What do philosophers think, and what are they experts at?

December 19, 2009

Bryan Caplan highlights “the most fascinating opinion poll I’ve seen in years“—a survey of 1,803 faculty members in college and university philosophy departments, as well as 829 philosophy graduate students, about “classic and modern controversies,” such as their acceptance or rejection of a priori knowledge, free will, physicalism, and various approaches in normative ethics, including  deontology, consequentialism, and virtue ethics.

Two of the more interesting findings have to do with the political orientation of philosophers and their views on religion. The consensus on the second issue: God is dead. Rather, there is no God.

(Percentages are rounded to whole numbers and totals do not equal 100 because other options were omitted. For the entire list of results from the PhilPapers Survey, click here.)

Politics: communitarianism, egalitarianism, or libertarianism?

God: theism or atheism?

  • Accept atheism 58%
  • Lean toward atheism 12%
  • Accept theism 12%
  • Lean toward theism 5%
  • Agnostic/undecided 6%

In his post, Caplan also references a survey he undertook with professional philosophers: What are philosophers expert at?

One of the perks of attending the Social Philosophy and Policy conference was that I was able to ask philosophers the critical question: “You philosophers are definitely experts at something. But what is that something?”

Profs and grad students alike largely seemed to accept the following list of topics where members of their occupation actually have expertise:

  • Accurately describing the views of other philosophers, living and dead.
  • Checking arguments for logical validity/internal consistency.

No one claimed that the philosophy profession was good at figuring out true answers to philosophical questions. One even claimed the the primary product of philosophy is “broken arguments.”

Furthermore, no philosopher made an argument analogous to one economists often make: “Outsiders underestimate the degree of consensus because our debates focus on marginal controversies.” This would have been an awkward argument to make to my face, since the participants literally spanned the range from radical Kantianism (“Consequences are morally irrelevant”) to fanatical Singer-style utilitarianism (“There is no fundamental moral difference between killing and letting die”).

The upshot: Many philosophers believe that they personally have virtually all the answers. (Witnessing their disputes was an… experience). But few philosophers believe that their profession has more than a handful of answers.

PhilPapers also conducted a concurrent metasurvey of 438 faculty and professional philosophers and 210 philosophy graduate students who made predictions about the results on the survey. This answers the question of what philosophers think philosophers think about.


Fat minded?

December 14, 2009

David Rock asks, “Are our minds going the way of our waists?” In the article, Rock makes an interesting comparison between our habits of eating and consuming social media—specially about how the infrastructure of our food distribution system is similar to that of sites like Facebook: each were designed, claims Rock, to exploit our  “terribly weak circuitry for inhibiting impulses.” The opening two sentences  instantly hooked me:

“The average waistline of people in the developed world has increased 400% in 25 years, with three-quarters of adults now overweight or obese. For the first time in history, there are literally more people overweight than there are starving.”

Rock goes on to identify the “empty neural calories” of constant status updates,  discusses the tendencies and effects of aggressive social seeking, and shares research about the limitations of our brains’ self-regulation capabilities.

Definitely worth the read—and maybe even a status update.


The morality of eating animals

December 12, 2009

The Atlantic’s Jeffrey Goldberg recently engaged Jonathan Safran Foer, author of Eating Animals, in one of the most thoughtful and interesting discussions on the morality of meat production and consumption I have ever read.

Selected quotes and summaries from the conversation:

Foer concedes that “the goodness of good farmers might have surprised me more than the badness of bad farmers.” Goldberg asks, then, if he would he eat meat produced by these farmers: “Assuming that there was a farm somewhere where the animals, from birth to  painless, unknowing death, where everything was as humane and gentle and kind as possible, would you then eat that animal?”

Foer’s response: No, for two specific reasons. Firstly, “endorsing the exception is to endorse the rule. People would see me as another person eating meat.” He then makes an analogy to child labor. “It’s easily conceivable that there are many situations in which giving a six-year-old a job would improve that six-year-old’s life and, on a case-by-case basis, would be a good thing. But we don’t create systems for the exceptions, we create them for the rule.”

Secondly, a humane model of farming—one in which animals don’t anticipate or feel the pain from death—is simply impossible to scale. The number of humane chickens raised in America every year, for example, is barely enough to feed the residents of Staten Island.

Foer employs another provocative analogy when asked about whether humans are “natural omnivores,” somehow meant, or maybe even designed, to eat meat:

That’s like asking, are women naturally subservient to men? If we look at history, one might have reason to think so. I mean, we certainly treated women as second-class citizens, almost always until quite recently. That doesn’t mean it’s right, that doesn’t mean life is boring if we suddenly treat them as equals. Is a diet less rich without meat? Yes, it is.

But a desire for a more exotic diet does not relieve us, carte blanche, from the responsibilities of moral eating. Foer shares a story about a time he was in a restaurant and a guy at a table next to him ordered a beautiful, mouth-watering steak—Foer knew that his vegetable plate wasn’t going to be as “satisfying” as the T-bone. But “there are a lot of things we crave, there are a lot of things that would make us perhaps more fulfilled in a sensory way that we just say no to.”

One of the more interesting parts of Foer’s case against eating animals was the way he challenged my rationale of selective or aspirational vegetarianism. I personally don’t seek the opportunity to eat fish, but if salmon is on the menu, I may order it. Since being more strict with my eating habits, I was surprised how easy it was for me to give up birds—except for turkey. On Thanksgiving, I excitedly ate more than a few servings worth of dark meat. I feel, in a sense, good when I eat fish, and I felt good when I ate turkey a few Thursdays back—my rationale is/was “at least I am not eating red meat.”

Foer challenges this line of thinking. It may seem like eating birds and fish is less bad that eating beef, which comes from mammals. But it’s not. As he explains:

There are two reasons. One is that it takes 220 chickens to make one cow, so just in terms of individual suffering from a utilitarian perspective, that’s 220 lives versus one life. Also, cows are the only species that still get to live at least part of their lives and, in many cases, it’s most of their lives, in habitats that make sense for them. All cattle in America now spend at least some time on pastures, except for dairies.

Another issue that Foer addresses is the idea that advocates of moral eating are somehow blind to larger, more important social and political issues. As Michiko Kakutani pointedly notes in her review of Foer’s Eating Animals, it is easy and convenient to be a moral absolutist about food when living in a land of plenty. But try making the case to the millions of starving people all throughout the world—try to convince them that “KFC has caused more pain in the world than any other company.” How does one do that? How does one value the life of a dairy cow over a child? Why not make a personal and professional project around the issues of homelessness or education?

Foer responds by saying, “I actually haven’t heard [this argument] anywhere else [aside from the NYT review],” and dismisses it as “flamboyantly silly.” I think this admission may hurt Foer’s credibility a bit among a certain skeptical audience—and I was both surprised and disappointed with his flippant response. After all, these questions have been a part of, if not the central concern of, discussions and debates I have had with friends about vegetarianism.

Yet when he explains further, Foer provides a practical and effective rejoinder:

Obviously I care more about kids than I care about chickens but that’s not to say that I have to choose. It’s not a zero-sum game. People who care about animals tend to care about people. They don’t care about animals to the exclusion of people. Caring is not a finite resource and, even more than that, it’s like a muscle: the more you exercise it, the stronger it gets. This is what Tolstoy meant when he said famously that if there were no more slaughterhouses, there’d be no more battlefields. It’s a silly statement in its own right, but it gestures at something that’s true.

Further, the way we farm and eat animals may be one of the more important things for us to debate and make policy about. Foer notes that conventional farming practices and consumer choices are:

  • Responsible for the systematic abuse of 50 billion animals,
  • The number one cause of global warming,
  • According to the UN, the cause of every significant local and global environmental problem in the world,
  • According to the World Health Organization, “a prime factor in the generation” of Avian and Swine influenza viruses,
  • “Making our antibodies less effective and ineffective,” and
  • “Causes 76 million food-borne illnesses every year.”

“If we don’t say no to this, what do we say no to?”

This is not to suggest Foer dogmatically promotes vegetarianism. He actually takes issue with word “vegetarian,” and promotes a middle way of conscientious eating, which I anticipate is more palatable among an audience that may be turned off by the proselytizing of anti-meat advocates like PETA. Just as it is impossible to scale humane and sustainable farms, it is impossible to expect everyone to stop eating meat:

There are an awful lot of people who care about this stuff and for reasons good or bad, just can’t envision becoming vegetarian. So what do we do with that? Do we throw our hands up in air and say that since I’m not going to be perfect about this I’m completely off the hook. They will say, `I was a vegetarian for six years and I found myself at an airport and I was shaking from hunger so I ate some McNuggets and that was the end of my vegetarianism. It’s just such a bizarre way of thinking about it.

Cutting down on meat consumption, rather than simply cutting it out of one’s diet, might be the best goal for most people. And despite the immense challenges of moving to a meat-free diet, Foer finds much to be optimistic about:

Eighteen percent of college students are vegetarian now. There are more vegetarians in college than Catholics, there are more vegetarians than any major, except for business, and it’s very close, by about 1%. That’s something I feel very good about. How can you feel bad when people have been fed lies, literally from nursery school? I spoke at high schools all around the country and almost without fail, there’d be a poster in the gym from the Dairy Council, or from some sort of meat board, telling them why it’s necessary for their health, why it’s cool. The labeling is manipulative; it’s impossible for people to see where the food comes from. Does that say something about consumers, that we’re buying the wrong things? I really believe, and I think I’m right to believe, that if you were to poll 100 Americans from all over the country, take them to a factory farm, you’d have 95 of them saying ‘I’m not going to eat that.’

The product description of Foer’s Eating Animals:

Jonathan Safran Foer spent much of his teenage and college years oscillating between omnivore and vegetarian. But on the brink of fatherhood-facing the prospect of having to make dietary choices on a child’s behalf-his casual questioning took on an urgency His quest for answers ultimately required him to visit factory farms in the middle of the night, dissect the emotional ingredients of meals from his childhood, and probe some of his most primal instincts about right and wrong. Brilliantly synthesizing philosophy, literature, science, memoir and his own detective work, Eating Animals explores the many fictions we use to justify our eating habits-from folklore to pop culture to family traditions and national myth-and how such tales can lull us into a brutal forgetting. Marked by Foer’s profound moral ferocity and unvarying generosity, as well as the vibrant style and creativity that made his previous books, Everything is Illuminated and Extremely Loud and Incredibly Close, widely loved, Eating Animals is a celebration and a reckoning, a story about the stories we’ve told-and the stories we now need to tell.

play, think
J.R. Atwood


Ideas

December 11, 2009

One of my favorite publications from the NYT is their Year in Ideas. In the 9th annual installment, the hourglass surfboard, lunar legalism, and predictive smiles are just a few of the ideas profiled.


A new formula for health

December 11, 2009

In “No body is an island: A new formula for health,” Frank Forencich challenges us to redefine what it means to be active in a fitness enterprise:

In conventional circles, we reflexively label mind-body-spirit orientations as “holistic.” But if we’re only talking about my body, my mind and my spirit, what we’re doing isn’t even close to being holistic. In fact, just the contrary. When the mind-body-spirit orientation is focused on the individual, the best we can hope for is a temporary, unsustainable health island.

If we really want to be holistic, we have to include the rest of the biological and social world. In this respect, the conventional prescription for health must be expanded to include a third element:

diet + exercise + activism

The active lifestyle can no longer simply be about looking good while moving—or concerned only with building muscles. We must also build community, which means recognizing, reflecting, and then doing something to go “beyond the body.” Read Frank’s essay here.


Play for a change – Play, Policy and Practice: A review of contemporary perspectives

December 11, 2009

Play England has published perhaps the single most “comprehensive review of the evidence underpinning current thinking on play.”

It provides a detailed analysis of research and literature published since 2001 that underpins contemporary understandings of the importance of play and how this relates to social policy and practice.

Play for a change, by Stuart Lester and Wendy Russell of the University of Gloucestershire, is published in three formats: a 270-page full research report, a 60-page summary, and a 4-page introductory briefing paper. All are available to download here for free.

A big hat tip to Josh Leeger for the note about this incredible resource.


“+ Redux” 60 Minute Spinning Mix and Workout

December 11, 2009

+ Redux” is the most recent Power 10 Spinning routine at http://spinningmixes.wordpress.com.

The 16-song music mix and choreographed workout includes tunes by Junior Boys, Sigur Ros, Rob Thomas, Metro Station, Bon Jovi, Madonna, and Foo Fighters.

Get your spin on!


“Spark” your brain with Exuberant Animal

December 9, 2009

A recent post of mine asked, “Is stretching necessary?” In the blog article, I promoted the Exuberant Animal Short Form as offering the most dynamic, functional, and fun way to both start and end each day.

It may be difficult to get a true sense of the Short Form movement sequence solely from the drawings on the EA site. Fortunately, Lauren Muney produced a great video that illustrates each sequence. (Note: the icons in the video match the icons on the Exuberant Animal Short Form foldable poster—nothing to memorize! Just… play.)

My personal favorites: hip-shoulder rotations and dynamic loop with steps.

Trust me. Stand up, find a bit of space in your room, and get moving. It’s amazing how good you’ll feel.

UPDATE: A quick note from a fellow Exuberant Animal: “The Short Form is a warmup/movement sequence that uses all body planes. This sequence used to be called “The Antidote,” and can also be used to warm for athletic movement, to wake up for the day, or as a break from work. There is a full-color foldout on this sequence available from the EA website.” Priced at $5 per poster, and foldable to fit in a gym bag, they make a great stocking stuffer.


In the Zone: From cradle to college to community building

December 9, 2009

This is an excerpt from 60 Minutes’ excellent profile of Geoffrey Canada and the Harlem Children’s Zone that aired on December 6. The entire story is available here, and well worth the watch.

You can also download a PDF of a recent article about the efficacy of the HCZ: “Are High-Quality Schools Enough to Close the Achievement Gap? Evidence from a Bold Social Experiment in Harlem.”

Authored by Will Dobbie and Roland G. Fryer, Jr. in April 2009, the abstract reads:

Harlem Children’s Zone® (HCZ) is arguably the most ambitious social experiment to alleviate poverty of our time. We provide the first empirical test of the causal impact of HCZ on educational outcomes, with an eye toward informing the long-standing debate whether schools alone can eliminate the achievement gap or whether the issues that poor children bring to school are too much for educators to overcome.

We implement two identification strategies. First, we exploit the fact that HCZ charter schools are required to select students by lottery when the demand for slots exceeds supply. Second, we use the interaction between a student’s home address and cohort year as an instrumental variable. Both approaches lead us to the same story: Harlem Children’s Zone is enormously effective at increasing the achievement of the poorest minority children.

Taken at face value, the effects in middle school are enough to reverse the black-white achievement gap in mathematics and reduce it in English Language Arts. The effects in elementary school close the racial achievement gap in both subjects. Harlem Gems and The Baby College®, the only two community programs in HCZ that keep detailed administrative data, show mixed success.

We conclude by presenting three pieces of evidence that high-quality schools or high-quality schools coupled with community investments generate the achievement gains. Community investments alone cannot explain the results.


Data mining: We’ve got your numbers

December 8, 2009

I recently stumbled across two data-banks I want to share:

  • Kidsdata.org offers a tremendous amount of data from all counties, cities, and school districts in California related to the health and well-being of children. Bonus: all information on the site is totally free!

UPDATE: Melinda Bossenmeyer of Peaceful Playgrounds also reminds of two additional resources:

  • Kids Count by The Annie E. Cassie Foundation provides “community level  information on kids.” INVALUABLE research resource.

The state of play

December 7, 2009

As noted by the ASCD community blog, “play is problem solving.” Yet with the trickle-down effects of No Child Left Behind, children in full-day kindergarten programs are only allowed 30 minutes of playtime—upwards of three-hours of every day are spent in formal lessons on developing literacy and numeracy skills, and test-taking. This despite findings from several studies investigating the psychosocial and prosocial development effects of engaging in play: school-time play increases empathy, “reduces tendencies toward delinquency and emotional disturbances, and helps students practice impulse control.”

There are some important and interesting resources from the last week worth exploring:

  • The playtime’s the thing. A Washington Post article about how the the deepening funding debate over the “value of make-believe and other games in preschool.”
  • Forest Kindergarten. A great NYT profile of a Waldorf School program in Saratoga Springs that re-imagines the classroom as embedded in nature.

The KaBOOM! research report provides best practices from initiatives, departments, and programs in 12 different American cities:

  • The Parks and Recreation department in Akeny, IA
  • Playworks in Baltimore, MD
  • The Schoolyard Initiative of Boston, MA
  • The Freiker Program in Boulder, CO
  • Cedar Rapids, IA’s Switch Program
  • Learning Landscapes in Denver, CO
  • Information on Joint-Use Agreements from Greenbelt, MD
  • New York City’s Streets Renaissance Campaign
  • Parkscan in San Francisco, CA
  • Seattle, WA’s High Point Housing Project
  • Play ‘n’ Close to Home in St. Petersburg, FL
  • Sharing Play Space and Responsibility in Tucson, AZ

play, think…
J.R. Atwood


Learning to learn as a child prodigy

December 6, 2009

Over at the always fantastic SharpBrains website, Scott Barry Kaufman interviews Joshua Waitzkin, the young chess prodigy immortalized in Searching for Bobby Fischer. As Kaufman introduces his interview:

This movie had the effect of weakening [Waitzkin's] love for the game as well as the learning process. His passion for learning was rejuvenated, however, after years of meditation, and reading philosophy and psychology. With this rekindling of the learning process, Waitzkin took up the martial art Tai Chi Chuan at the age of 21 and made rapid progress, winning the 2004 push hands world championship at the age of 27. After reading Joshua’s most recent book The Art of Learning, I thought of a million topics I wanted to discuss with him–topics such as being labelled a “child prodigy”, blooming, creativity, and the learning process.

To the question about the disadvantages of being a child prodigy, Waitzkin responds:

The most perilous danger, in the language of Carol Dweck, is that we internalize an entity theory of intelligence. The moment we believe that success is determined by an ingrained level of ability as opposed to resilience and hard work, we will be brittle in the face of adversity. For that reason, it is incredibly important for parents to make their feedback process related as opposed to praising or criticizing talent. Think about it—if you tell a kid that she is a winner, which a lot of well-intentioned parents do, then she learns that her winning is because of something ingrained in her. But if we win because we are a winner, then when we lose it must make us a loser.

Check out the entire interview here.


Eating with your eyes… Ka-min-gu 30

December 5, 2009

We used to average 20 to 30 chews per bite of food. Today, it’s six.

It’s almost predigested. It’s like we’re eating baby food all the time. We’re just constantly stimulating ourselves. We’re eating for reward—not for fuel or nutrition…

In an interview with Educational Online about healthy eating in our school system, David A. Kessler—former commissioner of the FDA, former dean of the medical schools at Yale and the University of California—explains how modern food hijacks our brains.

…On the basis of past learning, memories, and experience, you get cued. A cue could be a sight, smell, time of day, or location. For example, I walk down a street that I walked down six months earlier. I’ve forgotten entirely that on that previous walk, I went into a store that sold chocolate-covered pretzels. Now that I’m back on that street, I start thinking about chocolate-covered pretzels. That’s a cue.

You associate these cues with the actual food itself. That cue focuses your attention. It stimulates thoughts of wanting. You get this momentary pleasure from responding to the cue—by eating the chocolate-covered pretzels. The next time you get cued, you do it again and repeat the cycle. The behavior becomes both conditioned (learned) and motivated (driven). Once you lay down those learning circuits and those motivational circuits— certainly if you do it in childhood as it’s happening today—they stay with you for a lifetime.

Kids are the most vulnerable. When I was growing up, I wasn’t being constantly bombarded by food. It wasn’t available on every corner, in every gas station, during most of our waking hours. Now our kids are growing up, not just with food that’s been highly developed to be stimulating—layered and loaded with fat, sugar, and salt, which stimulates intake—but they’re also constantly bombarded with food cues.

An average 2-year-old knows how to compensate for his or her eating. If the child eats more calories at lunch, he or she will typically eat fewer calories later on in the day. But by 4 or 5 years old, children lose the ability to compensate because they’ve been exposed to diets that are high in fat, sugar, and salt. They’re now eating for reward—and not for fuel.

With advances in brain imaging technology, researchers have discovered that fat, sugar, and salt stimulate the brain in ways similar to drugs and sex. Says Dr. Kessler:

My colleague, Dr. Gaetano Di Chiara, one of the great pharmacologists, studies the effect of cocaine and amphetamine on the brain. He finds that cocaine and amphetamine elevate the brain’s dopamine circuitry. Dopamine is the chemical that locks in your attention, that gets you focused on the drugs and drives wanting.

We always thought that food gave you a little bump in dopamine the first time, but the second and third times it did not. So I said to Gaetano, let’s not use just one ingredient, let’s make the food highly palatable; let’s take fat and sugar, put them together, and see whether we can get rises in brain dopamine. And we got exactly that—not only the first time, but repeatedly.

My favorite observation from the below video is Dr. Kessler’s quip that modern food visually stimulates us, but no longer satisfies us.

Visually appealing and nutritionally unsatisfying food doesn’t have to make us fat, though: to cut down on obesity, the Japanese government has launched “Ka-min-gu 30,” a public health campaign that advocates chewing every bite of food 20-30 times before swallowing.


Financial Education

December 2, 2009

California’s “byzantine” state funding system explained by the LAT:

Explaining how we got here is pretty simple. The first step was a pair of state Supreme Court decisions in the 1970s Serrano vs. Priest case, which required the state to reduce disparities in education funding between rich and poor school districts. Then came 1978’s Proposition 13, which cut the guts out of the property tax, the source of 60% of school funding at that time.

In response to these events, the state largely took over responsibility for school funding from local authorities. Pre-Serrano and Proposition 13, the state provided 34% of K-12 funding. Today it’s 67%.

Related: “University of California, Crown Jewel of Education, Struggles With Cuts.”

With such dire economic circumstances, I find the efforts of organizations like NewSchools Venture Fund to be a bit of an antidote. NSVF is a venture philanthropy firm that (a) identifies the highest level of educational entrepreneurs, (b)  provides them with financial support for proof-of-concept, capacity building, and scaling efforts, and (c) connects these change agents together so as to build more effective and efficient organizations.

Three key leverage points shape their portfolio of entrepreneurial organizations dedicated to effecting education reform:

Fund 1 (1998-2002) raised $20M to test the waters of social investing and the venture philanthropy model.

Fund II (2002-06) raised $50M primarily to support the development of charter management organizations (CMOs) and Entrepreneurial Charter Schools.

Fund III (2006-10) raised $75M primarily to support the scaling of CMOs as research and design labs for “what works” in school innovation.

Fund IV (2010-13) will raise a still-TBD amount of money to support human capital efforts and initiatives.

NewSchools’ inspiring 10-year report, “Investing in a Revolution: NewSchools Venture Fund and America’s Education Entrepreneurs,” can be downloaded here.

Below is a fun little video of some of the edu-preneurs in the NSVF portfolio:

And here is a link that will take you to a series of lectures by Kim Smith, co-founder and CEO of NewSchools Venture Fund, delivered at Stanford University about the hybridized environment of business people and educators: http://academicearth.org/courses/new-schools-venture-fund-investing-in-entrepreneurship-in-education

play, think…
J.R. Atwood


Is stretching necessary?

December 1, 2009

From Gretchen Reynolds’ always excellent Phys Ed column in the NYT about whether stretching is necessary :

[Runners] with the tightest hamstrings had the best running economy. They also typically had the fastest 10-kilometer race times. Probably, the researchers concluded, tighter muscles allow “for greater elastic energy storage and use” during each stride. Inflexibility, in other words, seems to make running easier.

For years, flexibility has been widely considered a cornerstone of health and fitness. “It’s been drummed into people that they should stretch, stretch, stretch — that they have to be flexible,” says Dr. Duane Knudson, professor of biomechanics at Texas State University in San Marcos, who has extensively studied flexibility and muscle response. “But there’s not much scientific support for that.”

What changes as you stretch a muscle is primarily the message, not the physical structure of the muscle.

Reminds me a bit of an article Gretchen wrote last year, “Stretching: The Truth“:

The old presumption that holding a stretch for 20 to 30 seconds — known as static stretching — primes muscles for a workout is dead wrong. It actually weakens them. In a recent study conducted at the University of Nevada, Las Vegas, athletes generated less force from their leg muscles after static stretching than they did after not stretching at all. Other studies have found that this stretching decreases muscle strength by as much as 30 percent. Also, stretching one leg’s muscles can reduce strength in the other leg as well, probably because the central nervous system rebels against the movements.

The best way to warm-up? Dynamic stretching! Gretchen says these are the best pre-workout exercises (see video at the beginning of this post):

The Best Dynamic Stretches

These exercises- as taught by the United States Tennis Association’s player-development program – are good for many athletes, even golfers. Do them immediately after your aerobic warm-up and as soon as possible before your workout.

STRAIGHT-LEG MARCH

(for the hamstrings and gluteus muscles)

Kick one leg straight out in front of you, with your toes flexed toward the sky. Reach your opposite arm to the upturned toes. Drop the leg and repeat with the opposite limbs. Continue the sequence for at least six or seven repetitions.

SCORPION

(for the lower back, hip flexors and gluteus muscles)

Lie on your stomach, with your arms outstretched and your feet flexed so that only your toes are touching the ground. Kick your right foot toward your left arm, then kick your leftfoot toward your right arm. Since this is an advanced exercise, begin slowly, and repeat up to 12 times.

HANDWALKS

(for the shoulders, core muscles, and hamstrings)

Stand straight, with your legs together. Bend over until both hands are flat on the ground. “Walk” with your hands forward until your back is almost extended. Keeping your legs straight, inch your feet toward your hands, then walk your hands forward again. Repeat five or six times.

UPDATE: Exuberant Animal Short Form is a fantastic series of dynamic movements to start and end every day.


“Did you know?”

November 25, 2009

“The top 10 in-demand jobs in 2010. . . [will not have existed] in 2004. . . We are currently preparing students for jobs that don’t yet exist. . . using technologies that haven’t been invented. . . in order to solve problems we don’t even know are problems yet.”

In 2006, high school math teacher and technology coordinator Karl Fisch made a slideshow for his fellow teachers and administrators inspired by the disruptive effect of technology—”cell phones, video games, social networking sites, the Wikipediazation of information, the reach of YouTube and Skype”—on education. The slideshow was called, “Did you know?” and featured provocative statistics, observations, and predictions about future demographics, jobs, and education opportunities. From a great HuffPo article that explains the “anatomy (and meaning) of the ‘Did you know?’ video series“:

New technologies have ushered a seismic shift in education: how our kids learn, how our teachers teach, how curriculum is shaped and presented, how individual students, powered by technology, process and experience what they’re learning.

After having shared the slideshow on his personal blog, Fisch was contacted by a university instructor named Scott McLeod. Together, they turned the slideshow into a short video, which McLeod then posted on his own blog. Someone at the design company XPLANE came across the “Did you know?” video and contacted the two educators, offering to produce a free animated version of their presentation. Within a year, it had been viewed more than 5 million times.

That was version 2.0 of the series, produced in 2006. Version 3.0 is here and 4.0 below.

Says McLeod, a former 8th grade teacher:

“When you show some version of the video to corporate people, like the folks at Sony, they nod their heads and say, ‘yeah, this is the challenge we’re dealing with.’ When you show it to kids, to students, they nod their nods and say, ‘yeah, we’ve been waiting for you to catch up, we’ve been living through all of this.’ When you show it to educators, as often as not, the predominant reaction is withdrawal. They retreat like a turtle to its shell. Not all of them. But a lot of them. It’s too much. It’s too overwhelming. They don’t know what to do with it. This is our challenge.”

HuffPo journalist Jose Antonio Vargas concludes his article on “Did you know?” with “a call to action”:

This is a time for innovation in education, and technology in general and the Internet in particular are central to that. As President Obama and Arne Duncan, the Secretary of Education, continue to plan the future of our schools, Fisch and McLeod’s videos serve as resources—and, altogether, a call to action. Shift happens. It’s here. Lead.


WatchKnow.org — “YouTube meets Wikipedia”

November 23, 2009

Larry Sanger, the co-founder of Wikipedia, has launched a new educational venture for teachers, parent, and students aged 3-18 years-old — WatchKnow.org, which aspires to be the most accessible, intuitive, interactive, and easy-to-use website to discover and watch educational videos. Bonus: the website and all of its resources are free of charge.

Billed as “YouTube meets Wikipedia,” WatchKnow has so far organized more than 11,000 of the nearly 7 million education-related videos available on the Internet, and more resources are added every day. There are currently 2,000 categories that users can search to find content from providers like National Geographic, eHow, TeacherTube, SlideBoom, Google Videos, and SchoolTube.com.

From WatchKnow’s press release announcing the site’s launch:

Imagine collecting all the best free educational videos made for children, and making them findable and watchable on one website. Then imagine creating many, many more such videos.

Just think: millions of great short videos, and other watchable media, explaining every topic taught in schools, in every major language on Earth.

Finally, imagine them all deeply and usefully categorized according to subject, education level, and placed in the order in which topics are typically taught.

WatchKnow—as in, “You watch, you know”—has started building this resource.

WatchKnow is both a resource for users and also a non-profit, online community that encourages everyone to collect, create, and share free, innovative, educational videos.


Best books of the year

November 23, 2009

The Atlantic has published a list of the 25 best books of the year. The top five:

ABRAHAM LINCOLN: A Life
By Michael Burlingame

Johns Hopkins

“Measured, psychologically astute, authoritative when it can be, Michael Burlingame’s exhaustive narrative (2,024 pages!) is unafraid of ambiguity and indeterminacy. This is the life of Lincoln for our times.” [Read Christopher Hitchens's full review from the July/August Atlantic]

THE CHILDREN’S BOOK: A Novel
By A. S. Byatt
Knopf

“Byatt has wrought a richly detailed, decade-spanning, at once Olympian and pointillist masterpiece. To read this gorgeous bolt of fiction is to fully enter a world.” [Read the full review from the October Atlantic]

THE THIRD REICH TRILOGY
(Concluding With The Third Reich at War)

By Richard J. Evans
Penguin

“Evans’s cool, crisply argued three-volume chronicle will be for a generation the definitive general history of Nazi Germany in English.”

IT’S BEGINNING TO HURT: Stories
By James Lasdun
FSG

“This collection of short stories illuminates the everyday agonies of the mind, its anxieties, obsessions, doubts, and yearnings. Lasdun pins each observation to the page with grace and exactitude.” [Read the full review from the September Atlantic]

MRS. WOOLF AND THE SERVANTS:
An Intimate History of Domestic Life in Bloomsbury

By Alison Light
Bloomsbury

“In her elegant, sparkling book, Light marries social and literary criticism as she probes the deeply intimate, often sordid, always fraught relationship between women servants and their female employers.”

**

Related: Andrew Sullivan posts on “The Neuroscience of Reading,” excerpted below.

Stanislas Dehaene, chair of Experimental Cognitive Psychology at the Collège de France, gives his view of the brain:

“What I am proposing is that the human brain is a much more constrained organ than we think, and that it places strong limits on the range of possible cultural forms. Essentially, the brain did not evolve for culture, but culture evolved to be learnable by the brain. Through its cultural inventions, humanity constantly searched for specific niches in the brain, wherever there is a space of plasticity that can be exploited to “recycle” a brain area and put it to a novel use. Reading, mathematics, tool use, music, religious systems — all might be viewed as instances of cortical recycling.”


Diane Van Deren: “I use my legs as my words”

November 21, 2009

National Geographic Adventurer magazine profiles Adventurers of the Year in their December 2009/January 2010 edition. The opening paragraphs on ultrarunner Diane Van Deren had me hooked:

On February 15, 2009, a dozen runners toed the starting line of the Yukon Arctic Ultra, a 430-miler across frozen tundra in the dead of winter. With 30-below temperatures and seven-hour windows of daylight, it’s said to be the toughest race in the world. Not a single woman had ever completed it. But, then, there is no woman like Diane Van Deren.

Twelve years ago Van Deren, a former pro tennis player, had a kiwi-size chunk of her brain removed to treat epileptic seizures. The lobectomy was successful, but since then she has noticed a strange side effect: She can run without pause for hours.

Diane’s complete National Georgraphic story can be read here — and below is the second part of a great video produced by Colorado Outdoors that explains the role of endurance running in her battle with epilepsy.

This past July, the NYT profiled Van Deren, as well: “Brain surgery frees runner, but raises barriers.”

Finally, here’s a 60-second glimpse of the Yukon Arctic Ultra, perhaps the hardest (certainly the coldest) endurance event in the world, and one that a runner in the video says “destroys your mind as well as your body.”

play, think…
J.R. Atwood


Fit for class? Maybe not at Lincoln University

November 21, 2009

Lincoln University, the nation’s oldest historically black college and university (HBCU), mandates all undergraduate students to be tested for their Body Mass Index (BMI). Those who have a BMI greater than 30—i.e., students who are considered obese—are required to enroll in a weekly course called “Fitness for Life.” According to an AP news story, “the course involves walking, aerobics, weight training and other physical activities, as well as information on nutrition, stress and sleep.”

[University] officials said that the school is simply concerned about high rates of obesity and diabetes, especially in the African-American community.

“We know we’re in the midst of an obesity epidemic,” said James L. DeBoy, chairman of Lincoln’s department of health, physical education and recreation. “We have an obligation to address this head on, knowing full well there’s going to be some fallout.”

The school’s student health policy, however, is causing an uproar on campus. In the university’s newspaper, for example, one student wrote, “I didn’t come to Lincoln to be told that my weight is not in an acceptable range. I came here to get an education.” In a follow-up interview, this student said she objected to the fact that certain people were being singled out for their weight and suggested that all students should have to take the Fitness for Life course—not just those with a BMI that places them in the “obese” category.

From the AP story:

Health experts applaud the school’s intent, if not its execution. Mark Rothstein, director of the bioethics institute at the University of Louisville’s School of Medicine, said being forced to disclose such health information is “at least awkward and often distasteful.”

And it doesn’t necessarily lead to the best outcomes, he said, noting that “when the (health) goals are imposed on people, they don’t do that well in meeting them.”

DeBoy stressed that students are not required to lose weight or lower their BMI; they must only pass the class through attendance and participation.

Also, students need more than exercise, said Marcia Costello, a registered dietitian in the Philadelphia area. The university should make sure its dining halls and vending machines offer healthy choices, she said.

Costello, an assistant professor of nursing at Villanova University, also noted that body mass index can be misleading. Since muscle weighs more than fat, “it is possible to be overweight and still be physically fit,” she said.

I wonder if Lincoln University may be one of the earlier examples of institutions and organizations that eventually mandate targeted interventions for their employees and members who are deemed unhealthy. And I wonder if this is actually effective public policy.


Run like a rat

November 20, 2009

Researchers at Princeton University recently made a remarkable discovery about the brains of rats that exercise…

The “cells born from running,” the researchers concluded, appeared to have been “specifically buffered from exposure to a stressful experience.” The rats had created, through running, a brain that seemed biochemically, molecularly, calm.

From a great NYT story on “Why Exercise Makes You Less Anxious.”


Drawing is thinking

November 20, 2009

Kottke highlights my favorite quote from this video of Milton Glaser reflecting on the relationship between drawing and thinking:

“It is only through drawing that I look at things carefully.”

The book Milton said he was working on is now available. “Based on the idea that all art is a form of meditation … the primary intent [of Drawing is Thinking] is to explore how the mind works in its attempt to create reality.”


“I like grown-ups that run”

November 20, 2009

Ashoka Fellow Jill Vialet is the President and Founder of Playworks (formerly Sports4Kids), a national nonprofit organization that supports learning by providing safe, healthy and inclusive play and physical activity to schools at recess and throughout the entire school day.

This past Tuesday, Jill gave a talk titled “Play and Unreasonable People” at a TEDxSF conference on Creativity and Reinvention, which got me digging deep on the Playworks website (especially the section that highlights studies on play)—and where I came across this video about the role and impact of a Playworks coach. I loved when one of the students in the video said, “I like grown-ups that run.”


Uphill. Both ways. In the snow. It’s good for the brain.

November 19, 2009

Budget cuts to school systems nationwide have allowed educators, parents, and city planners to re-imagine otherwise taken-for-granted assumptions about certain practices and habits. In Fairfax County, VA, for example, “some members of the Board of Supervisors want the county’s schools to save money on buses by encouraging more kids to walk to school, perhaps by moving back the boundaries for bus-riding eligibility.”

I see this as a great opportunity to revive a once common practice: forty years ago, more than 4 out of every 10 students in American walked or biked to school; just five years ago, it was barely 1 in 10 (WaPo). Policies that increase rates of people-powered transportation may even improve the academic achievement of students.

Harvard professor John Ratey has written a fascinating book, titled Spark, that explores the “transformative effects of exercise on the brain.” In one chapter, he examines the physical education curriculum developed by PE4Life and employed in the Naperville School District outside of Chicago. Not only was it discovered that vigorous physical activity increase student academic achievement, but researchers have found that exercise facilitates neurogensis. Quite literally, activities like running, cycling, and even fast-paced walking (which can be done to and from school) both strengthen the connections between neurons and literally give birth to new nerve cells in the brain. “Exercise,” says Dr. Ratey, is ”Miracle-Gro for the brain.”

Walking to school, then, doesn’t seem like such a bad idea—it may help to strengthen students’ bodies and prime their brains for learning.

Parents, teachers, and students may want to check out walkingschoolbus.org to learn how to develop a walking school bus in your neighborhood, and at saferoutesinfo.org, there are tips about how to find and create the safest walking or cycling routes in your community. The Centers for Disease Control and Prevention also has a website dedicated to the KidsWalk-to-School program.

BONUS: Below is a video of Dr. John Ratey speaking about his book and research during an Authors@Google event.


DIY exercise equipment

November 19, 2009

The WaPo profiles Hard Training Club in the Adams Morgan district of Washington, D.C., which distinguishes itself from other gyms by the fact that “virtually everything in the place is homemade.” Take, for instance, the multi-purpose monkey bars constructed from salvaged parts, or the 20-lb medicine balls made from old basketballs. After cutting a slot to fill the basketball with sand, it is sealed with Liquid Nails (“It shuts it like a Band-Aid”) and bandaged with Duct Tape.

The end result is an improvement over most commercial brands because they don’t bounce, hence they can be used for an exercise called “slam ball,” which involves smacking a ball to the ground with all of your power, scooping it up and repeating. Plus, medicine balls are the first step toward making tornado balls, another project Schuler hopes to tackle. The idea is to enclose the ball in a basketball net and run a string from one side so you can whip it around.

Read more about workouts with DIY equipment here.

(via Exuberant Animal Facebook fan page)


School of One—one of the best

November 14, 2009

Time magazine has recognized “The School of One” as one of the 50 best inventions of the year:

This past summer, in a sixth-grade math class, New York City schools chancellor Joel Klein piloted a small program in which individualized, technology-based learning takes the place of the old “let’s all proceed together” approach. Each day, students in the School of One are given a unique lesson plan — a “daily playlist” — tailored to their learning style and rate of progress that includes a mix of virtual tutoring, in-class instruction and educational video games. It’s learning for the Xbox generation.

 


Behavioral decisions of high school student athletes

November 13, 2009

I have not yet had a chance to read the entire report, but a recent analysis of the 2007 Risk Behavior Survey reveals some interesting associations between (a) participation in team sports and (b) drug and alcohol use among U.S. high school student athletes. According to a representative sample of 13,000 student responses:

  • Roughly 60% of boys and 48% of girls reported being on one or more sports team in the prior year.
  • For young males, team sport participation was associated with “decreased levels of depression and smoking, and an increased likelihood of fighting, drinking, and binge drinking.”
  • For white young women, sports team participation was associated with decreased levels of fighting, depression, cigarette smoking, marijuana use, and unhealthy weight loss practice.”
  • “There was no association between sports team participation and drinking for white female students. However, for black high school girls, sports team participation was associated with increased levels of binge drinking.”

Researchers noted that the differences in risk behavior between White and Black students who participated on a sports team may have more to do with socioeconomic status than race. And while the survey of 13,000 students provides an awesomely large data-set, the questions on the Risk Behavior Survey were often be quite general. The survey does not, for example, solicit information from students about the type of sport they played, nor the level of competition—factors that could yield more interesting and useful data.

Source: Reuters Health

pt,
jra


Ugly football

November 13, 2009

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In the wake of concerned media stories about the cognitive deficits of football players (see here and here), the WSJ asks: “Is it time to retire the football helmet?

One of the strongest arguments for banning helmets comes from the Australian Football League. While it’s a similarly rough game, the AFL never added any of the body armor Americans wear. When comparing AFL research studies and official NFL injury reports, AFL players appear to get hurt more often on the whole with things like shoulder injuries and tweaked knees. But when it comes to head injuries, the helmeted NFL players are about 25% more likely to sustain one.

On a somewhat related note, graphic designer Ken Carbone updates the three ugliest team football helmets in the NFL. Teams with “Helmets in Need” include the Washington Redskins and Tampa Bay Buccaneers, “whose visually complicated logos become a graphic mess when televised and, I imagine, even if you’re sitting on the fifty-yard line.”

The New England Patriots, according to Carbone, are the team most in need of a helmet makeover. “The Patriots’ helmet is plastered with their logo, which comes dangerously close to looking like a wind-swept John Kerry dressed up like a Minute Man. If there was ever a time to go with the obvious this is it. Why not really play the patriotic card and star and stripe the helmet?”

The result (via kottke):

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pt,
jra


Reimagining the brain

October 26, 2009

Technology Review provides an illustrated “time travel through the brain“:

Over the 100-year history of modern neuroscience, the way we think about the brain has evolved with the sophistication of the techniques available to study it. Improvements in microscope design and manufacture, together with the development of cell-staining techniques, afforded neuroscientists their first glimpse at the specialized cells that make up the nervous system. Microscopes with more magnifying power enabled them to probe nerve cells in greater detail, revealing distinct compartments. Newer techniques expose the connections between nerve cells, revealing the complex organization of the brain.

More images and history of neuroscience here.


Piano stairs

October 13, 2009