The power of play

Yup. Education again. Last one, I promise!

Mostly because I reached the end of that TED series.

And it was this :

Isn’t that bit with the polar bear and the huskies amazing? That first picture scared the hell out of me. I was sure something very bad was about to happen.

But instead, due to the power of play and the sunny if slightly clueless nature of a certain husky bitch (who presumably was eager to meet the big, weird looking white dog), it turned instead into a simply amazing and touching example of simple and natural cooperation.

Makes you feel all warm inside.

On to the talk itself. I find it sad that a man like Stuart Brown who is clearly doing important research about the nature of learning and development has trouble getting funding simply because funding agencies are stuffy stick in the mud old fogies afraid of what their peers will say if they fund research about something that seems (on the surface) silly, like play.

The talk is from 2008, though, so there is a distinct possibility that the publicity attracted by being a TED speaker and the implicit endorsement of being accepted there has overcome this absurd reluctance on the part of funding bodies and gotten him the backing he so richly deserves.

Anyhow, the aspect of the talk I wish to discuss is this notion of play deprivation and its effects on an individual. And, because I’m neurotic and self-absorbed, I’m going to talk about it in relation to myself.

I was severely play deprived as a child. That is clear. Not for my whole childhood, mind you. I had friends and played with them when I was very very small. Tricia from next door and Janet from across the street. We jumped rope, played hopscotch, played freeze tag, and so on.

OK, so it wasn’t the most butch start in life, but it was at least social.

But they were a year older than me, and that combined with the fact that I never went to kindergarten meant that after they went to school, I was alone at home with the babysitter and had nobody my age to play with at all.

And that was the start of it. I played by myself from then on, via books and television and video games. My complete lack of social skills from lack of social play isolated me from my peers once I went to school. My lack of rough and tumble play made me timid and fearful.

Who knows how my life might have been different if I had gone to kindergarten?

Most of the time, the only one I had to play with was my older brother, and I treasure all the time we spent watching music videos together, playing video games and board games together, and just generally hanging out and being silly.

But that is not the same as socially playing with people your own age, and I had tragically little of that as a child. Even when I did have friends, they tended to abuse me, or at least that is how it seemed at the time. Perhaps they were just trying to initiate rough-house play.

And that ship had, sadly, already sailed for me.

Instead, I spent a lot of time alone, and I think that accounts for how I became so overdeveloped in certain areas like abstract reasoning and so woefully underdeveloped in other area like social skills.

And I am not complaining, exactly. I am not at all sure that I would sacrifice any portion of my considerable mental horsepower in order to be better socially skilled. I know that nothing should be more important than happiness and better social skills would make me a lot happier because I would feel more secure and less vulnerable in the world, and be more open to new social experiences.

It might even banish the overwhelming fear that has been a constant in my life ever since I was a bullied little kid terrified of his peers. The fear of others, the terror of people, the pervasive sense of never, ever being safe, the fear of the unknown… all could go away with proper socialization.

But I still would not trade away my brain power for it. As much as it has been more of a burden than a gift in my life and no matter that it isolated me from others my age throughout my childhood, this big bloated brain of mine is all I have to give this world, and I would not trade any of it away.

Not that this is a likely scenario. I am sure it is possible to be perfectly socially well adjusted and still be a genius.

Not likely, perhaps. But possible!

And it is not like if I learned to socialize better, I would instantly become stupider. Life is not so zero sum as all that. I already have the bloated brain. Learning proper social skills and becoming properly socialized at this point would not take that away.

And it is nto like I have no social life either. Granted, I still spend a lot of time alone, playing video games and browsing the Web and whatnot.

But I have three awesome friends with whom I eat out, hang out, chat, watch videos, and in general be silly and relaxed and have fun.

I am still pretty scared of the world outside this cozy little cloister of mine, but compared to how badly off I was when I lived alone, I am light years more sane and social now.

As for the rest, well, these things will come with time. I can’t rush it, force it, control it, or predict it, and trying to do any of those things will only suppress the process.

The best I can do is provide myself with as many of the conditions for growth as possible, and then get the hell out of the way.

What do you know… this turned out to be a diary entry anyhow!

The snobbery of teachers

Yup. You guessed it. I am going to link to a TED talk then talk about education.

This is a particularly wonderful speaker named Sir Ken Robinson, and he calls for a revolution.

Isn’t he delightful? Charming, funny, self-effacing, and adorably British.

Oh, and wise. Very very wise.

And I agree with him. A revolution in education is needed. I have resisted the word revolution for a long time due to my inherent bias towards the moderate, and instead have called myself a reformer.

But there comes a time when you have to take a good hard look at your plans for the world and realize that, whether or not you think of them as revolutionary, everybody else will.

There is only so far you can reform something before it becomes, and requires, a de facto revolution. So be it. Call me a reluctant revolutionary.

Before I get into the meat of what I plan to discuss tonight, I just have to note that amazing quote about the folly of linear education : “A three year old is not half of a six year old”.

When I heard that, it felt like the top of my skull flew off, that’s how much it blew my mind. That is such a perfect way of putting it that I feel like it should be written above the doors of every school and across the ceiling of every schoolroom.

But what I really want to talk about tonight stems from his story about the fireman who was humiliated by his teacher for wanting to be a fireman, and told that it would be “throwing his life away” to pursue that choice of career.

When I heard that, I suddenly realized that the entire school system is geared towards creating and catering to exactly one kind of person, those proficient in the forms of abstract reasoning that we have chosen to call “intelligence”.

Everything else is given short shrift. The teachers are all academically gifted people who went to college and got degrees, and they rather myopically think that this is the only truly worthy path, and that anything else is, as best, a consolation prize for those who are not quite good enough, and at worse, suitable only for worthless people with poor grades doomed to the horrors of working in “the trades”.

The firefighter story illustrates this perfectly. There are few more noble callings in the world than that of the firefighter, but purely because it does not require a college education, that evil-minded teacher told a young person full of hope that this was just plain not good enough.

And how do teachers rate themselves? And how do schools rate teachers? By how many of their students go on to college. That is the ultimate goal of all education, it seems. Feeding students into the college system as fast as we can.

This despite the fact that everybody knows that degrees are increasingly worst than worthless, because they do not get you a job but they do get you into a massive amount of debt.

That is bad enough, but what is worse is the way the whole system turns up its nose at anything that does not lead to or require a college degree.

The sort of abstract reasoning abilities that I and others possess that makes us, in the current system “academically gifted” is just one form of intelligence. There are many others, and they are all just as valid and just as meaningful to society, if not more so.

After all, it could be argued that a full trained and licensed plumber is of more use to society than yet another minimum wage worker with a Bachelor of Arts in English.

Clearly, there is intense snobbery of an aristocratic (almost Platonic) mien embedded very deeply in the education system widely used in the modern world today. Careers that involve working with your mind are encouraged. Ones that involve working with your hands are frowned upon.

The result : a system that tells the (at least) two-thirds of its student who are not blessed with a natural flair for memory and abstract reasoning that people like me possess that they are worthless and unimportant and not worth spending time and effort on.

And I have seen this in action. Teachers like dealing with the gifted kids because we are more like them and they can relate to us. Fine. But we are not the only ones getting the message. One heavy sigh before dealing with a struggling student can crush a child’s spirit for life. One look of apprehension and fear in a teacher’s eyes when she looks upon the rougher looking students tells them all they need to know about how society views them.

And don’t think the average and struggling kids do not notice how the teacher lights right up when they are dealing with the bright kids. Suddenly it’s all smiles, kindness, and patience. What do the other kids get? Frowns, defensiveness, and dismissiveness.

We fool ourselves into thinking that we are a classless society because the classes are no longer enforced by law or custom.

But the real lesson in class happens in the classroom. That is when kids are told what they are worth, and where they belong. Where they sit in the pecking order of life.

And all because we are all caught up in this antiquated idea that getting into college for a child is success and all else is failure.

As Sir Ken says, college is not for everyone. For many people, like I said, college turns out to be worse than useless, and it can truly be said that they would have been far better off going to a vocational school that taught them exactly what they needed to know for the career they have chosen, and saved a lot of time, energy, and money.

Part of our revolution in education has to be a concentrated and serious effort to wipe this kind of snobbery out of the education system.

A teacher should be just as happy that a student went on to be a plumber (or a firefighter) or even just manager of a 7-11, if that is what makes them happy.

That should be the only metric for educational success : happiness.

Now isn’t that a revolutionary thought?