I’m not sure what I think of all of this, but it’s really interesting to me. I’m planning on asking my alternative certification teachers about it. As public school teachers, would they be offended or do they see some of the same things themselves?

Ken Robinson says this in his TED talk. (Click the link or scroll to the bottom to watch the video. It’s about 20min, but it’s really interesting stuff.)

Creativity is as important as literacy and should be treated with the same status.

If you’re not prepared to be wrong, you’ll never come up with anything original. If you’re not prepared to be wrong. . . and by the time they are adults, most kids have lost that capacity. They become frightened to be wrong, and we run our companies like this, by the way, we stigmatize mistakes. And we’re now running national education systems where mistakes are the worst thing you can make. The result is that we are educating people out of their creative capacities. Picasso said this: “All children are born artists. The problem is to remain an artist as we grow up.” I believe this passionately – that “We don’t grow into creativity. We grow out of it.” or rather, we get educated out of it. . . . .

If you were to visit the education system as an alien and say, What’s it for? (Public Education) I think you’d have to conclude that, if you look at the output, you know, Who really succeeds by this? Who does everything they should? Who gets all the brownie points? You know, Who are the winners? I think you’d have to conclude the whole purpose of public education throughout the world is to produce university professors. . . . And I like university professors. I used to be one, but there’s something curious about them. Not all of them, but typically, they live in their heads. They look upon their body as a form of transport for their heads. It’s a way of getting their head to meetings. . .

The whole education system is predicated on the idea of academic ability. And there’s a reason, the whole system was invented. . . Around the world there were no public systems of education really before the 19th century. They all came into being to meet the needs of industrialism. . . You were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you’d never get a job doing that. Is that right? Don’t do music. You’re not gonna be a musician. Don’t do art. You’re not gonna be an artist. Benign advise. . . Universities designed the system in their own image. The consequence is that many highly talented, brilliant, creative people think they’re not. Because the thing they were good at in school wasn’t valued or was actually stigmatized. And I think we can’t afford to go on that way. . .

We need to radically rethink our view of intelligence. We know three things about intelligence: 1) It’s diverse. We think about the world in all the ways that we experience it. We think visually. We think it sound. We think kinesthetically. We think in abstract terms. We think in movement. 2) Intelligence is dynamic. If you look at the interactions of the human brain, intelligence is wonderfully interactive. The brain isn’t divided into compartments. In fact, creativity . . . more often than not comes about by the interaction of interdisciplinary ways of seeing things. . .3) Intelligence is distinct. . .

Our educational system has mined our minds in the way that we strip mine the earth – for a certain commodity. And for the future, it won’t serve us. We have to rethink the fundamental principals on which we are educating our children.

I have been studying to be a teacher. I want to be a teacher who is able to encourage students in every way – one who is able to recognize different gifts and abilities – even outside the realm of the subject I am hired to teach. I have also learned in my years of church work that sometimes the best education is the one that comes through mistakes. If it’s true that in order to be creative, one has to be willing to make mistakes, then maybe we should be celebrating mistakes rather than condemning our students for them. (Of course, I’m talking about actual mistakes from students who are actually trying.) I wonder how I can foster these kinds of attitudes in my classroom?

Here’s the video:

The leadership compass is the basis for the leadership model we studied at the College of Biblical Studies.

North = Character

South = Skills

West = Relationships

East = Vision

A true leader is a man/woman of character and influence with leadership skills to move people into a new preferred future/vision. The intersections of these four points are also important. For example: If you’re having a problem with people trusting you as a leader, you’ll see that trust is at the intersection of relationships and character. That means the root of the trust problem is either 1) Your people don’t know you well enough to trust you or 2) You have character faults which make them question whether or not you can lead them. It could also be a combination of the two.

I am setting out on a new adventure in life and am seeking a teaching position in the public school system. I believe this model will help me as I seek to influence both students and other teachers. My vision as a teacher is to teach more than just the curriculum, but also true wisdom. Wisdom beyond the textbooks. This kind of goal will require a strategy and this leadership model provides the basic outline for my philosophy of education. Influence is gained through character, relationships, skills, and vision. I will seek to be a man who is qualified in each of these areas.

In Switzerland, the government wanted to use nuclear plants to power the country, but they needed a place to dump all the waste. A study was done in the little town which was being considered. When asked, 50.8% of the people agreed to put themselves at risk for the common good of the nation. To see if they could shrink the number of those against the proposal, they offered $2,175 per person per year to the townspeople. Surprisingly, this had the opposite affect. This time only 24.6% agreed. When the deal was sweetened to $6,525 per person per year, only one person changed his answer. What??? This doesn’t make sense.

Will you do this for free? Sure. We can do that.

How ’bout if I give you lots of cash? No, I don’t think so. Would more $ help persuade you? Nope.

So what happened?

Ultimately, it goes back to the brain. (There is physiological evidence for what I’m about to say. Check Chapter 7 of “Sway” by Ori and Rom Brafman) When only the altruistic part of the brain was stimulated, people were agreeable. But when $$ is offered, the pleasure part of the brain is also stimulated. Because of it’s power and the amount it is exercised, (how often we use it) it takes more to stimulate the pleasure center of the brain. It needs more powerful drugs to make it excited than the altruistic part.

In the experiment, somehow $6,525 didn’t seem like enough compensation to truly stimulate the pleasure part of the brain, but the altruistic part was satisfied with doing it for the common good of the people. Although normal reasoning might lead one to offer financial incentives as motivation, it appears that this might not always be the best option. One might be better off evaluating the offer for how much it might stimulate the pleasure center as opposed to the altruistic part of our brains to make a better decision about whether to offer the incentive or not.

I’m not sure if this says more about our physiology (the way God made our brains) or about the parts of the brain that we choose to exercise. If she had been tested, would Mother Theresa’s “pleasure center” beat her “altruism center?” Could the “altruism center” be exercised enough to outperform the “pleasure center?”

Here’s another cool psychology experiment I read about in “Sway” by Ori and Rom Brafman:

The Love Bridge:

Capilano Canyon (near Vancouver, Canada) can be crossed on a rope suspension bridge (built in 1889) which spans 450 feet at 230 feet above the surface of the ground. There is also a solid wood bridge 10 feet off the ground further down the canyon.

The suspension bridge sways underneath your feet when strong winds blow through, but unsuspecting hikers were also swayed by it’s power.

For the experiment, a female research assistant was told to approach men (one at a time) between the ages of 18-35 as they stepped off the end of each bridge. She was supposed to follow a scripted story with each man. She was to tell them that she was a psychology student conducting a study on the affects of exposure to scenic attractions on creative expression. She would then ask each man to fill out a short survey. When he finished, she would offer to tell him about the study later when they had a bit more time. She was then instructed to tear off a corner of the survey paper, write down her name/phone number and hand it to them. Most of the men happily accepted the number and hiked on down the trail.

The team also sent a male student with the same instructions. Not surprisingly, he was repeatedly turned down and many men wouldn’t even fill out the survey. Over the following few days, there were only 3 curious hikers who called him up. The female student received many calls.

Now here’s the interesting part. Of the 16 men who crossed the small wooden secure bridge, only 2 called her. However, half of the 18 men who crossed the suspension bridge called.

Hmm. . . now what made the difference? Most likely, the feelings which developed during the rope bridge crossing affected their perceptions of her. Their heightened anxiety/adrenaline simulated the same sort of feelings that you get when you have a crush. Their emotional state impacted their decisions and their perceptions. She represented the safety and security they needed as she greeted them on solid ground. For the men on the other bridge, well. . .they didn’t have the same needs/emotions.

Emotions Matter. When you’ve got to make an important decision. Make it at a wise time. Don’t make big decisions right after periods of heightened anxiety or adrenaline.

It’s hard to believe that it’s been a year since she was born. I uploaded all the pics to our shutterfly photo site: http://cornphotos.shutterfly.com/5796

Also thought I’d post a couple of videos:

Kesleighs First Birthday from Steve Corn on Vimeo.

Happy Birthday Kesleigh! I can’t believe it’s already been a year.

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Here’s one of Kasen too. He came up to Miranda and put the flashlight in her face saying, “Hi Fella Fella.” When she asked him about it, she said that’s what Woody says. I watched Toy Story with him again and looked for the scene that he might have been talking about and got him to reenact it.

Kasen – Hi Little Fella from Steve Corn on Vimeo.

It’s amazing what things they pick up. Makes me think I need to keep a better eye on what he’s watchin’.

Here are some fun things to tell you about:
I got up to go to the bathroom the other day and when I returned, this is what I found. Isn’t she the cutest thing you’ve ever seen?

Kesleigh loves Kleenex from Steve Corn on Vimeo.

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Kasen has been watchin’ the Olympics this past week and when he heard his cousins were skiing this weekend, he decided to go skiing too. Here’s what resulted:

Kasen Skiing from Steve Corn on Vimeo.

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The other BIG News is that Kasen pooped in the potty today for the very first time. We rewarded him with a “Big Sucker” and he chose the Mickey Mouse Sucker. Here’s a pic of his poo poo (long pause) . . . . reward:

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For those of you who are still reading and who want to know some of the deeper things going on with us, I thought I’d update you on a few things too:

1.) I have officially become unemployed. Sundays are strange. We have visited a few churches and will continue to do so until we find the place that’s right for us. Neither Miranda nor I has ever chosen a church to be involved in. We’ve always been chosen by the church and welcomed with more than open arms. Now, we’re not staff people. Now, we experience what everybody else in the world experiences when they walk into a church. There’s something kinda fun about it though too. It’s nice to be in a worship service without feeling like you had to be “on” or be weary of the neverending saga of politics which surround church staff people each week.

2.) I am currently in the midst of an alternative certification program for teachers. This week I passed the 4-8th Generalist content exam which makes me eligible to get a teaching job. I’m able to teach anything 4-8th grade. The exam was much more difficult than I had imagined, but I ended up scoring well. 282 out of 300 and the passing grade was only 240. I’m excited about the possibility of teaching. My favorite parts of youth ministry have always been the times with students and this way I’ll be able to be with them every day of the week. I’m also excited about having a schedule similar to my kids as they grow older and having Sundays off so that we can be involved wherever we’d like. We’re prayin’ that I can get a teaching job before the end of this school year – preferably close to home too.

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A pretty face makes more of a difference than you might think. See what you think of this:

51 women signed up for a study on communication. They would speak to an unknown man on the phone and chit chat about the weather, hobbies, etc. The women knew nothing of it, but the men who would make the calls were given a biographical profile and a picture of the women they would be calling. Well. . . that’s what they thought. The profiles were accurate, but the photos were fake. They were specially selected photos: some were of extremely beautiful women while the other half were photos of more ordinary women. After seeing the bios and photos, but before making the phone call, the men were asked to fill out an impression questionnaire.

Not surprisingly, the men who had photos of beautiful women believed they would speak to women who were sociable, poised, humorous, and socially adept. The men who had photos of more ordinary women expected to speak to unsociable, awkward, serious, and socially inept. They had made their “diagnosis” and set their expectations before even speaking to the women.

During their conversations, the men had a hard time seeing the women in any other way. They naturally noticed the characteristics which supported their original assessments and ignored (or didn’t notice) the characteristics which deviated from their perceptions. Their bias’ were brought into the conversations.

Here’s where it gets interesting. The researchers recorded the phone conversations and took the men’s side of the conversation out. A third group of people who knew nothing of the study or it’s participants, were then asked to listen to the recordings of the women. Listening only to the women, this group was asked to fill out the same impression questionnaire that the men filled out earlier. They rated the women the same way the men did. They based their impressions off the voice of a one-sided conversation while the men had based their impressions off of a fake photo.

The expectations of the men not only influenced their perceptions of the women, but also influenced the subtle nuances of the conversations. The men were unconsciously sending out “beautiful” cues. The women subconsciously picked up on the “beautiful” opinions that the men had of them and they reacted similarly. Being thought of as beautiful, made the women believe they were beautiful and they acted as such. The third party group could hear the beauty in their voices because these women believed they were beautiful. Although some were actually very average in appearance, they were still seen as beautiful based upon the confidence and beauty in their voices.

Expectations matter. They change our own perceptions. They change others. They change the world.

Expectations matter.

PS – This experiment is described in the book Sway by Ori and Rom Brafman.