Podcasting and "Wiki" Cities

The idea of someone still reading from a textbook to their classes has never seemed more distant, especially with all the exciting options now before us. I'm wondering if any student has actually said how much they prefer answering the questions at the end of a chapter -- to working on a project (embedded with content) that involves some form of technology. I recently came upon Dr. Bob Houghton's (of Western Carolina University) site. There, you can find all kinds of information about the educational possibilities of podcasting and "wiki" sites.

During Global Challenge (tm), I discovered that if information is "embedded" in the larger context of something fun or interesting, it will likely be more deeply absorbed. This does not mean that we shouldn't try to make content interesting in and of itself. Educators should. The idea of surrounding content in a larger framework suggests that one cannot always download or spoon feed tons of information down a student's throat. There tends to be a natural gag reflex. Podcasting, blogging, websites and wiki sites would add an interesting dimension to this game. A couple of ideas come to mind: Students possessing the nation of Djibouti could deliver a weekly radio address on the state of their nation. For a final project, students could summarize what they learned on a blog, and on that blog could be an interview or debriefing with fellow teammates or between opossing teams.

For more information on this "emergent" style of learning, please visit The Space Between Classes, workshops and tutoring are available to interested parties.

Right Brain Thinking is the Key

Writer Dominic Basulto says: "Investors in the U.S. tech sector, take note: in a global knowledge-based economy, the company with the better talent wins." With hope, corporate CEO's will realize that better talent also means more "right brain" thinkers. In this article, Basulto refers to Daniel Pink's new book "A Whole New Mind."

The Connection Between Creativity and Mental Illness

This is excerpted from a paper I wrote while attending graduate school in Chico, CA. I thought it might be helpful to the artist out there who wants to know more about the connection between depression (and other mental illnesses) and creativity. If the findings are correct, and the "mentally ill" have so much to offer, then what does this say about the treatment of this segment of society?

Consciousness, introspection, self-awareness, and abstract thinking have no basis in scientific measurement (Swerdlow, 1995). Science, however, seems to be heading in this direction. Humans have this need for explanation, and as such, we have discovered that the planum temporale in the left hemisphere, a part of the brain associated with auditory processing, is larger in musicians than in non-musicians, and is larger still in musicians with perfect pitch. Other research indicates that van Gogh may have suffered from temporal lobe epilepsy, which triggered electrical hyperactivity of the brain (Swerdlow, 1995).

There are more recent cases which point to physiology as it effects the creative process. By the 1950’s, Howard Hughes had established himself as a filmmaker, inventor, designer, engineer, industrialist and businessman. By the 1970’s, he was said to be one of the most eccentric people in America, living in isolation, giving out strict orders to his staff on how to maintain cleanliness, once test landing a plane some five thousand times when only twenty or so was necessary, and generally living out a life of extraordinarily bizarre behaviors. Yet, no one questioned this, intervened or even insisted that he get help!! Why? Perhaps, they thought this was common for a creative genius, man of his caliber, or normal for the rich and famous to act peculiar. What we know now is that Howard Hughes was suffering from obsessive compulsive disorder (Osborne, 1998). PET scans reveal that the brain of someone suffering from obsessive compulsive disorder is overactive, particularly the section known as the caudate nucleus. The entire frontal cortex of a person with this condition literally lights up when compared to a person without the condition. The mental activity that made Hughes a great genius, was also slowly killing him.

What I have learned in my study of this disorder is that what makes some people crazy, can also make them creative, or great if they choose. Winston Churchill and Martin Luther, both great leaders in their time, suffered the effects of mental illness. Churchill had terrible depression and Martin Luther, though it wasn’t called this at the time, had obsessive compulsive disorder. Martin Luther was said to be scrupulous, literally asking for forgiveness more than twenty times a day for acts committed that day (Jamision, 1995). There is an endless list of people that I have read or heard about that suffered from mental illness and were also creative. Is there a connection?

It would be hard to imagine that there is not. The brain is acting in such a way as to stimulate thought, insight, imagination, excitement and emotion. What we do not manifest into some creative outlet is likely to take its toll in another equally profound way. A few years ago, I had a conversation with a doctor concerning his son and his son’s outrageous, counter productive behavior in my classroom. When we discussed the possible reasons, his answer was that his son acted this way, not because he meant any harm or disrespect, but because “his brain required it.” Acting out, creating, being weird, whatever we wish to call it is really the brain’s way of achieving the balance it needs.

Edward O. Wilson, in Consilience, discusses this very notion on the section involving dreaming. He reports that in a dream state, the person is really insane. What he means is that these images, thoughts, impulses, if occurring during a cognizant, awake state would classify any of us as insane. What is going on during one of these states is interesting. The amines that the brain normally produces – such as norepinephrine and serotonin run low. Wilson suggests that the brain, in a dream state, is compensating for low levels of these chemicals by producing fantastic images. Take this a step further and one can see why artists and creative people tend to be so depressed. They too are compensating. They want so badly to get out of this state and the only option is a creation of their own doing, something so amazing that it literally alters their brain chemistry! It would naturally follow that the deeper one feels depression the more creative they are apt to be. The "normal" nine-to-five crowd, to some, is uninspiring and unimaginative. Well, they don’t need to be. Their brains do not require it.

Julia Cameron (1992), in the Artist’s way, confirms this, though in a less scientific way. She says, that our brightest ideas are often “proceeded by a gestation period that is inferior, murky, and completely necessary.” People seeking to reach that perfect state of creativity toy with these brain levels, trying to find the perfect amount of sadness or joy or whatever emotion will propel their project to great heights of pure creativity. When such levels are insufficient, they turn to exercise, thrill seeking, or worse, coffee, tobacco, alcohol and worse yet, drugs. It is really a never ending battle for the perfect state of being, and the perfect state of creative contribution.

Spalding Gray (1985) writes about this in his cult classic, Swimming to Cambodia. As an actor in the movie The Killing Fields, he swore not to leave Thailand until he had achieved what he called the “perfect moment.” To paraphrase, the perfect moment was to him, that moment when everything came together, producing an amazing experience (Gray, 1985). This was the experience that one would remember most, the experience that would define the journey, the one to tell family and friends about. For Michael Jordan, it was important to leave basketball at the peak of his game, probably in a moment not too different from what Gray was writing about. Jordan, was in effect, the writer of the play on his life. As director, why not make it dramatic, thrilling, emotional, or even perfect?

Does this have implications for education? Without a doubt it does. Here we are, teachers directing students, literally taking away their control, their ability to form personal meaning and imposing, almost forcing content down their throats. Yet, we somehow expect them to learn from this?! Eric Jensen’s (1998) research in Teaching with the Brain in Mind would probably caution against this, noting that “emotion helps reason to focus the mind and set priorities. Many researchers now believe that emotion and reason are not opposites. For example, our logical side says, ‘set a goal.’ But only our emotions get us passionate enough even to care enough to act on that goal.” (Daniel Goleman, 1995) argues that emotions are equally important to basic logic when making a decision. Perhaps the answer to this is to allow the students more control in decision making, in personal choice making, not just at home but at school.

Disco Dave, the Freight Train and the Church

The week starts with anger over what was to be a beautiful concert. Imagine a full choir and orchestra playing beautiful music by Brahms and Beethoven in a cathedral. Everyone – a professional in attitude and appearance, ready to inspire and be inspired. Minds open, focused and ready to perform. Because of the sensitive acoustics of the church, every sound is amplified, so we will have to be careful and thoughtful with our volume. Then, the sound begins. Not the sound of the choir – not the sound of the delicate oboe, nor that of the violins, brass or soloists. The sound is that of a man in the pews whispering into his wife’s ear. He’s sitting there, one row removed from the French Horns (where I’m sitting) with his arm wrapped around his wife, not unlike a teenager in the back seat of a Plymouth Fury. His shirt, I noticed, was unbuttoned at least one button too many. Maybe they were going to a disco contest after leaving the church. “Get a room,” crossed my mind.

I thought, well, that’s nice, I can hear this guy, but I’m sure he’ll stop. I should also note that he’s within my peripheral vision, so in between the whispers, I can see him looking at his watch! Is he commenting on everything he hears? If he is, how can he listen in order to have things to comment on if he’s always talking? Well, then it must be about personal matters. “Honey, did you pay the Capitol One bill?” If it was consistent, like at the beginning and end of the piece, I could work that into the program mentally. But, it’s sporadic and the unique sound he’s producing is cutting through the music. The sound is unlike any of the instruments and voices and is starting to sound like a freight train to me. There’s a freight train running through this beautiful church! My concentration is off and I’m starting to get angry. I’m going to walk over to him any minute now. I’m going to tell the conductor to stop the concert. I’m going to walk over to this man and give him my horn, and ask him to help out, because I can’t concentrate! To paraphrase the commedian’s response to a heckler, “Sir, this is what we do. It’s what we enjoy. I don’t go over to State Farm or wherever you work, with a wooden ladle and a bowl of marbles, and mix them around while you’re working, do I!?” Imagine me going over to your desk at State Farm with my fictitious wife, Bunny. I’m dressed in, I don’t know, a spandex body suit, and with Bunny next to me, I stir the bucket of marbles every thirty seconds while you’re trying to conclude a transaction on hail damage. Psychologically, that might inflict the same kind of damage.

The second half starts, disco Dave, is back with his wife, the music begins, and ladies and gentleman, please open the church door and let the freight train back in again. It starts, and it cuts, sporadically, through every piece of music, all the way to the end.
There’s been a slight change in tonight’s program. In addition to the beautiful requiems, we would now like to add Marble Mixing in B flat major for wooden ladle, bowl of marbles and pan flute followed by Freight Train in G Minor, performed by Union Pacific railway and chamber orchestra. There’s a reason I don’t carry a sledge hammer. I relayed the story to my brother, who told me about Isaac Stern who performed in Sacramento a number of years back. In the middle of his concert, the popcorn eating and conversation got a little too loud for his taste - only he did not continue. He stopped and walked out, never to return again. What my band director in college used to say now makes perfect sense. The director told our wind ensemble to be quiet, because we begin in silence. After all, the painter would not begin painting his masterpiece on a smudged canvas, would he? A few years back, I would not have understood what Mr. Stern did that night in Sacramento, but it is now clear as dead silence is to me.

Has anyone seen my stem cells?

Dear Best and the Brightest,

Well, a couple of days have now gone by since camp, and I've learned that there are things in the world besides stem cells. And you have to admit, is there really anything quite as nice as a “pluripotent” stem cell? Sure there's the adult stem cells, bone marrow and the possibilities of umbilical cords, but can we ever match the potential of the embryonic stem cell? Ah, but you say what of tampering with the creation of life, and I say excellent thinking, but what of the cells that get thrown out from the IVF clinics? My question is, where do they put them... you know, when they throw them out.... "say Jim, did you throw out the old bag of embryonic stem cells?” Answer: “No Irwin, trash day isn't until Thursday.” I mean, how does it happen? And speaking of the unknown, we’ve all heard of Milk of Magnesia. Do other things come from “Magnesia?” Can I get this in juice form, as in “juice of magnesia?” Maybe there’s a sandwich, like the “Chicken of Magnesia Sandwich.”

But, back to stem cells for a minute. Maybe we could have taken a filed trip to the nearest IVF clinic and asked the kind folks in the white lab coats how this really happens. You see, instead of having all the answers now, what we do have is much better questions, and that was the whole point. In the course of one very excellent week, we discovered the middle ground, which is all but lost in American politics and culture. The credit goes to you for your excellent analyses and discussion. I'm really proud of the progress everyone made during the week – to be able to learn the mechanics of formal debate and examine and form opinions about a complex scientific topic in one week is simply amazing!

I'm interested in getting your thoughts and opinions about camp, learning and the world, which is why I set up this blog. Please post your thoughts at this site. The blog is an empowering place, so get your ideas out there and the world can know that you have something to say too.

Though you came from different places in the world with different backgrounds and cultures, not a hateful word (to my knowledge) was spoken all week long. Thanks for your open mindedness. Thanks also for an inspiring week. Collectively, you have the brainpower to make great contributions and changes in the world.

Lee

p.s. I don't know yet, legally, if I'm allowed to offer any courses and private instruction to you (for those interested). There was some talk of doing this, but I'll have to find out first. When I do, I'll let you know.

What is Consilience?

Note: This is excerpted from a paper I wrote for EDTE 290 (Seminar for Culminating Experience, Dr. Kit Newman, California State University, Sacramento) Summary and Analysis of Consilience, by Edward O. Wilson.

In Chapter two of the book Consilience, biologist Edward O. Wilson explained the concept of the term “consilience” and proposed how we might begin to merge fields of study. According to Wilson, William Whewell first used the term in The Philosophy of the Inductive Sciences in 1840 and explained it as a “ ‘ jumping together’ of knowledge by the linking of facts and fact-based theory across disciplines to create a common groundwork of explanation.” Wilson went on to explain how we can make use of this philosophy to solve some of our current problems such as ethnic conflict, arms escalation, overpopulation, abortion, the environment and poverty. He proposed that we could better solve these problems by “integrating knowledge from the natural sciences with that of the social sciences and humanities.” By taking this approach Wilson said diversity and depth of knowledge will increase and that “order, not chaos, lies beyond the horizon.”

Wilson won the Pulitzer Prize twice for his books On Human Nature (1978) and The Ants (1990, with Bert Holldobler) and has been a teacher at Harvard University. Consilience was both praised and highly critiqued when it was published in 1999. Using Wilson and others as my guide, I propose that education can thrive on the “edge of chaos” (Wilson, p. 97). The classroom is, after all, an unpredictable environment, where agents of change and disruption threaten to overturn the imposing order at any given time. A student mood swing, an ADHD outburst, a students day dream, a drug problem, a recent fight at the school, overcoming peer pressure, distraction from noise, fluorescent lighting, confusion over subject matter, pressure to meet district and school standards all threaten to interrupt order, goals and academic progress.

My argument is that chaos theory, consilience and emergent behavior can be used in the creative problem solving process. We can tap into this energy, and acting as a catalyst, put this organism into motion. Like the sending of an e-mail message, we write and structure it, and with the push of a button, send it on its way. Though there is a lot of activity there – the working of the computer, the use of language, the Internet, electricity, binary code, web servers, URLs, etc., the e-mail is sent and finds its recipient in seconds – making its way through the maze of cyberspace in what seems to be a miracle.

Bloom, back in the 1950’s, would have probably agreed that the structured regurgitation of information may give us temporary order. But, in the long run, we end up producing automatons. Instead, I would argue, as Wilson does, that we begin to merge fields of study together, learn what we can from this new synthesis and apparent disorder, so that we can solve larger problems.

For example, we create a problem based class, and look to student creativity to solve seemingly complex problems. As I will submit later, Global Challenge – a game-based learning program for world history – is one such way to put these theories into action. This is to say that, whether Wilson realized this at the time or not, he is suggesting or supporting some concepts that are very relevant to primary and secondary education. Often in his book, he uses the terms “conceptual unity,” the “communal mind,” and “microcosm” to explain his view of how things should come together. Later, he tackles the difficult topic of complexity or chaos theory. Further on, I will show how these theories should be connected to educational design.

This is just a starting point and a way to get the discussion going. More to come on this topic later.

Wilson, Edward O. Consilience: The Unity of Knowledge. New York: Vintage Books, a division of Random House, Inc., 1999.

From the second introductory page to the book: (condensed and paraphrased) Wilson received his B.S. and M.S. in biology from the University of Alabama and , in 1955, his Ph.D. in biology from Harvard. He is the winner of the 1977 National Medal of Science, the Crafoord Prize from the Royal Swedish Academy of Sciences (1990), the International Prize for Biology from Japan (1993), the Gold Medal of the Worldwide Fund for Nature (1990) and the Audobon Medal of the National Audubon Society (1995).

Mixed Groups and Creativity

This is a paper I wrote for a graduate class at CSUS. Looking back on it, I realize this has implications for many things outside of just education or corporate settings. You could say we are an innovative nation despite our current polarization. I think this essay supports further research in chaos theory as it applies to education and other organizations.

Article Summary One
by Lee Chazen

for ED 250
Educational Research
Dr. Z. Davis
California State University, Sacramento


Team Performance and Satisfaction:
A Link to Cognitive Style Within a Process Framework
Min Basadur, Milena Head
Journal of Creative Behavior, Volume 35, Number 4 Fourth Quarter 2001

As a graduate student and developer of curriculum, I was interested to learn more about classroom and group dynamics. In particular, I hoped to find out more about how groups and individuals behaved based on configuration and program structure. The article in question addresses the need to understand this framework in a corporate setting. The rationale for the study was to see if heterogeneous teams, based upon different cognitive styles, produced more creative results when compared to a homogeneous grouping.

The study "investigates a different basis for creating diverse teams for improved performance. Rather than blending different personality types, the focus is on blending different cognitive problem solving process styles." The rationale, then, is clear and easy to understand. How do we structure better performing teams? With so much in our society (schools, corporations, organizations) dependent on group performance, a study of this sort seems timely and relevant.

The authors set out to find whether or not there was a "magical mix" of team members. Specifically, the experiment examined different configurations of groups - dividing MBA students into 49 teams of four members each. Teams were split into heterogeneous, widely dispersed groups (on one end of the spectrum) to homogeneous with three cognitive styles completely missing (on the other). In every category of assessment, it was determined that the heterogeneous team satisfaction was the lowest, but the hypothesis was proven correct: that the heterogeneous blend of Cognitive Problem Solving (CPS) performed better than the more homogeneous group.

The product produced by each team was evaluated using four criteria and rated by independent judges. An average was then created or calculated for this variable. The result was that "mean scores generally increased as teams became more heterogeneous."

The study was interesting, thorough and substantive. There are implications for organizations, corporations and educators. As I was reading this, the phrase "friction makes the pearl," came to mind. Though it is sometimes more difficult to work in a diverse group, the results can be so much more creative and thorough. The nature of democracy, for example, can pit many groups against each other (as in the case of Democrats and Republicans) and though it takes work to reach a consensus, that final conclusion is an interesting, synthetic, well-intentioned outcome.

The authors point out that a larger study of this type is needed, but this first step shows some interesting trends.