- To Change Your Mind - Details Matter
The Power of Imaginative Mind: Sir Kenneth Robinson
Understanding ADD/ADHD Medications: Pay Attention to the Details
July 20, 2008Vyvanse Dosage: News and Tips
August 10, 2008Imagination and the Evolution of Mind appear under significant challenge as we meet the surprising complexity of modern times with no historical foundation for preparation.
Because you are a reader here you will be quite interested in this video by Edutopia, a site devoted to educational evolution.
These excellent video comments by Sir Kenneth Robinson amplify remarks earlier discussed here by Taleb in The Black Swan: He addresses the necessary revolution in education, and suggests change in old, outdated education grid based upon linear assumptions… a hierarchy of subjects in our public school systems and, dare I say it, some medical education as well.
The good news: some see his contribution, his suggestions to change the way we think on a fundamental level regarding education, as essential to meet these complex challenges.
As Edward de Bono points out, creativity is often killed by the directives, the structure in education, and Sir Kenneth points out [16min] that this trend is even more directly related to the green trend and the climate crisis: the denial factor is based upon linear thinking…looking at Taleb's Gaussian Curve, thinking only inside the box.
A crisis in human resources is therefore occurring: massive social disruption and individual unrest are likely to arise as this type of teaching limits creativity for the multiple challenges present in today's society – see what you think about his remarks, – an excellent discussion of the review of the ecology of human resources, indeed how we think about education on essential parameters.
The thrust of his interesting discussion: Linear models do not work as completely as will be necessary in the future, a common theme here at CorePsychBlog.
Why do we humans do this – remain linear? Good question. Best answer, linear thinking is safer, and diminishes the presence of change in science and the real world. Denial also diminishes creativity.
No matter how you slice it these comments will get you thinking. Kaleidoscopic change is essential, and we can start the educational discussion with the current obvious linear thinking about ADD/ADHD diagnosis and treatment… why not apply some creativity there?
I'm haven't yet quoted Sir Kenneth, but his remarks are what my new book, Understanding ADD/ADHD Medications: Paying Attention to the Details is about. Might as well sign up for the early bird notification and take a a look at the free 1200 word sign up bonus: The 10 Biggest Problems with ADD/ADHD Medications to see if you agree. – Only to notify you about the book – and take the significant discount if you wish, not an agreement to buy it.
I will be sending out soon a questionnaire for your review to see what you and your friends think the biggest problems are with using/treating ADD/ADHD spectrum disorders with stimulant meds. This bonus article for signing up will get you started thinking about these matters.
I look forward to any comments here as well. Have a great week!
6 Comments
Julia,
Thanks for your excellent links… and for those of you who went over and couldn’t find the link I took the period off the comment and it is now easily chased down.
Very interesting evolution… love that site, so many interesting activities over there,
Appreciate your feedback!
cp
Based on your response to the video of Sir Ken Robinson on Edutopia’s site and your post here, I thought you might be interested in this article also on Edutopia, about a program in North Carolina that is using a fantastic approach to education that preserves creativity – now working with 5000 kids. http://www.edutopia.org/bright-idea-gaming-creative-teaching This video features participants talking about it. http://www.bookosphere.net/briteidea.htm
thanks for all you do!
Julie
Betsy,
Excellent comments! So well said, and so much of what we see everyday. I especially appreciate your remarks about the programmatic approach so often seen as we have been trained to think in reductionistic labels – *as if…* – as if ADD describes the person.
The reason the relationships do make the difference is that each lasting relationship accepts the variables that don’t completely jive with any specific program.
Sorry to get back to you so belatedly Betsy – I’m pushing along with the book.
Thanks again,
Chuck
I agree with your assessment. And Terry’s, though I have less familiarity with the offerings of Special Ed. I have similar thoughts about child rearing, too.
While it’s written about many times over that kids with AD/HD aren’t so hot at learning from experience, that rewards and punishments are less effective for them, etc. it seems still to be the case that behavioral strategies are most often recommended.
I think that’s because they are the easiest to teach others — like parents and teachers. But parents with AD/HD aren’t going to be able to use them anyway. What goes missing is a more “progressive” way of doing things, which includes acting as if the kid is a person, as in, the Subject of his/her own life, and not something upon which we enact “programs.”
I find it maniacal that kids are treated thus — sometimes for years, while they accrue failures — before they are allowed to try medications. And all the programs and management meetings and whatnot just oppress the child until rebellion and refusal of treatment becomes almost inevitable. That might be about the only option remaining to a kid with much self-respect left. A healthy impulse in an unhealthy direction.
When it comes to parenting, the relationship is what makes a difference, AD/HD or no AD/HD. When kids of any stripe do what we want them to, I figure they’re doing s a favor. They don’t have the same values we do, so their cooperation comes from dependency, fear of abandonment, good nature, empathy or ?
The other thing I think about both domestic and academic life is that it is rare to find someone who does not want to grow up and to do well. Better to assume the best about kids. Even if not true, things will go better.
Terry,
Many thanks for your insightful, important observations… same issues occur in many school systems because they just don’t appreciate the complexity of child development.
Skill sets, linear thinking, content based rather than developmentally positive *process* orientation keeps the students focused on information, on doing, not thinking.
This is a great niche, a great eBook for you! The big question for them, how do you reset the objectives, add to the current objective and reteach the teachers?
Thanks and best of luck, – excellent examples, hope your girl is moving along well in spite of the dog stuff.
cp
Dr. Parker,
I haven’t posted in a while but have been trying to keep up with your magnificent blog.
I haven’t yet explored that website yet, though I have heard Sir Kenneth before on video. I agree that education is in a horrible state. But what worries me even more, is the archaic system called Special Education.
Locally, I advocate for children with special needs in our school district. What is so striking is the way the bar is held way too low. The problem isn’t specific to my district, though our leadership leaves much to be desired.
My current “fight” is how the expectations are so low, that once a special ed student graduates (and typically without a diploma, but rather with a certificate of completion), there are virtually no post-secondary academic options. At least in my town. The choices are two-fold: 1. Vocational school or 2. College.
Those with mild cognitive impairments like my daughter, cannot survive in any college setting. The idea is that by 18, children like her have stopped learning. It’s ludicrous. They are then placed in job settings that are stereotypical and demeaning. Example, in her last year of high school, instead of getting academics all day, she spent 2 hrs/day at job sites; one of which had her cleaning up dog feces. Since she loves animals, the staff thought they were brilliant in setting her up at a doggy day care. Once I found out what they really had her doing (without gloves, no less), I had her removed.
It’s a dark secret- the educational lives of children with special needs. I could tell you stories that would put a chill up your spine.
At any rate, keep up the great work here, but please don’t forget that the so called educational lives of students with disabilities is many decades behind the sad state of affairs we are currently seeing in general ed.
Looking forward to seeing your new book!
Regards,
Terry Matlen, ACSW
http://www.addconsults.com