in the classroom


I’ve been studying the research on the results of integrating science and art and have been amazed by what I’ve read. In the process I recalled that Einstein’s brain  was unique because of the glial cells, but I hadn’t thought much about the bridge and its effect on his left brain right brain thinking other than the fact his spatial reasoning was highly developed.   Did having the hemispheres more united help him imagine and reason at the same time? I think so.

Einstein commented that when he played the violin he was better able to form ideas.  Research studies confirm that art integrated into a school  curriculum does make a difference in test scores for math.  Integrating Music has produced the same results. Einstein’s  brain was average sized, but about 15% wider  in the inferior parietal.  The  Corpus  Callosum muscle that connected his left and right brain was longer.  That means more information traveling quickly and more freely from one side to the other; there were more connected thoughts. The brain is a muscle and responds to use.  In other words, Einstein’s brain was the result of being used, and used in ways not commonly trained to be used.

What I’m considering now is the violin: did using  music to help him think, expand the parietal and build a longer bridge between his two hemispheres?

Do we owe music a thank you for helping build the brain that envisioned  the Theory of Relativity? I think  so.

I’m teaching Jung’s synchronicity and the collective unconscious this week. I was trying to find a way to explain it in simple every day terms when my daughter provided the perfect example:  she conveniently “forgets” her speech at home, decides not to go back for it, gets to class and they have Reiki – turns out she doesn’t need the speech she decided she didn’t need. ??? Pretty funny. As for Pauli’s Effect which I’ve decided to introduce under the umbrella of synchronicity,  in my class of mostly will-be-scientists,  the Pauli Principle will be known but as to the “Pauli Effect’ (instruments breaking when he’s around, and so on) will be quickly discounted, along with the synchronicity.  But it should be an interesting day!

Update:

Yes, a few in class did know Pauli’s Principle, – I didn’t even try to explain quantum mechanics or what the connections are to  the argument of a collective unconscious, but the class understood the concepts and how they could have commonalities.  As for Pauli’s Effect- oh my- once I explained the ATM wouldn’t work and my daughter pushed me away and said, “Mom, step away from the machine,” and then it worked, – the students gave one example after another of seeing or experiencing similar glitches! I think, and I have unwittingly maybe convinced or at least opened the subject to this class, that as humans we have a wave length and it is connected to a greater system; we (our brain) are the filtering  devices that decode, analyze  and process the data from that greater system, which Jung called the collective unconscious, new-agers call ‘energy’ and I call the glue of the universe: EM.

Inasmuch as the Indians were deeply connected to the  earth, nature and the circle of life, this generation, whether or not we like it, knows/accepts that we as human beings are connected to the energy that surrounds us. We’ll continue to progress in ways that we make this energy network ‘work for us,’  and with us rather than live in denial that we’re connected to it. The difference is that for the Indians, it was not just a way of life but part their identity; and at this point, knowing we are connected to an energy of countless wavelengths and purposes has not yet transformed into a worship or a  respect that resembles a religion of some kind -or even an Indian kind of balanced circle of life.  I call this energy God, Intelligence and the Source of Creation, but I think  at this point of mankind’s  evolution it’s simply seen as science and progress.

On his blog, Kelly Bulkeley has an interesting question and answer in regards to Jared Loughner, plus this interesting conclusion about lucid dreaming

http://kellybulkeley.com/jared-loughners-dream-journal/

…It’s rather that we need to ask the right questions about lucid dreaming.  The characters in Dreamside are so intent on figuring out how to induce lucid dreaming that they never ask themselves why they want to do so in the first place.  The “how” question is relatively easy, but if you haven’t reflected carefully on the “why” question you may find yourself woefully unprepared for what you encounter.   This is the same message that Hindu and Buddhist sages have taught for centuries: it is indeed possible to learn lucid dreaming techniques, but those techniques are best practiced within a context of spiritual training, guidance, and self-reflection.  The college students in Dreamside have grown up in the morally impoverished world of Thatcher-era Britain, and they have few cultural resources to help them make sense of their experiences.   Perhaps the greatest achievement of Joyce’s novel is that it provides what its characters lack—a wise and healthily cautious understanding of human dreaming potential…

When the 63 students applying to my class answered the three application questions to register, the near majority stated they were interested in lucid dreaming. A year ago, there was no interest in lucid dreaming; I attribute the spike to the movie, Inception. I certainly do not know if they have or live in a “morally impoverish world of Thatcher-era Britain with few cultural resources” but I can hazard a guess and say they are normal kids: many of them very bright and inquisitive with a well  rounded exposure to a  diverse and interesting culture. I agree answering their questions as to how is easier to tackle, but to answer the question of why they’re interested will be found with open dialogue, and a lot of it. My goal, which has changed since I first introduced the class, is  to teach them to think for themselves.   By thinking critically they can analyze movies and literature and determine  what is real, what is possible and and what is mere entertainment. It’s no different than analyzing a math problem or looking at scientific data. To this point, I agree with Dr. Bulkeley that a wise and healthy approach to understanding dreams and lucid dreaming is key. What is interesting about my current class of students is that most are planning careers in science, most believe AI will be a part of their future, and most believe the basis of Avatar is probable,  (growing a body, settling a planet, hooking up to machines for AI, and capitalism will destroy nature ) and the tech and concepts in Inception are not.

Interestingly, Wired.com had a story recently about a “thinking cap,” designed by the Sydney Center for The Mind, that suppreses the eleft side of the brain to encourage a more creative right side.  This seems to be no different than the wiring connected to the brain “used” in The Cell, The Matrix, Avatar and Inception. Evidently the future is already here. (No doubt the CIA has had this for decades…. and that’s another topic!)

As  to whether of not Jared Loughner’s dream journal is a valuable piece of evidence, I answer yes. The unconscious state and dreaming is the accumulation of a person’s intake and a reflection of his conscious existence, even if dreaming is often illogical and makes no sense.  The difference, as a comparison,  is that most people do not dream about violence; if he did indeed dream violence, that’s a reflection of a very real persona.  The diary will explain his state of mind and provide the medical evidence of his inability to function as a whole and healthy human being and if he was sliding into violence. I also think it will bear witness on our current culture and the downward spiral as increasing numbers of people believe conspiracy theories, that we’re controlled by the government and outside forces, because so much of this has become part of our culture and entertainment systems.  Was he schizophrenic or was he merely the product of what he read and watched? Answering that will become part and parcel to the defense of how and why a young mind that went terribly wrong.


http://www.newsweek.com/2011/03/20/how-dumb-are-we.html?om_rid=CTiCsY&om_mid=_BNhmKiB8ZvuD37

“NEWSWEEK gave 1,000 Americans the U.S. Citizenship Test–38 percent failed. The country’s future is imperiled by our ignorance.

They’re the sort of scores that drive high-school history teachers to drink. When NEWSWEEK recently asked 1,000 U.S. citizens to take America’s official citizenship test, 29 percent couldn’t name the vice president. Seventy-three percent couldn’t correctly say why we fought the Cold War. Forty-four percent were unable to define the Bill of Rights. And 6 percent couldn’t even circle Independence Day on a calendar….”

I’m a lead tutor and responsible six other tutors and the 19 students in an inner-city school. During President Day’s week, when students would be most apt to know about the history of their country, (one would only think) I had Longfellow’s collection of poems with me, and decided since I was tutoring three students at a time rather than just one, to have them read Paul Revere’s Ride.  None of the three ever heard of Longfellow, Paul Revere, knew where Old North Church is or even heard of the story. Only one knew that America fought a war for its independence from Britain. They had to be explained how far 26 miles is.  The two students in the next session were no different. These five students live within miles of those historical landmarks but  do not have even a basic  knowledge  of Boston’s significance and its link to freedom and democracy. These same ninth graders do, however, know absolutely everything about slavery in the United States and throughout the world, Martin Luther King, civil rights and the history of Haiti.

I have no explanation as to why 5 ninth graders do not know the US declared and won independence from Britain, accept to generalize,  and say that for their knowledge of geography, American history, government or civic responsibilities,  since they’re not tested on these topics in the MCAS test and there is no Civic SAT or Citizenship Test, then I have to conclude that since there is no reason to be taught these subjects,  they are glossed over. Along these lines, decades ago I worked for a company that thought before a student could graduate he should be shown how to manage money. That would include the basics such as checking and saving  accounts, balancing your account, buying your first car and signing loan papers, signing a lease and when or why to use a credit card.  However, no schools were interested and the idea was dropped.   By not giving the students a broad education with access to these topics  we limit their diversity, but worse,  we hinder their potential for progress and prosperity. Is that being fair with them? Is it honest? I say no.

Many people seem to have surrendered their critical thinking skills- some of them very well educated- yet they believe things they read on the internet, hear on talk radio or see on TV or in movies as historical and accurate when they are neither.  A college student recently told me she was hooked on the new reality show about polygamy. I was surprised and told her it may be reality but it wasn’t true because polygamy is illegal. She insisted, absolutely and stubbornly insisted it was legal because it was on a reality show. Hmmm.   An individual from Poland expressed his astonishment of how gullible Americans are because they don’t question advertising, the news, etc; but anyone who ever lived under communism quickly learned to not believe everything (or anything) they read in the news without first taking time to think about it and verify. (I’ve heard the same from Harvard students whose parents are from China)  At what point need we reach before we address this issue, or do we let ourselves slide into a nanny state where a government managed by a few, determine what is best for the majority?

Rather than regulate the internet, banks and television, (and culture as a  whole) to protect the consumer,  we should require students to understand personal finance and pass a critical thinking test before they receive a high school diploma. And before a person votes, pass a basic Citizenship Test, either verbally or written. The three qualifications, personal finance, critical thinking and civic responsibilities,  will never be required or become part of the education system, but that doesn’t mean they shouldn’t be.

An American Renaissance

Emerson and Thoreau chafed under the reins of education at that time,  even the much revered Harvard, and from that, American Transcendentalism was born. America was soon awash with new modes of thinking, teaching  and  writing.  I look around at the writers and respected thinkers  of today and don’t see my Emerson or Thoreau; I see “the documentary work” of Michael Moore and Reality TV. To say we’re approaching a 21st century American  Renaissance is an understatement. We’re falling off a cliff and mere feet from crashing into the rocks, but I have to hope we will not hit bottom but we will instead, in the desperate act of self-preservation, make a major  adjustment, survive the crash and find ourselves in the infancy of a new and second American Renaissance.

Carol Hardick    Feb 4, 2011 4:25 pm

In January a young but troubled Jared Loughner shot six people and injured 14 more including U.S. Representative Gabrielle Giffords. He was “obsessed with dreaming,” lucid dreams especially. From an ABC story, Dr. Gary Schwartz, a professor of psychology and neurology at the University of Arizona said that lucid dreaming, “It’s a concept straight out of movies like “The Matrix” and last summer’s “Inception,” in which characters live out superhuman lives in their sleep. ” 

Loughner also thought his mind was manipulated and he was being controlled by the government. Movies like “Inception” and “The Matrix” are a huge commercial success based on those theories of mind manipulation. These mind control themes are flooding our culture; should we wonder why 25% of the world thinks the 9/11 attacks for example, were manipulated, that we never went to the moon, and so on.

I teach lucid dreams when I lecture on Einstein and Black Elk, which is usually my fifth class of eight at MIT.  After this tragedy in Tuscon I feel I need to teach the topic of lucid dreams differently. Any suggestions?