For example, when I want to ask a man a quick question while he is watching TV or on the phone, I am told to wait a minute which never comes. If I am doing something, a man expects that I should interrupt what I am doing tell him the information that he wants to know which usually also involves that I stop what I am doing and do it for him. However, I am expected to multitask and to not forget what I was doing or going to do to take care of something for him.
Another example, men have goals and aspirations that can take a good part of their time and of their disposable? income. Or else they think to themselves, what else am I working for? Women work to contribute to the family income and also to pay the childcare costs so they can work to do this. Certain hobbies and their accompanying expenses are considered necessary “man” things to do. Women like to look nice and to have a nice place to live which is not as important to men.
Women risk their lives and their health in order to reproduce while men usually think it is no big deal. Even if a woman chooses not to reproduce, it is still her responsibility. Also often there are men who like to have unprotected sex and who often do not see reproduction as their responsibility. Birth control and a woman’s menstrual cycle usually are two things women have to take care of and suffer from. Men often think that these are things a man does not have to be concerned about.
Also having children can create a great big stress on a woman’s body and under certain circumstances can kill a woman. Any woman who has been pregnant more than once including stillbirths and miscarriages, as well as live births, can tell you that they can all be different. Even I who had three children late in life seemingly uneventfully can tell that you that I could have lost my third child during birth and I didn’t know this til after she was born.
Some women don’t want to bother with being pregnant but still have to deal with mixed feelings about having an abortion and the often dangerous lack of skilled care at abortion clinics. On the man’s side is the possibility that when an abortion is involved, he may still want the child if the woman doesn’t!
Sometimes I think that some men can become so attached to their ideas and accomplishments that they can’t accept the idea that their ideas may no longer work with new discoveries being found and can stand in the way of necessary progress. Academia reinforces this with its publish or perish mandates necessary to obtain tenure. Women are more flexible and more able to see different points of view. Relationships for women are more important for women and often make up for the fact that they are less attached to a job or position or a theory.
Criticism is the little voice in your head that holds you back and hinders your performance. Even though others say it is for your own good, sometimes it isn’t.
Reality is not always what you think it is or what you were told it is. You can miss seeing, hearing, feeling and experiencing some things because someone told you that you just were imagining things.
Sometimes as people get older they don’t get wiser, they just get more set in their ways. Sometimes a strongly held theory or opinion becomes a person’s life jacket when he or she is drowning in new information.
How hard is it for a person to change his or her mind? This may be why people are told not to bring up religion or politics at the dinner table. Maybe this is a good reason to think outside the box. Many inventions were created this way.
Remember people are natural born originals and can’t be easily shaped into something that they are not. Gemstones have to be cut into shapes that work with their natural structures. What about individuals who are being shaped into contributing citizens?
As much as we would sometimes like to, rotely learning material does not automatically generate people who can use the material. Rote learning is good for learning things that we must be able to recall quickly and what is learned rotely is different from person to person depending on what they do and what kind of information they need to have on hand. A simple example is memorizing words and their meanings to give a person a good vocabulary that they will use every day. This is true of what we call knowledge.
A person does a lot of learning when they are still little. They generate theories with resulting hypotheses that they test out probably before they can talk. Most adults reason with words, but children start learning how things work before they can talk. I am sure science will find out just how this is done with or without words someday or may be studying it even now.
They also learn usually through rewards and punishments what ideas that they have about things work or don’t work. Even animals learn this way although we used to think that animals had inborn instincts that determined what they would do or not do. Instincts are definitely inborn probably because most animals have to be able to do some things for themselves at birth.
Everyone is an individual even before birth. Their inborn DNA determines many of the strengths and weaknesses they might have. Thus no child is exactly like one of their parents. The problem is that sometimes one of the parents wants a child to do what they like to do; but the child was not born with the same abilities, the same brain, and/or bodies. Thus such a desire can be doomed to failure and the child may receive the blame for not being able or wanting to do what the parent would like the child to do. The child then often grows up to feel worthless in their parent’s eyes and to fail to develop as his or her individual self.
For example, my mother was the youngest of two girls (no boys) and while her older sister got to help with chores in the house, her father expected her to help him outside at the farm. He wasn’t unreasonable but she was afraid of horses and while she was young everything was still done with horses.
Children are thinking and reasoning and planning for themselves long before their parents even know it. Children can recognize different tones of voice, and facial expressions and body postures and how people react to determine if it is safe to do or not do something. Sometimes the parents may say one thing and mean another. How about telling a child to go give someone a kiss when the child can tell that either that person does not like them or their parent does not like the person. Double bind? Say one thing and do another?
We can learn not only from our own experiences we can also learn from other people’s experiences. But sometimes other peoples conclusions or theories from these experiences may not fit into our understanding of things. Eventually most parents want children to think for themselves and to be able to make good decisions so they can be independent (parents usually die before children) and require less and less supervision.
Ultimately children should be able to think for themselves and to be able to evaluate what they have learned and experienced and change their bodies of knowledge some learned through the experiences of others and their theories about how the world works to fit new information. Sometimes the information instead is changed or rejected because it doesn’t fit their theory.
Wisdom comes with time and having learned to be able to think for oneself as you have accumulated knowledge and experience. Strange or new information can be frightening and it might be easier to reject it, but the cost, in the long run, is greater than if the person had worked it through even if it was scary or painful to do so. Many people do this with physical problems and sometimes if they do do something, it can be too late. Yes, we all have the right to make mistakes and sometimes we can learn from them; but fear of change or possible consequences can keep us from even trying to do it.
Colleges and universities used to be places where you could learn new things and try new ideas out. It was supposed to be a safe place where things could be discussed freely and new ideas often tried out safely. Professors could have different ideas about the way things should be; but there was open debate encouraged in classes. Yes, you may have been expected to learn certain things especially in certain areas of work or professions because you were expected to know these tings to graduate and go on in your field or the college was not doing the job they were getting paid for.
Wisdom is usually obtained over time and there are things that are not learned through study or only by experiences in universities or medical or law schools. Wisdom is also flavored by individuality and people’s individual tastes. It never hurts to try something even though you think you might not like it. I have had experiences that I might not been completely ready for that gave me strengths that I might not have been able to develop any other way.
You are never ready to do anything, but at some point you have to go ahead and do it because the time when you are completely ready might never come. Wisdom truly comes from these experiences. I didn’t truly understand grief until my best friend, her unborn child, and her young daughter were killed in a traffic accident.
I may be older than you; but I might be wiser than you in many ways that is one of the reasons I write this blog. Do I expect you to believe or learn from everything I write, no. But it might it expose you to some information that would spur you to do or think differently in a way that would benefit you.
I also am a teacher and I have learned that students are all different especially in terms of the knowledge and experiences they come into class with. They are also different in terms of their mindsets about learning. This is especially true when it comes grade time.
Think for yourself. Evaluate what you have learned just don’t accept something without thinking about it or testing it if possible in real life. There is a reason that all science classes includes laboratory sessions so the students can have experiences that they can relate to the material being presented in lectures. This called critical thinking and it is something dictators don’t want people to do.
Why people can’t change:
1. They would have to admit they were wrong about something.
2. They might have to make some other changes too.
3. It would take too much time.
4. They are waiting for somebody else to change first.
5. They would have to admit that they wasted time or money doing the wrong thing.
6. They might have to admit that somebody else was right and they were wrong or too much pride and too much emphasis on winning some type of competition.
7. Having to be always right even if it kills you.
Why they should change:
1. To stop putting money down a rat hole.
2. To become an example for somebody else.
3. To stop wasting time defending why they can’t change.
4. To save more time and money after investing some current time and money making a change.
5. To stop having to hide some deficiency from others.
6. To learn something new.
In the long run there are great benefits: For example, learning to drive as an adult. Erased my dependency on others. Gave me freedom.
Social interaction is crucial to children learning language. Watching a video or listening to an auditory version is not enough. Are children becoming autistic because people in our world are becoming less and less involved? What about a good old fashioned conversation or a satisfying read? Being unable to interact with others is a very real problem and I can see the day when children have virtual play dates? How removed from reality is this? Will we all sit home and rely on clouds and the internet to keep us in touch? Will the ethers be doing our talking? It will no longer be necessary to read or write as computers will communicate for us just by talking and ultimately will thoughts and images not words be used to share ideas?
This just started out as a blog about how children need human contact to learn and ultimately to thrive. Scarey isn’t it? For example, someday people will not sign their names, not just because they did not learn cursive writing; but because reading and writing are no longer considered necessary. We have done this since the dawn of the machine age and eliminating the human factor in creating things that we need and use. Is it possible we are also eliminating the good vibrations that many skilled, dedicated craftsmen and craftswomen put into their work.
It all depends on your point of view.
The problem is that in your garden you may have been taught to see certain plants as weeds and which should be “weeded” out and others as flowers which should be cultivated. Many people when they plant their gardens expect to get flowers but the truth is that when you plant a seed, you may get not get what you expected which is someone like you and you don’t know how to cultivate them. How do you handle this mystery seed as a disappointment or as a wonderful new discovery if you got what you were hoping for. Why take it out on the plant, because you have to learn new cultivating techniques and, for example, provide different amounts of water, different amounts of sunshine or shade, and different kinds and amounts of plant food as well as protection from different types of insect infestation. Some require more space than others or grow taller and block the sun getting to other plants and/or your view of them. You can look on this as a pleasant surprise or as a serious disappointment and/or you might learn new things about growing different “plants”.
The famous Kennedy family had their developmentally disabled daughter unsuccessfully operated on to deal with her unconventional behavior and then institutionalized her because they couldn’t cope with her unfortunate behavior changes after surgery and her perceived inability to benefit (they thought) no longer from family life with the other children. Could she who was seen as an unfortunate weed that needed to be changed been raised successfully (at least for her if not for them) in the in the Kennedy family compound? They felt that they couldn’t cope with her behavior and poor ability to comprehend and benefit from what was going on around her. It was an unfortunate decision and at the time, they didn’t know that the operation would not help her, but injury her further.
Did you get what you individually needed to grow and flourish as the flower that you actually were or were you treated unfortunately as an unwanted weed? Also what were your parents considered to be by their parents, teachers, and even peers? Flowers or weeds? and how were they raised? Taking account of the differences as well as the similarities is important in raising your own off spring or the children you have contact with, students, nieces and nephews, etc. . Consider such happenings as a pleasant surprise and as a splendid way to learn new things and see life from a different point of view and not as dealing with an unwanted pest and, at best, as at least an inconvenience to have such a child and set them the child up for the rest of his or her life to be seen as a failure or to be at the least second best when compared with a sibling or or siblings who might more meet your expectations and fit your style of dealing with life itself.
Just thinking…That can get you in trouble around here. (Want to get this up in rough draft form before the internet gets too busy discussing this issue.) How many people in Ferguson, Los Angles, and Chicago etc. are hurting fellow African Americans? Looting each others’ businesses, destroying each others property, and making it impossible for fellow African American’s who have done no wrong to live peaceful law abiding lives. Why are we hurting each other instead of arresting and prosecuting the law breakers who promote lawlessness in their own or others’ communities? How come has it become impossible for fellow African Americans and also the Caucasian and Hispanic residents of these riot torn communities to live peaceful lives and carry out normal business and to be able to safely travel in these communities?
I was a student in Madison WI at the University of Wisconsin during the Vietnam war riots after the math research building was blown up by protestors and one graduate student killed (murdered?) in the blast who was peacefully studying in the building. It was amazing that no others were killed or hurt in the blast because there was damage around the bomb site for blocks. The most noticeable damage were the shattered windows in my own psychology building blocks away and in the University Hospital complex where people came from all over to receive state of the art medical care.
I (silly me!) tried to carry on normal business going to class and carrying on my research. Certain times of day it was not safe to be on campus. My stomach was tied in knots. Certain students and professors made it clear that they enjoyed not participating in normal campus business like teaching, attending classes, etc. and rioting instead. For them, it was a big party. I remember barrels of trash set on fire in the intersections at night and young national guardsmen so scared that they shook when they gave you orders. Don’t worry I knew that they didn’t know if I was friend or foe.
To them I was just another student and potential rioter or bomb thrower. What had I done to deserve this. Nothing. I was just an innocent bystander. What about the law abiding people of Ferguson who are losing their businesses and directing from that their jobs and sources of income. Why can they no longer go peacefully about their business?
Also I have a husband who was directly involved in quelling the rots in Joliet IL at that time because he was in the national guard. He won’t talk about it. Talk about post-traumatic stress here in our own country.
I feel there is a strong politically correct movement that is preventing us from caring about each other and teaching any kind of morality. Why is this movement hurting innocent bystanders and keeping the rioting in some cases from their own doorsteps?
Just thinking…. Government is supposed to help people not hurt them. That is why we have it. There are small local movements for paying it forward and helping each other with nothing expected in return. Where is our voice in government and in local problems? Why are we the ones who ultimately get hurt by this?
This may get me in trouble! What about the coming of the Antichrist? Why have we not heard this speculated about in the media in these times?
P.S. I can’t get any related articles from the web about the Antichrist?!
When I was in school I was expected to learn how to do something and to master this skill on my own. There was no teacher utilizing a method of instructing in math or reading. Tutoring and such additional help is common today but was only used then in extreme cases where the student couldn’t master the subject. If they were given extra help in class, the rest of the class would fall behind. Memorization skills and good handwriting were expected and competitions were held in these areas with winners and losers. To the gifted student, it was motivating and now we know it created brains filled with much knowledge and good problem solving skills.
Such students still exist. My son and I both figure out how to do math problems on our own. I never was very good at helping with the “new” math homework when my kids were in school. Surprisingly I took advanced math classes in high school and did well; but calculus was never offered. I never did master calculus but I memorized derivations in graduate school when calculus was used in statistics class.
When methods are used to teach math, they often do not “click” with every student. This is like with using the computer. You need often to figure it out for yourself and when someone else teaches you, they teach you their way which may or may not work for you. Everyone’s wiring is different and what works for one person may not work for another person. There are many different ways to do things on the computer and how something is done in one program may not be the way something is done in another. Frequently programs on the computer assume that you will already know something and skip explaining this step. If you already know how some things are ordinarily done on the computer, you may be able to almost automatically fill in the missing step while a novice won’t be able to do this.
Assuming that somebody knows something or knows how to do something may make somebody look like an “ass” whether it is you or the other person depends on who determines the winner of the argument you or the other person. I frequently find this a problem with men who feel that if you can’t convince them of something that you are automatically wrong. Who determines the winner is the problem here. As a result, I refuse to participate in such arguments.
Cognitive development continues in adult life and some of the crucial elements are the individual’s creative and learned abilities to solve problems. Do it “My way; but nicely” as a musical comedy (The King and I) song says is the way many parents and supervisors lead. Could it be that the problem-solving skills of these individuals are also underdeveloped not just those of their children or their supervisees? A good work relationship requires an able boss and a good employee, an able parent and a child with undeveloped potential, an able teacher and a willing student. In all of these equations, both the leaders and those being led have to participate and make contributions.
How do we help this along? It is by not letting an “I can’t do this” attitude from hindering a person’s development. Learning does not stop at 16, 21, or 35. It goes on for a lifetime. I realize that I have, when confronted with a barrier or an obstacle, have not taken the time necessary. I just want to get on with it so I continue on with that detail not attended to and also on depending on someone else to do what I have not learned to do for myself and not bothering to problem solve and master what may be a new skill for me.
Obstacles and barracades are opportunities to grow and learn and to acquire new skills. How often have you said I can’t when you probably could. Being constantly dependent on others to do things for us which we can’t or have not learned to do for ourselves can lead to anger both at ourselves and for our helplessness and at others whose whims we see ourselves are susceptible to.
Take on a new project. Find one thing that you have not learned how to do for yourself and master it. My spouse recently showed me for the nth time how to call up a missed number on the phone. I had always depended on him to do it for me and if he wasn’t there I could get mad at myself for not knowing how to do it and at him for being in control of my life that way by not being able to return a simple phone call without him.
Now I have a growing list of things I should be able to do for myself which demands I usually met in the past with a feeble, “I can’t…” Sometimes it is not easy; but, when mastered, these things give you more freedom to do it your way, not theirs. Learning involves communication between pupil and teacher. The student needs to build on what they already know in order to bridge the gap between themselves and teachers. It is this communality that fosters learning. The attitude, “This is so stupid. Why can’t he learn this”, is often an example of the teacher’s tendency to give up and externalize the blame onto the student.
Finally, once you’ve solved the problem, remember to use what you have learned the next time you have that problem. Remember practice makes perfect. What you learn for yourself is often the best learning method. You don’t leave any steps out or forget to define terms. Focusing on the neuroplacity of the brain means that we can go on learning the rest of our lives. It increases self-esteem, it develops abilities you may be able to teach others as a legacy, it enlarges your sphere of life (now no more saying to yourself limiting yourself by saying, ” I won’t go there because I can’t do that and I am not willing to learn”.
Remember you sometimes can chose what you want to learn to do but you can’t always control others so that they will do things for you when you don’t know how.