zenpundit.com

Recess is a historical staple of elementary education in America and it is still not uncommon to see children granted small amounts of time for “free play” or educational games in the primary grades. Unfortunately, this practice is under fire in recent years. Some critics of public education or politicians would prefer to see that time devoted to increased amounts of formal, skill-drill exercises; but aside from the fact that test-prep activities quickly hit the point of

diminishing returns in terms raising a school district’s aggregate mean test scores ( a little is good, a lot is not) the so-called ” wasted free time”, is actually neurologically vital for the optimum cognitive development of children’s brains. It’s good for us older folks too but that’s a topic for another day.

A report from the excellent Eide Neurolearning Blog:

Remembering to Play

“Several recent articles remind us of the importance of play. From NPR, Old-fashioned play builds serious skills, and NYT, Taking Play Seriously.Also from the American Academy of Pediatrics (The Importance of Play for Health Child Development pdf : “Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to health brain development…Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, an to learn self-advocacy skills.” An increased in hurried lifestyles and school-based academic performance may leave a child with little unstructured time. In one survey by the National Association of Elementary School Principals, 30% of kindergarten classes no longer had recess periods

….An additional point made in the NYT article, was the importance of play for the development of the cerebellum. For kids with sensory processing disorders, this is a big one. Sometimes the earliest indication that something isn’t “quite right” is when a child avoids the normal rough-and-tumble play on the playground. That’s why without intervention, a child may accumulate even fewer play experiences and fall even farther behind their classmates with time.”

Read the rest and find additional brain-learning resources here.

While older students do not have “recess”, time for creative, exploratory and imaginative learning activities should be a regular aspect of core academic classses.  The chance to “play” with concepts, solve puzzling scenarios, smash ideas up in a synthesis, articulate  new or unorthodox  solutions to old problems is a teaching strategy for students to arrive at a deeper understanding of the subject at hand. It trains them to create and evaluate analogies, test the logical soundness of each other’s ideas, debate and experiment. Less structured but goal-directed time is a valuable investment as independent thinking cannot be cultivated in a classroom where every moment is direct instruction and rigidly scripted. At some point, the training wheels have to come off if we are to discover which students can ride on their own and which ones need additional guided practice.

Furthermore, in relation to “play”, music, the arts, sports and drama play a critical role in brain growth and do not represent “frills” but a central modality for integration of concepts, application of learning and generation of insight. As subjects, they are the brain’s “Right” side exercises to the ” Left” side’s analytical-logical reasoning provided by mathematics instruction and science classes.

As a society, we have gone berserk on overscheduling children into formal activities, academic as well as extracurricular, to the point where some elementary age kids show signs of anxiety, burn-out and depession or have time with their families that is not devoted to some kind of structured, formal, event. I find that many students lack any real cognitive independence, normal childhood creativity or the ability to negotiate social interactions with peers without hands-on, adult, supervision. A kind of well-meaning, suburban, shelteredness that produces a vaguely “institutional” passivity in many children.

Our students need both structured learning as well as some degree of “space” or “freedom” in order to maximize their intellectual and emotional growth, not either-or.

I’m pleased to offer a different perspective here from blogfriend Charles Cameron of Hipbone Games who blogs at Forensic Theology. Charles has a deep academic background in comparative theological studies and he is offering insight into the mindset of millenarian religious radicals and what their motivations might mean for the concept of nuclear deterrence.  Cameron seeks to address an aspect that is, surprisingly, seldom highlighted properly in the media despite the U.S. having been at war with Islamist terrorists since 2001. The number of voices who have also tried to do so – Gilles Kepel, Olivier Roy, Tim Furnish and Michael Scheuer – have focused exclusively on radical Salafist and Mahdist Islamism while Cameron puts these in context  with all eschatological religious extremists, mythic archetypes and other primal currents of human culture.

Charles Cameron’s post is really an 18 page paper of considerable intellectual depth and subtlety and I offer it here to readers with a strong endorsement for your careful consideration.

“Religious and apocalyptic background to nuclear policy making”

“I read about Cheryl Rofer’s invitation to the blogosphere of 18 December, suggesting that we should form a “blog-tank” on nuclear policy, on my blog-friend Zenpundit’s blog. My purpose here is to offer as background to that ongoing discussion of nuclear policy, some reminders from the spheres of religion and mythology.

It is my purpose here to suggest that the actions, plans and motives of those who are subject to religious drivers, and in particular drivers of an apocalyptic or “end times” nature, are, by reason of their seeming irrationality and fringe quality, often overlooked by those whose specialties revolve around such things as centrifuges and the enrichment of uranium, short-range missiles and their forward deployment, and so forth – and that a theological understanding of the place of nuclear weapons in the eschatological thinking of radical religionists of a variety of stripes is one of the key desiderata in an effort to come to grips with the realities of proliferation and peace”.

Read the rest here (PDF)

ON BIAS AND THINKING

I’d like to juxtapose a couple of interesting posts that I have read this week that have bearing on how we select information that subsequently shapes our thoughts.

At Complexity and Social Networks Blog, Maria Binz-Scharf asks “How does the way we process information relate to how we search for it?“. A key excerpt:

“Some days ago I attended a talk on human information processing by Thomas Mussweiler from the University of Cologne who spoke at the Columbia Business School. Mussweiler and colleagues conducted an impressive number of experiments on the mechanisms and influences of individual information processing. A simple example would be to ask you to determine your best athletic performance. You have two basic options: 1) You think of every single athletic moment in your life, i.e. you engage in absolute information processing, or 2) you compare what you recollect as some of your best performances to a given standard, e.g. a famous athlete’s performance (or a famous couch potato’s performance). Not surprisingly it turns out that comparison allows to process information in a more efficient manner.

Mussweiler went on to talk about various factors that influence the comparisons we make, most importantly the standards we employ for comparing information. His experiments used a technique called “priming” to activate certain standards – for example, subjects were asked to judge a trait in a person. The result shows that priming a trait concept (such as aggressiveness) will induce the subject to judge the target person according to that trait. In other words, once activated, standards are spontaneously compared to the target person.”

This is very interesting. “Priming” would be an efficiency mechanism for rapid mental screening of a large number of things. It is also a “bias mechanism” that would strongly predispose you to see some evidence of what pattern you are looking for, even if it does not exist. It would be very much like the ” Framing” of George Lakoff in its effect.

How to deal with that effect, our own unintentional biases or being targeted by zealous Lakoffian framers ? Metacognition might be a helpful technique, as suggested in the post “Strategic Learning: Metacognition and Metamemory” at The Eide Neurolearning Blog . The Drs. Edie write:

“High level strategic learning often requires constant self-regulation and error monitoring strategies, metacognition (thinking about the thought processes), sometimes specific memory techniques (metamemory or conscious thinking about memory).”

Such self-regulative monitoring provides a mental check against racing ahead with a dubious but attractive premise. It would also tend to derail the the likelihood of the amygdala becoming overly engaged in the heat of the argument and turning us into red-faced, sputtering, arm-waving, buffoons with a surge of emotionality.

Cross-posted to Chicago Boyz