a minor form of fame-seeking within each person’s reach. And several studies show that it can make us unhappy.
  • It makes sense. What do you post to Facebook? Pictures of yourself yelling at your kids, or having a hard time at work? No, you post smiling photos of a hiking trip with friends. You build a fake life — or at least an incomplete one — and share it. Furthermore, you consume almost exclusively the fake lives of your social media “friends.” Unless you are extraordinarily self-aware, how could it not make you feel worse to spend part of your time pretending to be happier than you are, and the other part of your time seeing how much happier others seem to be than you?Continue reading the main story
  • the bulk of the studies point toward the same important conclusion: People who rate materialistic goals like wealth as top personal priorities are significantly likelier to be more anxious, more depressed and more frequent drug users, and even to have more physical ailments than those who set their sights on more intrinsic values.
  • as the Dalai Lama pithily suggests, it is better to want what you have than to have what you want.
  • In 2004, two economists looked into whether more sexual variety led to greater well-being. They looked at data from about 16,000 adult Americans who were asked confidentially how many sex partners they had had in the preceding year, and about their happiness. Across men and women alike, the data show that the optimal number of partners is one.
  • This might seem totally counterintuitive. After all, we are unambiguously driven to accumulate material goods, to seek fame, to look for pleasure. How can it be that these very things can give us unhappiness instead of happiness? There are two explanations, one biological and the other philosophical.
  • From an evolutionary perspective, it makes sense that we are wired to seek fame, wealth and sexual variety. These things make us more likely to pass on our DNA.
  • here’s where the evolutionary cables have crossed: We assume that things we are attracted to will relieve our suffering and raise our happiness.
  • that is Mother Nature’s cruel hoax. She doesn’t really care either way whether you are unhappy — she just wants you to want to pass on your genetic material. If you conflate intergenerational survival with well-being, that’s your problem, not nature’s.
  • More philosophically, the problem stems from dissatisfaction — the sense that nothing has full flavor, and we want more. We can’t quite pin down what it is that we seek. Without a great deal of reflection and spiritual hard work, the likely candidates seem to be material things, physical pleasures or favor among friends and strangers.
  • We look for these things to fill an inner emptiness. They may bring a brief satisfaction, but it never lasts, and it is never enough. And so we crave more.
  • This search for fame, the lust for material things and the objectification of others — that is, the cycle of grasping and craving — follows a formula that is elegant, simple and deadly:Love things, use people.
  • This was Abd al-Rahman’s formula as he sleepwalked through life. It is the worldly snake oil peddled by the culture makers from Hollywood to Madison Avenue.
  • Simply invert the deadly formula and render it virtuous:Love people, use things.
  • It requires the courage to repudiate pride and the strength to love others — family, friends, colleagues, acquaintances, God and even strangers and enemies. Only deny love to things that actually are objects. The practice that achieves this is charity. Few things are as liberating as giving away to others that which we hold dear.
  • This also requires a condemnation of materialism.
  • Finally, it requires a deep skepticism of our own basic desires. Of course you are driven to seek admiration, splendor and physical license.
  • Declaring war on these destructive impulses is not about asceticism or Puritanism. It is about being a prudent person who seeks to avoid unnecessary suffering.
Javier E

What Is College For? - NYTimes.com - 0 views

  • 74 percent of graduates from four-year colleges say that their education was “very useful in helping them grow intellectually.”
  • When, as is often the case in business education and teacher training, practical skills far outweigh theoretical understanding, we are moving beyond the intellectual culture that defines higher education
  • This lack of academic engagement is real, even among schools with the best students and the best teachers, and it increases dramatically as the quality of the school decreases.  But it results from a basic misunderstanding — by both students and teachers — of what colleges are for.
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  • First of all, they are not simply for the education of students.  This is an essential function, but the raison d’être of a college is to nourish a world of intellectual culture; that is, a world of ideas, dedicated to what we can know scientifically, understand humanistically, or express artistically.  In our society, this world is mainly populated by members of college faculties: scientists, humanists, social scientists (who straddle the humanities and the sciences properly speaking), and those who study the fine arts. Law, medicine and engineering are included to the extent that they are still understood as “learned professions,” deploying practical skills that are nonetheless deeply rooted in scientific knowledge or humanistic understanding
  • there are serious concerns about the quality of this experience.  In particular, the university curriculum leaves students disengaged from the material they are supposed to be learning.  They see most of their courses as intrinsically “boring,” of value only if they provide training relevant to future employment or if the teacher has a pleasing (amusing, exciting, “relevant”) way of presenting the material. As a result, students spend only as much time as they need to get what they see as acceptable grades (on average, about 12 to 14 hour a week for all courses combined).  Professors have ceased to expect genuine engagement from students and often give good grades (B or better) to work that is at best minimally adequate.
  • Our support for higher education makes sense only if we regard this intellectual culture as essential to our society
  • This has important consequences for how we regard what goes on in college classrooms.  Teachers need to see themselves as, first of all, intellectuals, dedicated to understanding poetry, history, human psychology, physics, biology — or whatever is the focus of their discipline.  But they also need to realize that this dedication expresses not just their idiosyncratic interest in certain questions but a conviction that those questions have general human significance, even apart from immediately practical applications.  This is why a discipline requires not just research but also teaching
  • Students, in turn, need to recognize that their college education is above all a matter of opening themselves up to new dimensions of knowledge and understanding.  Teaching is not a matter of (as we too often say) “making a subject (poetry, physics, philosophy) interesting” to students but of students coming to see how such subjects are intrinsically interesting.  It is more a matter of students moving beyond their interests than of teachers fitting their subjects to interests that students already have.   Good teaching does not make a course’s subject more interesting; it gives the students more interests — and so makes them more interesting.
Javier E

A Meditation on the Art of Not Trying - NYTimes.com - 0 views

  • It’s the default prescription for any tense situation: a blind date, a speech, a job interview, the first dinner with the potential in-laws. Relax. Act natural. Just be yourself. But when you’re nervous, how can you be yourself?
  • Edward Slingerland. He has developed, quite deliberately, a theory of spontaneity based on millenniums of Asian philosophy and decades of research by psychologists and neuroscientists.
  • He calls it the paradox of wu wei, the Chinese term for “effortless action.”
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  • Wu wei is integral to romance, religion, politics and commerce. It’s why some leaders have charisma and why business executives insist on a drunken dinner before sealing a deal.
  • the quest for wu wei has been going on ever since humans began living in groups larger than hunter-gathering clans. Unable to rely on the bonds of kinship, the first urban settlements survived by developing shared values, typically through religion, that enabled people to trust one another’s virtue and to cooperate for the common good.
  • But there was always the danger that someone was faking it and would make a perfectly rational decision to put his own interest first if he had a chance to shirk his duty.
  • To be trusted, it wasn’t enough just to be a sensible, law-abiding citizen, and it wasn’t even enough to dutifully strive to be virtuous. You had to demonstrate that your virtue was so intrinsic that it came to you effortlessly.
  • the discovery in 1993 of bamboo strips in a tomb in the village of Guodian in central China. The texts on the bamboo, composed more than three centuries before Christ, emphasize that following rules and fulfilling obligations are not enough to maintain social order.
  • These texts tell aspiring politicians that they must have an instinctive sense of their duties to their superiors: “If you try to be filial, this not true filiality; if you try to be obedient, this is not true obedience. You cannot try, but you also cannot not try.”
  • is that authentic wu wei? Not according to the rival school of Taoists that arose around the same time as Confucianism, in the fifth century B.C. It was guided by the Tao Te Ching, “The Classic of the Way and Virtue,” which took a direct shot at Confucius: “The worst kind of Virtue never stops striving for Virtue, and so never achieves Virtue.”
  • Through willpower and the rigorous adherence to rules, traditions and rituals, the Confucian “gentleman” was supposed to learn proper behavior so thoroughly that it would eventually become second nature to him.
  • Taoists did not strive. Instead of following the rigid training and rituals required by Confucius, they sought to liberate the natural virtue within. They went with the flow. They disdained traditional music in favor of a funkier new style with a beat. They emphasized personal meditation instead of formal scholarship.
  • Variations of this debate would take place among Zen Buddhist, Hindu and Christian philosophers, and continue today among psychologists and neuroscientists arguing how much of morality and behavior is guided by rational choices or by unconscious feelings.
  • “Psychological science suggests that the ancient Chinese philosophers were genuinely on to something,” says Jonathan Schooler, a psychologist at the University of California, Santa Barbara. “Particularly when one has developed proficiency in an area, it is often better to simply go with the flow. Paralysis through analysis and overthinking are very real pitfalls that the art of wu wei was designed to avoid.”
  • Before signing a big deal, businesspeople often insist on getting to know potential partners at a boozy meal because alcohol makes it difficult to fake feelings.
  • Some people, like politicians and salespeople, can get pretty good at faking spontaneity, but we’re constantly looking for ways to expose them.
  • However wu wei is attained, there’s no debate about the charismatic effect it creates. It conveys an authenticity that makes you attractive, whether you’re addressing a crowd or talking to one person.
  • what’s the best strategy for wu wei — trying or not trying? Dr. Slingerland recommends a combination. Conscious effort is necessary to learn a skill, and the Confucian emphasis on following rituals is in accord with psychological research showing we have a limited amount of willpower. Training yourself to follow rules automatically can be liberating, because it conserves cognitive energy for other tasks.
  • He likes the compromise approach of Mencius, a Chinese philosopher in the fourth century B.C. who combined the Confucian and Taoist approaches: Try, but not too hard.
  • “But in many domains actual success requires the ability to transcend our training and relax completely into what we are doing, or simply forget ourselves as agents.”
  • The sprouts were Mencius’ conception of wu wei: Something natural that requires gentle cultivation. You plant the seeds and water the sprouts, but at some point you need to let nature take its course. Just let the sprouts be themselves.
julia rhodes

"Carrot and Stick" Motivation Revisited by New Research | Psychology Today - 1 views

  • We continue to revisit the issue of motivation and specifically, the “carrot and stick” aspect.  New research seems to indicate that brain chemicals may control behavior and for people to learn and adapt in the world; therefore, both punishment and reward may be necessary. T
  • The real question is, which route would you choose—positive or negative? Most people are taught to refrain from engaging in a certain behavior by being given punishments that create negative feelings.
  • Different players use different strategies. It all depends on their genetic material. People's tendency to change their choice immediately after receiving a punishment depends on which serotonin gene variant they inherited from their parents. The dopamine gene variant, on the other hand, exerts influence on whether people can stop themselves making the choice that was previously rewarded, but no longer is
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  • What do we mean by motivation? It's been defined as a predisposition to behave in a purposeful manner to achieve specific, unmet needs and the will to achieve, and the inner force that drives individuals to accomplish personal and organizational goals. And why do we need motivated employees? The answer is survival.
  • It turns out that people are motivated by interesting work, challenge, and increasing responsibility—intrinsic factors. People have a deep-seated need for growth and achievement.
  • Even understanding what constitutes human motivation  has been a centuries old puzzle, addressed as far back as Aristotle.
  • . Pink concludes that extrinsic motivators work only in a surprisingly narrow band of circumstances; rewards often destroy creativity and employee performance; and the secret to high performance isn’t reward and punishment but that unseen intrinsic drive—the drive to do something  because it is meaningful.
  • true motivation boils down to three elements: Autonomy, the desire to direct our own lives; mastery, the desire to continually improve at something that matters to us, and purpose, the desire to do things in service of something larger than ourselves.
  • The carrot-and-stick approach worked well for typical tasks of the early 20th century —routine, unchallenging and highly controlled. For these tasks, where the process is straightforward and lateral thinking is not required, rewards can provide a small motivational boost without any harmful side effects
  • obs in the 21st century have changed dramatically. They have become more complex, more interesting and more self-directed, and this is where the carrot-and-stick approach has become unstuck.
Javier E

It's Time for a Real Code of Ethics in Teaching - Noah Berlatsky - The Atlantic - 3 views

  • More 5inShare Email Print A defendant in the Atlanta Public Schools case turns herself in at the Fulton County Jail on April 2. (David Goldman/AP) Earlier this week at The Atlantic, Emily Richmond asked whether high-stakes testing caused the Atlanta schools cheating scandal. The answer, I would argue, is yes... just not in the way you might think. Tests don't cause unethical behavior. But they did cause the Atlanta cheating scandal, and they are doing damage to the teaching profession. The argument that tests do not cause unethical behavior is fairly straightforward, and has been articulated by a number of writers. Jonathan Chait quite correctly points out that unethical behavior occurs in virtually all professions -- and that it occurs particularly when there are clear incentives to succeed. Incentivizing any field increases the impetus to cheat. Suppose journalism worked the way teaching traditionally had. You get hired at a newspaper, and your advancement and pay are dictated almost entirely by your years on the job, with almost no chance of either becoming a star or of getting fired for incompetence. Then imagine journalists changed that and instituted the current system, where you can get really successful if your bosses like you or be fired if they don't. You could look around and see scandal after scandal -- phone hacking! Jayson Blair! NBC's exploding truck! Janet Cooke! Stephen Glass! -- that could plausibly be attributed to this frightening new world in which journalists had an incentive to cheat in order to get ahead. It holds true of any field. If Major League Baseball instituted tenure, and maybe used tee-ball rules where you can't keep score and everybody gets a chance to hit, it could stamp out steroid use. Students have been cheating on tests forever -- massive, systematic cheating, you could say. Why? Because they have an incentive to do well. Give teachers and administrators an incentive for their students to do well, and more of them will cheat. For Chait, then, teaching has just been made more like journalism or baseball; it has gone from an incentiveless occupation to one with incentives.
  • Chait refers to violations of journalistic ethics -- like the phone-hacking scandal -- and suggests they are analogous to Major-League steroid use, and that both are similar to teachers (or students) cheating on tests. But is phone hacking "cheating"
  • Phone hacking was, then, not an example of cheating. It was a violation of professional ethics. And those ethics are not arbitrarily imposed, but are intrinsic to the practice of journalism as a profession committed to public service and to truth.
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  • Behaving ethically matters, but how it matters, and what it means, depends strongly on the context in which it occurs.
  • Ethics for teachers is not, apparently, first and foremost about educating their students, or broadening their minds. Rather, ethics for teachers in our current system consists in following the rules. The implicit, linguistic signal being given is that teachers are not like journalists or doctors, committed to a profession and to the moral code needed to achieve their professional goals. Instead, they are like athletes playing games, or (as Chait says) like children taking tests.
  • Using "cheating" as an ethical lens tends to both trivialize and infantilize teacher's work
  • Professions with social respect and social capital, like doctors and lawyers, collaborate in the creation of their own standards. The assumption is that those standards are intrinsic to the profession's goals, and that, therefore, professionals themselves are best equipped to establish and monitor them. Teachers' standards, though, are imposed from outside -- as if teachers are children, or as if teaching is a game.
  • High-stakes testing, then, does leads to cheating. It does not create unethical behavior -- but it does create the particular unethical behavior of "cheating."
  • We have reached a point where we can only talk about the ethics of the profession in terms of cheating or not cheating, as if teachers' main ethical duty is to make sure that scantron bubbles get filled in correctly. Teachers, like journalists, should have a commitment to truth; like doctors, they have a duty of care. Translating those commitments and duties into a bureaucratized measure of cheating-or-not-cheating diminishes ethic
  • For teachers it is, literally, demoralizing. It severs the moral experience of teaching from the moral evaluation of teaching, which makes it almost impossible for good teachers (in all the senses of "good") to stay in the system.
  • We need better ethics for teachers -- ethics that treat them as adults and professionals, not like children playing games.
huffem4

Accommodating Children's Anxiety Can Do More Harm Than Good | Psychology Today - 1 views

  • Parents face great challenges raising kids in our increasingly complex, frightening and uncertain world. The CDC reports that anxiety is on the rise among children, affecting 7.1 percent of children 6 to 17 years of age, about 4.4 million U.S. kids. The majority are untreated.
  • Children face myriad challenges—bullying, developmental trauma, information overload, global political upheavals and conflict, climate change, high rates of family breakup, and so on.
  • Learning to ride out anxiety and negotiate firm-but-flexible boundaries is a language much harder to learn in adulthood.
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  • Parental consistency can help protect children from emotional problems. Children can and do become caught in the middle between parents who aren’t getting along. Such "triangulation" distracts children from addressing their own needs. Compassion buffers empathy, allowing parents to tolerate their children's distress without getting overwhelmed, numbing out, or becoming enraged. Parents are encouraged to engage their curiosity when they feel the urge to accommodate or try to overpower children.
  • Perception was important for mothers. Mothers who reported that their children showed more severe symptoms were more likely to use accommodation, but maternal accommodation was unrelated to the mothers' own reported distress and emotional state. It may be that mothers wish to spare their children anticipated distress, and that this desire is different from overall distress. Including measures of empathy and parental distress due specifically to child's distress could tease this apart in future studies.
  • Accommodation increases anxiety because youngsters never have a chance to fail and persist. This can stunt self-efficacy, preventing “fear extinction” and “habituation” to anxiety-provoking situations. It's a vicious cycle, increasing the chance of giving up too easily with future challenges, though innate resilience, related to child temperament, can mitigate the effects of problematic environmental factors.
  • Higher child distress and emotional dysregulation, as measured by parents, was associated with increased parental accommodation. Parental accommodation was not correlated with child-reported distress and emotional dysregulation.
  • maternal accommodation was correlated with child anxiety and externalizing behaviors (in which emotions are directed outward, typically in aggressive or destructive ways, rather than processed in healthy ways or bottled up)
  • Accommodation fixes problems short-term—for instance when a parent "gives in" to a child's tantrums to get them to stop screaming, or bribes a child to do something rather than building intrinsic motivation with a longer-term process of rewarding effort and building an inner sense of confidence
Javier E

Ronald Dworkin's 'Religious Atheism' - NYTimes.com - 0 views

  • Dworkin, too, believes there is no contradiction in the term “religious atheism,” and offers no less towering examples than Shelley, Einstein and William James to show that it’s possible to adopt what he calls a “religious attitude,” a worldview which “accepts the full, independent reality of value,” as distinct from scientific fact, and which holds that both individuals and the natural world they inhabit have intrinsic, transcendental value, without believing in a personal God
  • Dworkin’s goal is to emphasize “the importance of what is shared” by subscribers of both “godly and godless religion.” That, in a word, he thinks, is faith. And while believers may think their faith in God differs substantially from the “faith” of an atheist, Dworkin’s rather startling conclusion is that the faith of theists is necessarily identical to that of religious atheists.
Javier E

The Way to Produce a Person - NYTimes.com - 0 views

  • the brain is a malleable organ. Every time you do an activity, or have a thought, you are changing a piece of yourself into something slightly different than it was before. Every hour you spend with others, you become more like the people around you.
  • Gradually, you become a different person. If there is a large gap between your daily conduct and your core commitment, you will become more like your daily activities and less attached to your original commitment. You will become more hedge fund, less malaria.
  • I would worry about turning yourself into a means rather than an end. If you go to Wall Street mostly to make money for charity, you may turn yourself into a machine for the redistribution of wealth. You may turn yourself into a fiscal policy.
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  • a human life is not just a means to produce outcomes, it is an end in itself. When we evaluate our friends, we don’t just measure the consequences of their lives. We measure who they intrinsically are. We don’t merely want to know if they have done good. We want to know if they are good.
  • We live in a relentlessly commercial culture, so it’s natural that many people would organize their lives in utilitarian and consequentialist terms. But it’s possible to get carried away with this kind of thinking — to have logic but no wisdom
proudsa

How Reading Logs Can Ruin Kids' Pleasure for Books - The Atlantic - 0 views

  • Recreational readers tend to have higher academic achievement and greater economic success, and even display more civic-mindedness.
  • eading now competes for children’s time with many other alluring activities, including television, social media, and video games. Most leisure time is now spent in front of a screen.
  • n some cases, parents must also sign this log before their child turns it in to the teacher.
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  • The basic idea seems to be this: If kids who read regularly gain significant benefits, then it should be mandated that all students read regularly so they, too, can enjoy those benefits.
  • s a psychologist (and a parent), I have long opposed reading logs because of abundant research on the negative effects of external controls (such as rewards, deadlines, and assigned goals) on intrinsic motivation
  • Until recently, however, there were no formal studies testing whether or not reading logs were actually promoting reading.
  • The students in the voluntary group were encouraged to read, but teachers emphasized that the reading log was completely optional.
  • The results? Students assigned the mandatory log showed diminished interest in recreational reading and also more negative attitudes toward reading after the study concluded.
  • “Reading logs ruined my reader. [My daughter] used to love reading but when it became something she had to do, she stopped doing it for fun and only read as much as the teacher required.”
  • ompelling children to read may improve their reading skills, which is undeniably important,
  • but mandated reading does not bring the same benefits as when children themselves choose to read. Worse, it may even diminish their interest in reading at all.
mcginnisca

Visiting an Anti-Muslim Hate Group at the Peak of America's Islamophobia | VICE | Unite... - 0 views

  • Who is the enemy and what is the enemy's 'Threat Doctrine?'"
  • "national security expert," where her advice tends to be "get rid of the Muslims."
  • They Must Be Stopped: Why We Must Defeat Radical Islam and How We Can Do It, and Because They Hate: A Survivor of Islamic Terror Warns
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  • The purpose of the group is to "[promote] national security and [defeat] terrorism"—two goals which are, in the group's view, intrinsically threatened by the Islamic faith. The rhetoric of their meetings doesn't suggest that the problem is radical Islam, but Islam itself.
  • Just hours after the attacks in Paris, a mosque in St. Petersburg, Florida received a voicemail from a man who said he planned to shoot all Muslims, including children, in the head.
  • Act for America has flourished
  • the basic doctrine of the Quran, which is a personal, moral code for Muslims—as a threat to American security. It doesn't matter that the majority of American mass shootings are committed by young, white males (and often fanatical Christians), or that gun regulations play a role in terrorism-related events. Here, the group's mission is to "educate and effect change"—meaning, the Muslims have to go.
  • Yerushalmi claimed that 80 percent of mosques in the United States are "strictly Sharia," which he equated to Muslims following the same dogma as Al-Qaeda terrorists.
  • "the mythical 'moderate' Muslims who embrace traditional Islam but want a peaceful coexistence with the West is effectively non-existent."
  • By his logic, when a Muslim attends an American mosque, he is not only learning a violent doctrine but is also susceptible to be recruited by ISIS
  • Yerushalmi was suggesting further alienation. "Syrian immigrants, when they come here, where are they going to go to those mosques; the reservoir of support is there."
  • "The threat is real!" Yerushalmi concluded. "Sharia is not a peaceful, feel-good Islam."
  • "If my Roman Catholic church was preaching death to Muslims, Jews, everyone else, I'm sure it would be closed down with a blink of an eye," she continued. "So this is where we have to stop the growth of mosques!"
  • some members believe that the White House "is controlled by Muslims."
  • "They don't want peace and prosperity. They want to live by Sharia," said an angry old man.
  • President Obama delivered a speech responding to the San Bernardino shootings, calling for religious tolerance. He harshly condemned those who wish to discriminate against others based on their religion and addressed the plight of Muslim Americans who are currently enduring the ongoing Islamophobic backlash
kushnerha

If Philosophy Won't Diversify, Let's Call It What It Really Is - The New York Times - 0 views

  • The vast majority of philosophy departments in the United States offer courses only on philosophy derived from Europe and the English-speaking world. For example, of the 118 doctoral programs in philosophy in the United States and Canada, only 10 percent have a specialist in Chinese philosophy as part of their regular faculty. Most philosophy departments also offer no courses on Africana, Indian, Islamic, Jewish, Latin American, Native American or other non-European traditions. Indeed, of the top 50 philosophy doctoral programs in the English-speaking world, only 15 percent have any regular faculty members who teach any non-Western philosophy.
  • Given the importance of non-European traditions in both the history of world philosophy and in the contemporary world, and given the increasing numbers of students in our colleges and universities from non-European backgrounds, this is astonishing. No other humanities discipline demonstrates this systematic neglect of most of the civilizations in its domain. The present situation is hard to justify morally, politically, epistemically or as good educational and research training practice.
  • While a few philosophy departments have made their curriculums more diverse, and while the American Philosophical Association has slowly broadened the representation of the world’s philosophical traditions on its programs, progress has been minimal.
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  • Many philosophers and many departments simply ignore arguments for greater diversity; others respond with arguments for Eurocentrism that we and many others have refuted elsewhere. The profession as a whole remains resolutely Eurocentric.
  • Instead, we ask those who sincerely believe that it does make sense to organize our discipline entirely around European and American figures and texts to pursue this agenda with honesty and openness. We therefore suggest that any department that regularly offers courses only on Western philosophy should rename itself “Department of European and American Philosophy.”
  • We see no justification for resisting this minor rebranding (though we welcome opposing views in the comments section to this article), particularly for those who endorse, implicitly or explicitly, this Eurocentric orientation.
  • Some of our colleagues defend this orientation on the grounds that non-European philosophy belongs only in “area studies” departments, like Asian Studies, African Studies or Latin American Studies. We ask that those who hold this view be consistent, and locate their own departments in “area studies” as well, in this case, Anglo-European Philosophical Studies.
  • Others might argue against renaming on the grounds that it is unfair to single out philosophy: We do not have departments of Euro-American Mathematics or Physics. This is nothing but shabby sophistry. Non-European philosophical traditions offer distinctive solutions to problems discussed within European and American philosophy, raise or frame problems not addressed in the American and European tradition, or emphasize and discuss more deeply philosophical problems that are marginalized in Anglo-European philosophy. There are no comparable differences in how mathematics or physics are practiced in other contemporary cultures.
  • Of course, we believe that renaming departments would not be nearly as valuable as actually broadening the philosophical curriculum and retaining the name “philosophy.” Philosophy as a discipline has a serious diversity problem, with women and minorities underrepresented at all levels among students and faculty, even while the percentage of these groups increases among college students. Part of the problem is the perception that philosophy departments are nothing but temples to the achievement of males of European descent. Our recommendation is straightforward: Those who are comfortable with that perception should confirm it in good faith and defend it honestly; if they cannot do so, we urge them to diversify their faculty and their curriculum.
  • This is not to disparage the value of the works in the contemporary philosophical canon: Clearly, there is nothing intrinsically wrong with philosophy written by males of European descent; but philosophy has always become richer as it becomes increasingly diverse and pluralistic.
  • We hope that American philosophy departments will someday teach Confucius as routinely as they now teach Kant, that philosophy students will eventually have as many opportunities to study the “Bhagavad Gita” as they do the “Republic,” that the Flying Man thought experiment of the Persian philosopher Avicenna (980-1037) will be as well-known as the Brain-in-a-Vat thought experiment of the American philosopher Hilary Putnam (1926-2016), that the ancient Indian scholar Candrakirti’s critical examination of the concept of the self will be as well-studied as David Hume’s, that Frantz Fanon (1925-1961), Kwazi Wiredu (1931- ), Lame Deer (1903-1976) and Maria Lugones will be as familiar to our students as their equally profound colleagues in the contemporary philosophical canon. But, until then, let’s be honest, face reality and call departments of European-American Philosophy what they really are.
  • For demographic, political and historical reasons, the change to a more multicultural conception of philosophy in the United States seems inevitable. Heed the Stoic adage: “The Fates lead those who come willingly, and drag those who do not.”
Javier E

Moral Puzzles That Tots Struggle With | Mind & Matter - WSJ.com - 2 views

  • children are "intuitive sociologists" trying to make sense of the social world. We already know that very young children make up theories about everyday physics, psychology and biology. Dr. Rhodes thinks that they have theories about social groups, too.
  • children aren't just biased against other racial groups: They also assume that everybody else will be biased against other groups. And this extends beyond race, gender and religion to the arbitrary realm of Zazes and Flurps.
  • intuitive social theory may even influence how children develop moral distinctions
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  • Back in the 1980s, Judith Smetana and colleagues discovered that very young kids could discriminate between genuinely moral principles and mere social conventions. First, the researchers asked about everyday rules—a rule that you can't be mean to other children, for instance, or that you have to hang up your clothes. The children said that, of course, breaking the rules was wrong. But then the researchers asked another question: What would you think if teachers and parents changed the rules to say that being mean and dropping clothes were OK? Children as young as 2 said that, in that case, it would be OK to drop your clothes, but not to be mean. No matter what the authorities decreed, hurting others, even just hurting their feelings, was always wrong. It's a strikingly robust result—true for children from Brazil to Korea.
  • in the new study, Dr. Rhodes asked similar moral questions about the Zazes and Flurps. The 4-year-olds said it would always be wrong for Zazes to hurt the feelings of others in their group. But if teachers decided that Zazes could hurt Flurps' feelings, then it would be OK to do so. Intrinsic moral obligations only extended to members of their own group.
  • The 4-year-olds demonstrate the deep roots of an ethical tension that has divided philosophers for centuries. We feel that our moral principles should be universal, but we simultaneously feel that there is something special about our obligations to our own group, whether it's a family, clan or country.
  • you don't have to be taught to prefer your own group—you can pick that up fine by yourself. But we do have to teach our children how to widen the moral circle, and to extend their natural compassion and care even to the Flurps.
sissij

Bacteria Have a Social Contract, and Unnamed Natural Laws | Big Think - 1 views

  • the evolutionary logic of relationships beyond rivalry
  • ~98% of bacterial species don’t thrive outside mixed-species colonies.
  • Bacteria are not self-sufficient: They’ve co-evolved to depend on each other.
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  • You’re in a collective extended “survival vehicle” relationship.
  • In a kind of no-brainer biochemical “social contract,” bacterial colonies, like human communities, have to handle the “common good” (suppressing cheating, free-riding, the “tragedy of the commons,” etc).
  • We dominate because we’re the best cooperators (Yuval Harari).
  • Evolution is itself a free-floating logic pattern (for discovering other, ever more effective logic patterns, and enacting “competence without comprehension").
  • Evolution’s logic is like geometry’s: in both relevant patterns and results arise from the intrinsic logic of the elements involved. In geometry, it’s lines, planes, etc. In evolution it’s kinetic functions like survival, varying replication, and adaptation.
  •  
    I found this article very interesting. Evolution does not happen physically. There is also evolution in the social behavior and relationship in a specie. Even simple organisms like single-celled bacteria have certain behaviors that suggest evolution in "social behavior" even though they don't have brain or intelligence. I feel like it is just like the hydrogen bonds in chemistry that it forms naturally without a doubt. Common good is the ultimate goal of the nature. I think the logic is evolution is very amazing as all the results are because of mindless discovery. --Sissi (3/30/2017)
Javier E

The American Scholar: The Decline of the English Department - William M. Chace - 1 views

  • The number of young men and women majoring in English has dropped dramatically; the same is true of philosophy, foreign languages, art history, and kindred fields, including history. As someone who has taught in four university English departments over the last 40 years, I am dismayed by this shift, as are my colleagues here and there across the land. And because it is probably irreversible, it is important to attempt to sort out the reasons—the many reasons—for what has happened.
  • English: from 7.6 percent of the majors to 3.9 percent
  • In one generation, then, the numbers of those majoring in the humanities dropped from a total of 30 percent to a total of less than 16 percent; during that same generation, business majors climbed from 14 percent to 22 percent.
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  • History: from 18.5 percent to 10.7 percent
  • But the deeper explanation resides not in something that has happened to it, but in what it has done to itself. English has become less and less coherent as a discipline and, worse, has come near exhaustion as a scholarly pursuit.
  • The twin focus, then, was on the philological nature of the enterprise and the canon of great works to be studied in their historical evolution.
  • Studying English taught us how to write and think better, and to make articulate many of the inchoate impulses and confusions of our post-adolescent minds. We began to see, as we had not before, how such books could shape and refine our thinking. We began to understand why generations of people coming before us had kept them in libraries and bookstores and in classes such as ours. There was, we got to know, a tradition, a historical culture, that had been assembled around these books. Shakespeare had indeed made a difference—to people before us, now to us, and forever to the language of English-speaking people.
  • today there are stunning changes in the student population: there are more and more gifted and enterprising students coming from immigrant backgrounds, students with only slender connections to Western culture and to the assumption that the “great books” of England and the United States should enjoy a fixed centrality in the world. What was once the heart of the matter now seems provincial. Why throw yourself into a study of something not emblematic of the world but representative of a special national interest? As the campus reflects the cultural, racial, and religious complexities of the world around it, reading British and American literature looks more and more marginal. From a global perspective, the books look smaller.
  • With the cost of a college degree surging upward during the last quarter century—tuition itself increasing far beyond any measure of inflation—and with consequent growth in loan debt after graduation, parents have become anxious about the relative earning power of a humanities degree. Their college-age children doubtless share such anxiety. When college costs were lower, anxiety could be kept at bay. (Berkeley in the early ’60s cost me about $100 a year, about $700 in today’s dollars.)
  • Economists, chemists, biologists, psychologists, computer scientists, and almost everyone in the medical sciences win sponsored research, grants, and federal dollars. By and large, humanists don’t, and so they find themselves as direct employees of the institution, consuming money in salaries, pensions, and operating needs—not external money but institutional money.
  • These, then, are some of the external causes of the decline of English: the rise of public education; the relative youth and instability (despite its apparent mature solidity) of English as a discipline; the impact of money; and the pressures upon departments within the modern university to attract financial resources rather than simply use them up.
  • several of my colleagues around the country have called for a return to the aesthetic wellsprings of literature, the rock-solid fact, often neglected, that it can indeed amuse, delight, and educate. They urge the teaching of English, or French, or Russian literature, and the like, in terms of the intrinsic value of the works themselves, in all their range and multiplicity, as well-crafted and appealing artifacts of human wisdom. Second, we should redefine our own standards for granting tenure, placing more emphasis on the classroom and less on published research, and we should prepare to contest our decisions with administrators whose science-based model is not an appropriate means of evaluation.
  • “It may be that what has happened to the profession is not the consequence of social or philosophical changes, but simply the consequence of a tank now empty.” His homely metaphor pointed to the absence of genuinely new frontiers of knowledge and understanding for English professors to explore.
  • In this country and in England, the study of English literature began in the latter part of the 19th century as an exercise in the scientific pursuit of philological research, and those who taught it subscribed to the notion that literature was best understood as a product of language.
  • no one has come forward in years to assert that the study of English (or comparative literature or similar undertakings in other languages) is coherent, does have self-limiting boundaries, and can be described as this but not that.
  • to teach English today is to do, intellectually, what one pleases. No sense of duty remains toward works of English or American literature; amateur sociology or anthropology or philosophy or comic books or studies of trauma among soldiers or survivors of the Holocaust will do. You need not even believe that works of literature have intelligible meaning; you can announce that they bear no relationship at all to the world beyond the text.
  • With everything on the table, and with foundational principles abandoned, everyone is free, in the classroom or in prose, to exercise intellectual laissez-faire in the largest possible way—I won’t interfere with what you do and am happy to see that you will return the favor
  • Consider the English department at Harvard University. It has now agreed to remove its survey of English literature for undergraduates, replacing it and much else with four new “affinity groups”
  • there would be no one book, or family of books, that every English major at Harvard would have read by the time he or she graduates. The direction to which Harvard would lead its students in this “clean slate” or “trickle down” experiment is to suspend literary history, thrusting into the hands of undergraduates the job of cobbling together intellectual coherence for themselves
  • Those who once strove to give order to the curriculum will have learned, from Harvard, that terms like core knowledge and foundational experience only trigger acrimony, turf protection, and faculty mutinies. No one has the stomach anymore to refight the Western culture wars. Let the students find their own way to knowledge.
  • In English, the average number of years spent earning a doctoral degree is almost 11. After passing that milestone, only half of new Ph.D.’s find teaching jobs, the number of new positions having declined over the last year by more than 20 percent; many of those jobs are part-time or come with no possibility of tenure. News like that, moving through student networks, can be matched against, at least until recently, the reputed earning power of recent graduates of business schools, law schools, and medical schools. The comparison is akin to what young people growing up in Rust Belt cities are forced to see: the work isn’t here anymore; our technology is obsolete.
  • unlike other members of the university community, they might well have been plying their trade without proper credentials: “Whereas economists or physicists, geologists or climatologists, physicians or lawyers must master a body of knowledge before they can even think of being licensed to practice,” she said, “we literary scholars, it is tacitly assumed, have no definable expertise.”
  • English departments need not refight the Western culture wars. But they need to fight their own book wars. They must agree on which texts to teach and argue out the choices and the principles of making them if they are to claim the respect due a department of study.
  • They can teach their students to write well, to use rhetoric. They should place their courses in composition and rhetoric at the forefront of their activities. They should announce that the teaching of composition is a skill their instructors have mastered and that students majoring in English will be certified, upon graduation, as possessing rigorously tested competence in prose expression.
  • The study of literature will then take on the profile now held, with moderate dignity, by the study of the classics, Greek and Latin.
  • But we can, we must, do better. At stake are the books themselves and what they can mean to the young. Yes, it is just a literary tradition. That’s all. But without such traditions, civil societies have no compass to guide them.
Javier E

When A MOOC Exploits Its Learners: A Coursera Case Study | NeoAcademic - 0 views

  • To facilitate a 50,000:1 teacher-student ratio, they rely on an instructional model requiring minimal instructor involvement, potentially to the detriment of learners.
  • The only real change in the year following “the year of the MOOC” is that these companies have now begun to strike deals with private organizations to funnel in high performing students. To me, this seems like a terrifically clever way to circumvent labor laws. Instead of paying new employees during an onboarding and training period, business can now require employees to take a “free course” before paying them a dime.
  • why not reach out to an audience ready and eager to learn just because they are intrinsically motivated to develop their skills? This is what has motivated me to look into producing an I/O Psychology MOOC
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  • in Week 4, the assignment was to complete this research study, which was not linked with any learning objectives in that week (at least in any way indicated to students).  If you didn’t complete the research study, you earned a zero for the assignment.  There was no apparent way around it.
  • I can tell you emphatically that this would not be considered an ethical course design choice in a real college classroom. Research participation must be voluntary and non-mandatory. If an instructor does require research participation (common in Psychology to build a subject pool), there must always be an alternative non-data-collection-oriented assignment in order to obtain the same credit. Anyone that doesn’t want to be the subject of research must always have a way to do exactly that – skip research and still get course credit.
  • , I will not be completing this MOOC, and I can only wonder how many others dropped because they, too, felt exploited by their instructors.
Javier E

Dick Cheney, Rand Paul, and the Possibility of Malign Leaders - Conor Friedersdorf - Th... - 0 views

  • Every American sees that leaders in foreign countries sometimes behave immorally. Yet we often seem averse to believing that our own leaders can be just as malign.
  • That's certainly my bias: Judging the character of U.S. officials, my gut impulse is to give them the benefit of the doubt.
  • But I know that my gut is sometimes wrong, that our institutions rather than anything intrinsic to our compatriots explains the comparative lack of corruption and tyranny in the United States, and that it's important to stay open to the possibility of malign or corrupt leaders—because otherwise, it's impossible to adequately guard against them. The Founders understood this. So did generations of traditional conservatives.
Javier E

Jon Meacham on Why We Question God | TIME Ideas | TIME.com - 2 views

  • Hamilton was no militant atheist. He was not contemptuous of faith or of the faithful—far from it; he was a longtime churchgoer—and he was therefore, I think, all the more a threat to unreflective Christianity. At heart, he was questioning whether the Christian tradition of encouraging a temporal moral life required belief in a divine order.
  • The questions with which he grappled were eternal, essential, and are with us still: how does a culture that tends to be religious continue to hold to a belief in an all-powerful, all-loving divinity beyond time and space given the evidence of science and of experience?
  • faith has become not a possession but a hope.”
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  • My own view of these things is that we simply do not know enough to judge the ultimate truth of the claims of theology. (I’m with Hamlet, who remarked to Horatio: “There are more things in heaven and earth … than are dreamt of in your philosophy.”) Perhaps we will one day; perhaps not. Meanwhile, given that religious faith is an intrinsic element of human experience, it is best to approach and engage the subject with a sense of history and a critical sensibility.
  • In his view that faith was “not a possession but a hope,” Hamilton was tapping into an ancient tradition. As the author of the New Testament Epistle to the Hebrews wrote, “Faith is the substance of things hoped for, the evidence of things not seen”—in this sense, religious faith is way of interpreting experience that allows for the possibility of the redemptive. Faith in this sense assumes that scripture and tradition are the works of human hands and hearts, efforts undertaken to explain the seemingly inexplicable. Faith in this sense is inextricably tied to doubt; it is an attempt, sometimes successful and sometimes not, to squint and struggle to “see through a glass darkly,” as Paul wrote in Corinthians. Faith without such doubt has never been part of the Christian tradition; it is telling, I think, that one of the earliest resurrection scenes in the Bible is that of Thomas demanding evidence—he wanted to see, to touch, to prove. Those who question and probe and debate are heirs of the apostles just as much as the most fervent of believers.
Javier E

Learning How to Exert Self-Control - NYTimes.com - 1 views

  • Part of what adults need to learn about self-control is in those videos of 5-year-olds. The children who succeed turn their backs on the cookie, push it away, pretend it’s something nonedible like a piece of wood, or invent a song. Instead of staring down the cookie, they transform it into something with less of a throbbing pull on them.
  • Adults can use similar methods of distraction and distancing, he says. Don’t eye the basket of bread; just take it off the table. In moments of emotional distress, imagine that you’re viewing yourself from outside, or consider what someone else would do in your place. When a waiter offers chocolate mousse, imagine that a cockroach has just crawled across it
  • “If you change how you think about it, its impact on what you feel and do changes,”
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  • there are two warring parts of the brain: a hot part demanding immediate gratification (the limbic system), and a cool, goal-oriented part (the prefrontal cortex). The secret of self-control, he says, is to train the prefrontal cortex to kick in first.
  • To do this, use specific if-then plans, like “If it’s before noon, I won’t check email” or “If I feel angry, I will count backward from 10.” Done repeatedly, this buys a few seconds to at least consider your options. The point isn’t to be robotic and never eat chocolate mousse again. It’s to summon self-control when you want it, and be able to carry out long-term plans.
  • “We don’t need to be victims of our emotions,” Mr. Mischel says. “We have a prefrontal cortex that allows us to evaluate whether or not we like the emotions that are running us.
  • Self-control alone doesn’t guarantee success. People also need a “burning goal” that gives them a reason to activate these skills, he says. His students all have the sitzfleisch to get into graduate school, but the best ones also have a burning question they want to answer in their work, sometimes stemming from their own lives
  • His secret seems to come straight from the marshmallow test: distraction. “It’s to keep living in a way one wants to live and work; to distract constructively; to distract in ways that are in themselves satisfying; to do things that are intrinsically gratifying,” he says
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