“Compassionate Critical Thinking” Now Available to Pre-order

My book, Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy and Socratic Questioning Can Transform Teaching, will be published by Rowman and Littlefield on September 30, 2016.

 

The book takes readers inside a classroom to witness an engaging way of teaching in tune with current neuroscience. In a time when education is under attack and teachers and students report high levels of stress and anxiety, the book offers a method to improve instructional effectiveness with increased student participation and decreased classroom stress. Using mindfulness and a Socratic style of questioning, the book guides teachers and readers in methods to help themselves and their students learn about their own emotions and develop critical thinking skills. Classroom vignettes capture dialogue between teacher and students illustrating how challenging questions stimulate and direct inquiry and discovery. Not only teachers, but administrators wanting to improve the relationship between teachers and students, students who want to develop their thinking skills on their own, parents, any reader interested in reducing stress and increasing clarity might be interested in the book. Many books teach mindfulness, but few provide a model for teaching critical thinking and integrating it across the curriculum.

 

My intention is to demonstrate just how insightful, open, and willing to learn students can be when presented with material they consider challenging and real, and classes are structured to relate to their inner lives. One year in a Psychological Literature class, we read an anecdote about a person putting his own life at risk to save someone drowning in an icy river. I asked, “How can a person do that? Does it show that humans are compassionate or altruistic by nature?” I was surprised by the response by many students. They said that the situation was unreal. Maybe a rare person would put their life at risk to help someone else, but most people—never. Altruism was a rarity. There was too much cruelty in the world for altruism or compassion to be natural.

 

So I asked, “Imagine you were standing by that river. What would you feel seeing the person drowning?” At first, there were some uncomfortable jokes. But then students said, “I’d feel awful.” Another said that he’d be haunted by the situation for the rest of his life. Another said she would have jumped in. “If the situation would haunt you, then were you feeling empathy? If you would have jumped in, then were you feeling compassion? Altruism?”

 

In the abstract, compassion might seem unreal, especially since many students grow up in a competitive environment and read about and feel so much violence in the world. But when questioned, their inner reality is uncovered. This is the nature of compassionate critical thinking. It incorporates the big questions into the curriculum. Assumptions are challenged. Discussions become mindfulness and compassion practices. This is the core of my book.

 

It can now be pre-ordered through Amazon. Available in September through your local bookstore.

 

**Next week, I plan to post a blog on an extremely interesting book called Siddhartha’s Brain: Unlocking the Ancient Science of Enlightenment by James Kingsland.

Experiencing Big Changes

A big event occurs. You graduate from high school or college, you win the lottery, get married, and what do you expect next from your life? You imagine the joy of seeing the winning numbers going on forever. You imagine the ceremony, the parties, the honeymoon. But after the celebrating, what then? Do you imagine cleaning the house? Taking out the trash?

 

We expect the world would be changed or we would be changed. That the quality of our experience of life would be better, heightened, maybe. Or the quality of our mind would be different. And it is, but not like we expected. We are always changing. But we easily get caught up in the idea or the story we tell ourselves and miss the reality.

 

Daniel Kahneman described this as a “focusing illusion.” When we’re thinking about the graduation or the wedding, it is big, tremendous. When we’re in school, we might think that, when we graduate, life will be so different. Or we’re in love and imagine that, once the love is celebrated and wrapped in the marriage license, we will feel more secure and loved. But what we find is a new moment and a new day. We forget about adaptation and getting used to living with a spouse or getting used to the job or whatever it is we do after graduation.

 

We forget where feelings come from. We think the person we love creates the love. We think the achievement creates the thrill of success. We forget that to feel loved one must love. To be touched, one must touch. Jack Kornfield wrote a book called After The Ecstasy, The Laundry. We can even view enlightenment, whatever that is, in the same way. “Once I get enlightened, all will be different.” Or, “If only I’d get enlightened…”

 

All we ever have is moments. Hopefully, most of these will be spent with more clarity than confusion, more compassion than anger, more love than greed. When I first fell in love with Linda, the woman I eventually married, I wrote a poem in which I described her as “the apple-mad lady with a third eye.” We built a little cabin in an orchard and sold apples and made apple cider with friends. I saw her as almost a goddess. Guess what? Neither of us was either divine or, thank God, even an approximation of perfection. Yet, luckily we stayed together.

 

A marriage agreement* proclaims (I hope) that you will be real with each other. What first attracted you to the other person will eventually become an obstacle to seeing the other for who she or he is. Once the illusion is over, some retreat; some mistake this as a signal to leave the relationship. But really, this is the moment of awakening. Now you are real, to see yourself and the other for what you both are, not for what you wanted from the other, and not for your own projection. The other can then exceed whatever you can think, explain or try to contain. You take yourself to a deeper level. The other is accepted and you are accepted, too.

 

The same with a graduation ceremony, getting a new job, whatever transition you make. When you graduate from high school, you have ideas and expectations. If you are going away to college or a new city, you are stepping away from all you know. Like when you love someone, you feel vulnerable. And this can be difficult to face. But feeling vulnerable is another way to say you are free to feel life more intensely. The fear you feel, the discomfort, is there to awaken you to the opportunity you have given yourself. To be open means open to learn from whatever arises, even fear and discomfort.

 

As we let go of trying to contain reality or to protect ourselves with ideas, the richness of our life expands. We learn to trust ourselves to an unanticipated depth. The storytelling about our lives continues. But we recognize ourselves more clearly as the storyteller, not any one of the stories.

 

*This is adapted from the text of an original marriage ceremony I performed and inspired by a Carl Jung analysis of the anima/animus archetypes.

This blog is a re-write of an earlier blog.

To Hear, First Listen

I had a discussion with a friend yesterday. I made what I thought was a logical and possibly obvious suggestion to help him with a difficult problem he was facing. The result was my friend yelling back at me all the reasons not to do what I suggested—and then apologizing. I realized he wasn’t arguing with me but himself. He was shouting back against the universe that had sent him the problems, hoping the vehemence of his objection would obliterate the reality.

 

So today, when he brought up the topic, I just listened, sometimes repeating back to him his own words, merely empathizing with him. The result: he came to his own conclusions. When you feel heard by others, you are more likely to listen to yourself. I don’t want this anecdote to be taken as a warning to never give advice or never point out to others lines of reasoning they might have missed. It is only a suggestion to listen carefully for projection, especially when fear and its close relatives, worry, anxiety and depression, are involved. And to listen carefully to notice your own response to anger.

 

A similar process can happen in the classroom. Students often argue a point not because they truly believe it but because they don’t want to believe it. They hear something from friends or family and don’t want it to be true and want you or the class to argue them free of it. They might feel conceptually stuck and want a way out. They might say there is no such thing as love, for example, or all actions are selfish, or all human beings are machines, because they fear a life without love, have been hurt by the selfishness of friends, and don’t want to feel their lives are meaningless.

 

And when such meaningful moments arise in a class, do not put them off because they are not in the curriculum or not in your lesson plan. Because they are the heart of education, the real reason you teach. They go beyond a “teachable moment.” By engaging with difficult and real questions and concerns you tell students that what’s difficult can be faced, that meaningful learning is possible, and the classroom is one place this can occur. Instead of dictating answers of your own, which will often be resisted, ask questions to help students better notice and understand their own experience and improve their ability to reason.

 

Students ask questions, we all ask questions, because we glimpse a deeper reality and thus know the answers we have now are unsatisfying or incomplete. One reason we get angry is we realize there is something crucial we are denied or can’t understand. We feel we are in the dark because we know what light is. What a good teacher does is point students to their own inner light.

 

No emotion exists by itself without other feelings, sensations and thoughts trailing behind it. Love is only as strong as our ability to tolerate vulnerability and face the fear of loss and hurt. Joy pushes back against fear, happiness against sadness. We learn when we acknowledge our mistakes and our lack of knowledge—and we accept that we must make mistakes in order to succeed. We must actually take in and notice what is truly there, both in us and in what surrounds us, even our fear and anger, in order to learn. Without this openness and engagement there is little learning.

 

To get answers, you must feel your own feelings and hear your own thoughts. Only if you listen can you hear.

 

**After writing this, I read the first half of Thich Nhat Hanh’s amazing book, The Art of Communicating. To study deep listening, practice mindfulness and enjoy this book. Almost everything I say, and so much more, is inside it. He says: “When you can truly come home to yourself and listen to yourself, you can profit from every moment given you to live.” (35) “To stop and communicate with yourself is a revolutionary act.” (15)

Is Congress Doing Its Job?

The National Education Association (NEA) online newsletter, Education Votes, includes a letter from history, civics, and social studies teachers telling the Senate to do its job and act on the President’s appointment to the Supreme Court. They make the point that if the Republican Senators who refuse to let a vote happen were in a class on civics, and said on a test that the Constitution says the President loses the power to appoint Supreme Court judges in their last year in office, they would fail the test. You might enjoy reading the article.

 

How many politicians would fail their science classes, due to their statements on global warming, or fail their sex education classes, due to statements on birth control? Or if there were ethics classes, their statements that were, well, lies?

 

How well is Congress doing its job? Here’s one example. You would think politicians, whose job it is to protect the health, education, and welfare of Americans would be in favor of assuring that children were guaranteed enough food to eat when attending (or not attending) school. But, the US House of Representatives Education and Workforce Committee is proposing cutting funding that feeds poor children through the Hunger-Free Kids Act. If you’d like to take action to stop the Republican attack on student lunches, go to the Campaign for America’s Future site.

 

We have in our country a wide diversity in education funding, and I don’t mean diversity in a good or probably even legal way. In many parts of the country, poorer school districts with a mostly non-white population get less funding then areas with more affluent and white voters. The children who need it most are often the last to get it. To make the situation worse, school voucher programs are enabling public education money to be funneled to private schools that directly teach a curriculum advocating one specific formal religious viewpoint.

 

Last week was Teacher Appreciation Week. I hope everyone appreciated their teachers, and voted for an increase in teacher pay.

 

And some possibly good news: Fair Test, The National Center for Fair and Open Testing, reports that “a national poll concludes that a majority of parents are critical of standardized exam overkill.” “[M]ore state and local education leaders are beginning to heed the message: ‘Enough is enough!’”

Educating Perception

You might think the world is the world, what you see is what is there. The truth is the truth. Yet, how does the world feel with no hands to touch it? If your ears were sensitive to sounds lower in pitch, would you hear collisions of molecules in the air? What a different world that would be! If you could see a tree in infrared, would the tree have a halo around it and seem blessed? Humans can hear sounds up to 20,000 cycles per second. Mice, whales, and bats can hear sounds at 100,000 per second. How would your experience of the world change if sound were your dominant sense, not sight? A dog can differentiate over 250,000 odors, a human maybe 10,000. How would your experience of the world change if smell were your dominant sense? The world perceived is dependent on the sensory system that perceives it.

 

A tragedy occurs in your social world and for you “the world is tragic.” You see a red rose, a frightening auto accident, and a beautiful sunset. Are the red of the rose, the fear, and the beauty objective elements that exist independent of humans? And the classic: when a tree falls in the forest and no human or animal is there to hear it, is there a sound?

 

To what degree is the truth perceived dependent on the person who perceives it? The world appears differently to different people, but how big can the difference be? A human baby’s sense of smell and taste, and the sensitivity of their skin, is well developed at birth. Sound takes a little longer. A baby immediately looks for and can see faces right away, but seeing full people, or the whole context of a room they are in, develops gradually over a year or more. Not everyone can see colors. If you have the ability to see color, imagine the world from the perspective of a color-blind person. Or imagine what it would be like for a person from the 12th Century to visit the US today, or vice versa. It makes great science fiction. Yet, most of us insist our view of what is real is the one and only view. To some degree, we need that to survive. How long would you live if you stepped off the curb, a car came at you, and you stopped to debate whether you should see the car from the perspective of an ant or a human? Culture, historical time period, personal history, age, social context, etc. all condition your perceptions and ways of thinking.

 

How do you answer these questions? And how could a teacher explore them with students? One way to explore this is through developing mindful self-awareness. Another is through studying the science and analyzing the vocabulary of perception. For example, what differentiates a sensation from a perception? The two words are often used similarly and ambiguously. Sensation is often used in psychology to refer to the stimulation of sense receptors or to raw sense information, before the information is interpreted or becomes conscious. However, a perception is conscious.

 

So how would sound be defined? It too is often used ambiguously. Is a sound the sound wave produced when a tree falls? Or the perception of the sound waves produced by a tree falling? If it is the latter, then an ear is necessary for hearing to occur, and there is no sound without a hearer, no taste without a taster.

 

Children of all ages enjoy trying to figure out optical illusions. In schools, you could study what these illusions demonstrate about your senses and sense of reality. For example, there is the figure-ground principle and salience. Salience means value or importance; your brain assigns value to certain parts of the visual field. Your attention is selective. You don’t (consciously) perceive all that passes before you (even if some part of us is aware of it all). We have thresholds, dividing lines in all the senses, above which you are aware, below you are unaware. If you were consciously aware of every stimuli in your environment, you would die, burn out. Figure-ground refers to how you pick out elements of a visual stimuli to focus on and the rest becomes background. For example, there are illusions of faces, like the Rubin Vase or the old-young woman figure. (Take a look at the provided links to see examples of the illusions discussed.)

 

Another principle is that of meaningfulness. No perception is without interpretation and meaning, and this meaning usually appears as an element of the objects perceived, not as an element of the mind perceiving. This is illustrated by the blind spot in your eye. In the back of the retina there is an area where there are no receptor cells. It is where the optic nerve forms to transmit information to the brain. Yet, you don’t see an empty spot in your visual field. Your brain “fills in” the spot. Other illustrations of how the brain can fill in “holes” in your field of perception to make the scene meaningful are the illusion where a Dalmatian dog appears out of a scene of black and white spots, or when you perceive an incomplete figure as complete. Did you ever drive at dusk or at night in a fog and misperceive something in your peripheral vision?

 

A few other principles can deepen the discussion. For example, a perceptual set is a pre-set or habitual manner of perceiving phenomena. This can be illustrated in various ways. For one, the young-old woman ambiguous figure. Show one half of a class of students pictures of old women. Show the other half pictures of young women. Then show them the optical illusion. There’s a good chance the students who saw the pictures of the young women will see the young woman first in the ambiguous figure. This would work better, of course, if none of your students had ever seen the ambiguous figure. The principle can also be seen with illusions of perspective, for example, those which illustrate how train tracks appear to narrow in the distance—or illusions of context and expectation, such as the one above where you see the 13, when you read 12, 13, 14; or you see a B as you read A, B, C.

 

With ambiguous figures, all the information to perceive either figure is present. You only see one figure at a time. For example, in the Rubin vase illusion, you can either see a vase or two faces—you never perceive both the vase and the faces at once. When you see the vase, you will swear the drawing is only of a vase. Yet, you can go back and forth between interpretations. There is no correct way to see the ambiguous figure, but you can understand the ambiguity of perception.

 

The depth and accuracy of a perception can be increased (or decreased) by how the perceiver is educated.

 

Does this mean that there is no truth? I think it means that truth is interdependent with context, mind—with the universe in which the perceiver of truth appears. Physicist and author Jeremy Hayward calls perception a “creative dance.” “[A]s we move through the world, we don’t see what is really there. We experience a mutual creation between what is there and the ideas and emotions that seem fitting at the time.” (page 68) To a large degree, perception is a subject meeting an object or other being. The world you see is inextricably tied to who you are. You and your world are not two. It is not just the sensation by itself which determines how much pain or joy you experience, but how you interpret or perceive it.

 

So, when you perceive someone as threatening, or think your view of the world is the only correct view, you might consider whether you are looking at the vase or the faces.

 

 

*If you teach high school and want a resource for your students to read, or just want a deeper discussion of these issues for yourself, read: Letters To Vanessa: On Love, Science and Awareness in an Enchanted World, by Jeremy Hayward, physicist and Buddhist teacher. You might also read: The Butterfly’s Dream, by Zen teacher Albert Low.

The Arts Are Essential for a Good Education

For several years now, starting in the late 1990s and escalating since the last recession, arts programs have been cut throughout the country. This is especially true with drama and dance, but is also true with music and visual arts. The cuts are even more severe in schools serving mostly poor and minority children. This is extremely shortsighted. For many children, the arts provide a doorway into learning and the motivation needed to graduate. It elevates school to a place where students can come alive and see their concerns and interests reflected in the curriculum. It provides a vehicle for developing creativity and imagination. Reports show that schools with “arts-rich learning environments outperform their peers in arts deficient schools.”

 

The arts provide a more direct entrance into understanding and caring about others than any other discipline. They provide unique lessons about personal identity and the power to affect others. A play or a novel, for example, takes the reader inside the mind of the characters. As such, the arts provide one of the best ways to embed compassion into the curriculum.

 

The arts, whether it be the ancient dramas of the Greeks or modern movies, teach us how to understand our world. The ancient Athenians recognized this clearly. They led a life amazingly social and public. Unlike us, who view our emotions as individual, personal and essentially hidden, Hubert Dreyfus and Sean Kelly claim that for the Greeks, “moods were public and shared.” Emotions were visitations by the gods of the community. Being so social, they needed a way to purge those emotions (other than going to war). They lived in a violent time. So, at the height of the Athenian democracy, citizens were paid to go to the theatre. ‘Catharsis’ comes from the Greek ‘katharis’ meaning purification or cleansing. According to Thomas Cahill, in earlier times in Greece, drama developed from a choral performance to staged action. There were only two parts in a play: the soloist, often in a costume and sometimes with a mask, who stepped onto the stage to tell a story, and the chorus itself, which would comment on the story and play the role of the community. The audience would listen reverently to the soloist but join in the choral responses, which they often memorized. It was a ritual. ‘Liturgy’ (‘leitourgia’ means the “work of the public”) was the Greek word for this interaction. Through feeling emotions evoked through the play, the audience was educated about how to live; stored up collective emotions were purged and social tensions relieved.

 

In an earlier blog, I talked about the mirror neuron systems and how communication is not just about expressing ourselves but connecting with others. A conversation takes at least two people; to speak with another person, you have to imagine or feel who the other person is or you can’t speak to them. When you try to speak and only hear your own voice, you are hearing the voice of disconnection, and the hunger for connection. A conversation without empathy is a monologue. The Greeks joined with others in liturgy. Today, you need to find your own way to make this connection.

 

Every fall, my school would produce a series of short or one act plays. The show was a greatly anticipated community event that lasted only one night and was coordinated with a fundraising spaghetti dinner. The theatre would often be full, standing room only. Student MCs would develop their own routines to introduce each play and whip up the enthusiasm of the audience. Especially in the earlier years, students would often write or improvise their own short plays. To the degree that the actors would feel and speak the part, the audience would live the story along with them. The energy was heightened for the audience by the fact that many were family or friends of the cast. I remember one night in particular. One of the actors was an extremely shy student who in ordinary life hardly ever spoke up. Yet here he was, striding boldly across the stage, a smile on his face. With every step that he took, the audience could feel him breaking free of his psychological inhibitions. They cheered him on, taking joy in his achievement. That was connection.

 

Keith Oatley takes this analysis a step further. Art allows us to not only feel what others feel, but feel without a layer of self-interest. When we watch a drama or movie or read a novel, we can identify with the protagonist, feel her feelings, yet also, in a more developed work of art, also feel for the antagonist. We can be interested yet impartial and thus have the opportunity to study the affects and moral dimensions of our emotions. In this way, the arts are a school for citizenship where we refine and enhance our capacity for empathy. Cut the arts and you cut one of our greatest tools for teaching students how to be moral, responsible, hopefully compassionate members of a community.

 

How do you teach the arts so empathy and compassion are emphasized?

 

[This is an updated version of an older blog.]

 

*The art is from Akrotiri, a 4,000 year old city on what is now Santorini, Greece.

Did You Hear the Education News?

This week I was concerned by two news reports. The first concerns the new New York State standardized tests. Our children are taking the tests as I write this. But several people think the tests are different but not much better than the dysfunctional tests of the last few years and may be taking up an illegal amount of school time. See the press release from the NYS Allies for Public Education.

 

New York State Education Commissioner MaryEllen Elia seems not to get it. She says that opting out of the tests is not an answer. She says tests “help educators plan for the coming school year and develop individual learning for students. The tests are the only objective measures we have to compare student progress between schools and districts.” But, I question this. Standardized tests have been shown to sometimes be anything but objective. And claiming that it’s common for teachers to use them to plan classes is also questionable.

 

Test taking is its own sort of skill. In fact, some students have told me they like and do well on tests. That’s great. It means that as you proceed through the educational system, you will hopefully find success. Some forms of testing can be helpful when combined with a variety of assessment approaches. But whether doing well on standardized tests means you have more than a decontextualized knowledge of facts, or that you can apply the facts to solve problems or think critically, or do well on a job or real world situation, is another matter.

 

Opting out of tests is both a way to keep your children free from the testing mania and also is a way to make a political and social statement. So contrary to what Commissioner Elia states, I think it is a positive move to take.

 

Secondly, The Alliance for Quality Education in New York says that the “recently enacted New York State budget allows Resorts World Casino to withdraw $40 million annually from a fund that is supposed to be set aside to fund public schools.” Please read their whole press release. This is outrageous.

 

So, is the state of education in New York or the rest of the US improving? Certainly, more and more people are becoming aware of the problems with standardized testing and evaluating teachers based on those tests. Wonderful alternative methods of teaching are gaining traction (such as SEL, inquiry and project based learning, mindfulness instruction). But freeing public education from attacks by corporate or other interests, and establishing a more equitable, compassionate, proficient and engaging educational system has not shown much progress.

 

And: NY Assembly members Amy Paulin and Todd Kaminsky have proposed legislation to address some of these ills. Please read more about the proposed legislation.

The Metaphor of Life as a Journey

When I was young, I had a distinct feeling that my life was to a large extent planned out for me. I knew the outline of this plan but not the details. There was a distinct schedule that I had to keep. At first, I thought the schedule was created by my parents, but it was much bigger than them.

 

George Lakoff and Mark Johnson, in the book Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought, discuss how we use metaphor to structure our perceptions. One complex metaphor is of life as a journey, like a train trip with a timetable and destinations. You have expectations and assumptions. You imagine that to have a meaningful life you need goals and a plan and you need to stick to it.

 

And this journey is tied to a concept and identification of self as a traveler, the hero, saint or sinner on the journey. But this “self” transcends “me.” It is a cultural artifact, embedded in a cultural story in which this journey of a self comes alive. We imagine this self is who we are. Thus we might think we are the way others see us, or we think we are the persona or face we live for others. We think we are this traveler identified by cultural destinations like school, marriage, job. This self is a cultural identity as much as a personal one.

 

We do the same with understanding our own mind and experience. We have this cultural metaphor that mind is the same as the brain or somehow lives in the brain. Maybe we imagine the mind travels in the brain like a passenger on a train, some in first class, some in coach, and we imagine this is just the state of nature, not the state of cultural metaphor.

 

So when I felt the urge to rebel and couldn’t figure out how to make the transition from college to job, to support myself in a way I found ethical and meaningful, I could no longer stay on schedule. I panicked. I felt a sense of dread. It wasn’t just that I couldn’t find a way to make a living. I wasn’t just a traveler who had missed his train. My very sense of self seemed to dissolve. The underside of the life-as-a-journey metaphor was exposed. When before I was “on track” I was now “off track.” I was “lost.” I had fallen off the train. Confusion was not an acknowledged train stop.

 

But after falling off the train, I eventually began to see the metaphor as a metaphor. I began to see the implications. If love, success and retirement were the big destinations on the train route, then wasn’t birth the first stop and death the last? The existential shook up the cultural. There was a whole universe of moments I was missing by focusing on destinations instead of feeling the motion of the train and the colors, scents, relationships of all the beings riding along with me.

 

My mind is not a passenger riding my brain. It is the whole landscape of meaning in which I come alive. It is embedded not only in a body and a culture, but a universe. So, if one way to understand our lives is with metaphor, what is the metaphor we want to live? What story or poem do we want to write with our life? And we need to re-write the cultural story to include the “gap years,” time to “find yourself” or time to step off the train and ride a camel on the silk road. Time to value restructuring society instead of just fitting in.

Testing For Social-Emotional Skills?

A trend I find encouraging in schools is consciously teaching social-emotional skills. This is often, but not always, accompanied by mindfulness education, or teaching how to be aware of your emotional and thought processes moment-by-moment. So, guess what administrators and politicians want to do with these programs? According to an article by Kate Zernike in the New York Times, “Testing for Joy and Grit? Schools Nationwide Push to Measure Students Emotional Skills,” they want to use standardized tests to assess students in these programs. I mean, such tests have proven so beneficial with measuring other forms of learning and promoting learning in general, why not test a student’s “grit?”

 

No! Despite the fact that there are many indicators that demonstrate the value of social-emotional learning and mindfulness training in the classroom, all such testing will do is undermine the learning. Testing means teaching to the test. It is the test that indicates whether the standards or indicators of learning have been met. As Zernike asks in her article, how do you incorporate into a standardized test indicators of emotional awareness? Patience? Kindness?

 

Standardized testing motivates students to do well largely through fear of a bad grade. If they don’t pass, students might not move on in grade or complete high school, or their teacher might get a bad evaluation. Fear can undermine any form of learning, so it’s particularly perverse to use it to assess how well students understand their own emotional responses.

 

But wouldn’t a test motivate students to learn “grit” or hardiness in the face of fear? First, you can’t reduce emotional intelligence to having “grit.” Grit is one emotional trait that is very helpful in certain contexts but can be destructive in other contexts. As educator Alfie Kohn pointed out in a critique of “grit,” students need to question if the task they are being asked to persist at completing is worth the effort. Stick-to-itiveness and persistence is only valuable when combined with knowing how to prioritize what should be pursued and with empathy for the implications and consequences of a pursuit. It needs inner awareness of one’s motivation and the ability to critically examine the task itself.

 

Second, social-emotional learning and mindfulness do help students face fear more productively. But such learning does not happen through fear of punishment or a concern with how others assess your skills. To look within, as emotional intelligence requires, means finding your own intrinsic motivation to do so. If you are overly focused on how others assess you, as often happens with standardized testing, you will never learn to accurately perceive what is within you. You will always look in the wrong place. You look at yourself as you imagine others see you, not as felt by yourself.

 

As Zernike points out, in education, what is tested is what is valued. As things stand in the educational establishment, only if students are tested in a subject will it be valued. But this is the problem, not the solution.

 

Many people exercising power and influence over public education in this country, despite all the protests over recent years, think of tests and the simple numbers they generate as the tool for assessment, and they use it to nail down students and teachers. They have what appears to be a learning disability, or rigidity in thinking, as despite the lack of evidence to demonstrate that standardized testing promotes learning, they persist in their behavior. Psychologist Abraham Maslow called it the law of the instrument. “If the only tool you have is a hammer, you tend to treat everything as a nail.” Tests generate numbers that can be used to rank students, but just because you have a number doesn’t mean that the number signifies anything. Without such proof, test scores are an illusion of relevance.

 

You need numbers and other data to evaluate the effectiveness of these new programs. So, instead of tests look at drop out rates. Look at attendance. Look at student projects. Look at reduced rates of violence in the classroom. Look at the joyfulness of students. But don’t try to bury emotional learning in irrelevant, if not destructive, test scores.

The Mythology of Politics

I think the act of choosing a representative or President or any political leader is an amazingly interesting and complex psychological act. Think about it. You’re choosing someone “to speak for you” or “represent you” and act in your interest, to be who you can’t be.

 

Back in the birth places of democracy, whether it was native American or Athenian or elsewhere, you represented yourself. Citizens voted directly on policies, although even in the height of Athenian democracy, there were still political leaders and not all residents could vote. Women, for example, had little to no political power. Representative democracy is a compromise between monarchy and direct democracy. A President is partly a King, partly a servant.

 

I am not a scholar of Carl Jung and do not agree with all the elements of his psychological theories, but still find them helpful. He talked about archetypes or psychological predispositions to perceive the world in certain patterns and to represent those patterns in images. These patterns are seen in myths, literature, relationships, even religion. The movie Star Wars, for example, very consciously picks up on archetypal mythical and religious imagery, the “force” as the Tao or spirit, the battle of good against evil.

 

Jung also described how we deal with qualities in ourselves that our culture defines as inappropriate to our gender. These qualities do not just disappear but form a more hidden or unconscious identity or image of ourselves. (Jung called these projections an anima or animus.) When we fall in love, we project onto the loved one this unconscious image fashioned out of all that we have denied in ourselves in relation to gender. This creates a “fascination” or attraction. The person appears to us as our “soul-mate.” But to have a real and lasting relationship, we have to take back the projected qualities and claim them for ourselves. We can’t be who another person expects us to be; we can’t expect our lover to live solely to fulfill our needs.

 

How you perceive any leader is influenced by the light cast by projected archetypal patterns and expectations. The President or Senator you perceive is a projection of you, your yearnings and possibly your denied power and needs, onto the political stage. Because of these projections it is very difficult to understand who any political figure really is.

 

The politician becomes an actor in a play scripted by the unconscious needs of citizens. We talk about political theatre. It really is theatre and, of course, the popular media, other corporate interests and wealthy donors, play this up for their own profit. The mythical or religious dimension just adds to it. Drama itself emerged from religious ritual and maintained a religious meaning for a time even after modern drama began to develop. The early dramas were enacted myths or stories, about death and the afterlife, about gods and goddesses. The Greeks used masks in their early plays, to represent different personalities or genders. Other cultures used masks to represent the power of a god or spirit or to take part in the story of creation. This is not just putting on a costume. It is putting on a different identity, at times an identity of a mythical or spiritual being. This helps explain why followers of a political candidate can be almost as devoted to their candidate as followers of a religious doctrine or leader.

 

Our political leaders put on the mask fashioned out of who they think we citizens want them to be. They get us to act out a drama with them as the star. But this political theatre can be deadly serious. Our environment, our health care, our wages, the possibility of being treated justly, the lives of ourselves and of all living beings on the planet are at stake. It is not just Donald Trump or Ted Cruz who plays a role and seems to think he is the King he portrays. All of the politicians and all of us can get caught up in the drama. We need to own our projections, let go of the “fascination” and not imagine any leader is a savior.  As much as possible, we need to keep for ourselves the power to act, to think critically about any candidate or policy, and we need to remember all humans are our neighbors.

 

*Photo of amphitheater in Ephesus, Turkey.