Pink tells about Paul Ekman’s research that people of different backgrounds from different countries read facial expressions in much the same way. This worldwide uniformity for reading faces could also relate to reading works of art in the same way, no matter what the person’s background is. For example, I think Edward Munch’s The Scream (1893) would be interpreted the same way no matter where someone comes from.
Pink points out that women are more hard-wired for empathy than men are, and that men are predominantly hard-wired for understanding and building systems. If this is true, then is it possible that women might make the best teachers on the lower grade levels, whereas men would make the best instructors on the upper grade levels, because younger students might need teachers with more empathy.
Testing empathy is discussed in this chapter, which motivated me to take an empathy test I found by searching for one online. Since women and men are not hard-wired the same for empathy, I thought it would be interesting to take the test both as a woman and a man. I answered the questions exactly the same on both tests, yet scored higher for empathy as a “female.” (I thought it might have been the other way, since women could be expected to score higher.) That test had a built-in bias for more empathy in women.
Monday, April 26, 2010
Saturday, April 24, 2010
Pink's A Whole New Mind Chapter Eight
Pink’s A Whole New Mind, Chapter Eight, Play
In talking about how play is important, Pink points out that that physicians “who spend at least three hours a week playing video games make about 37 percent fewer mistakes in laparoscopic surgery and perform the task 27 percent faster than their counterparts who did not play.” I was introduced to video games by my daughters. My own experience is that the games may or may not have benefited any of my abilities, but I can say the puzzle games, which are more intellectual, held my interest more than battle or racing games.
Pink also talks about how the workplace can be more productive if it is more light-hearted. I think this is especially pertinent to art subject matter, because along with the serious aspects of the objectives comes the built-in aspect of having fun.
This chapter makes me think of the phrase used when one is stressed: “If I don’t laugh I could cry.” It seems to me this type of humor or play helps to keep one healthy.
Pink points out on page 203 that “we rarely laugh alone.” This reminds me of the time when I went to see The Exorcist, expecting to experience some frightening moments. Instead, I laughed during the scary scenes because I was caught up in the laughter all around me.
I find laughter does not come to me as easily as it did when I was younger, and that I am careful who I joke around. Maybe I need to locate a laughter club such as the one Dr. Kataria created.
In talking about how play is important, Pink points out that that physicians “who spend at least three hours a week playing video games make about 37 percent fewer mistakes in laparoscopic surgery and perform the task 27 percent faster than their counterparts who did not play.” I was introduced to video games by my daughters. My own experience is that the games may or may not have benefited any of my abilities, but I can say the puzzle games, which are more intellectual, held my interest more than battle or racing games.
Pink also talks about how the workplace can be more productive if it is more light-hearted. I think this is especially pertinent to art subject matter, because along with the serious aspects of the objectives comes the built-in aspect of having fun.
This chapter makes me think of the phrase used when one is stressed: “If I don’t laugh I could cry.” It seems to me this type of humor or play helps to keep one healthy.
Pink points out on page 203 that “we rarely laugh alone.” This reminds me of the time when I went to see The Exorcist, expecting to experience some frightening moments. Instead, I laughed during the scary scenes because I was caught up in the laughter all around me.
I find laughter does not come to me as easily as it did when I was younger, and that I am careful who I joke around. Maybe I need to locate a laughter club such as the one Dr. Kataria created.
Friday, April 23, 2010
Gardner's Chapter 2
Some thoughts on Gardner’s Chapter Two, The Disciplined Mind
Gardner’s ideas in this chapter can be applied to art teaching in the following manner: In art, the disciplined mind studies, examines, and experiments to discover and/or advance a concept. The artist may endeavor to take a idea to its fullest potential, hoping not to overlook any possibilities for the concept, or want to explore the many different directions the concept may take.
I think teachers can have some influence on students’ ability to develop a disciplined mind. Teachers can help them to find the subject area, such as history, science, literature, music, or art, in which to use the disciplined mind.
Could it be that the person who has not developed a disciplined mind is the person who is without meaning or direction in his/her life?
On page 34, Gardner points out the importance of placing students in situations to determine if they have grasped or retained a concept, thereby helping them to develop disciplined minds. In my graduate psychology class, this would have been referred to as transference of knowledge. In my classes, I try I try to develop units that encourage the transference of knowledge.
At the end of this chapter, Gardner tells how Artur Rubinstein needed to practice at the piano daily to stay on top of his game, and when he didn’t his abilities suffered. Through this constant practice, he was also able to renew his craft, thus revitalizing himself. This could be said for anyone no matter the profession.
On leaving this chapter, I would like to say how my “disciplined” mind does not memorize all the information I would like it to, but at least I know where to put my fingers on the research.
Gardner’s ideas in this chapter can be applied to art teaching in the following manner: In art, the disciplined mind studies, examines, and experiments to discover and/or advance a concept. The artist may endeavor to take a idea to its fullest potential, hoping not to overlook any possibilities for the concept, or want to explore the many different directions the concept may take.
I think teachers can have some influence on students’ ability to develop a disciplined mind. Teachers can help them to find the subject area, such as history, science, literature, music, or art, in which to use the disciplined mind.
Could it be that the person who has not developed a disciplined mind is the person who is without meaning or direction in his/her life?
On page 34, Gardner points out the importance of placing students in situations to determine if they have grasped or retained a concept, thereby helping them to develop disciplined minds. In my graduate psychology class, this would have been referred to as transference of knowledge. In my classes, I try I try to develop units that encourage the transference of knowledge.
At the end of this chapter, Gardner tells how Artur Rubinstein needed to practice at the piano daily to stay on top of his game, and when he didn’t his abilities suffered. Through this constant practice, he was also able to renew his craft, thus revitalizing himself. This could be said for anyone no matter the profession.
On leaving this chapter, I would like to say how my “disciplined” mind does not memorize all the information I would like it to, but at least I know where to put my fingers on the research.
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