Tag unlearning

On Deep Learning, Transformative Change & Rethinking Bad Habits …*

On Deep Learning, Transformative Change & Rethinking Bad Habits ...*  | rethinked.org - Photograph: Elsa Fridman

Long time readers may remember Friday Link Fests of past, in which I curated links to some of the most intriguing things I had read, watched or seen that week. I’m thinking of bringing it back for 2015 but this time I’d like to experiment with some intriguing ways to pair and contrast the content instead of just sharing it in a list. What do you think? Any suggestions on how to do that well? Let me know * 

 

“We must always change, renew, rejuvenate ourselves, otherwise we harden.”

–Johann Wolfgang von Goethe ( 23 Powerful Quotes To Inspire A Successful Year)

{ OUTSOURCING COGNITIVE CONTROL TO THE ENVIRONMENT — WHAT IT MEANS FOR OUR ABILITY TO MULTITASK AND CHANGE OUR HABITS }

This week I read two articles–one about multitasking and the other about changing habits–which both dealt with the outsourcing of cognitive control to our environments when faced with repetitive tasks and behaviors. I enjoyed the contrast between the two lenses through which this tendency to offload cognitive demand can be a positive thing (it helps to make multitasking slightly less inefficient) and how it can be a highly detrimental thing (it can keep us stuck in bad habits).

– – – 

What Heroin Addiction Tells Us About Changing Bad Habits is that roughly 45 percent of what we do each day, we do “in the same environment and is repeated.” This is a problem because:

“People, when they perform a behavior a lot — especially in the same environment, same sort of physical setting — outsource the control of the behavior to the environment.”

So we stop making choices and react to environmental cues, like sitting on the couch at the end of the day, getting on Netflix, and reaching for the pint of ice cream without really thinking about whether or not we even want ice cream.

“To battle bad behaviors then, one answer is to disrupt the environment in some way. Even small changes can help — like eating the ice cream with your nondominant hand. What this does is disrupt the learned body sequence that’s driving the behavior, which allows your conscious mind to come back online and reassert control.”

– – – 

Consistently performing actions and behaviors in similar environments does have an upside however, especially when it comes to multitasking. While multitasking is counterproductive and should be avoided, it can be rendered more useful if you “practice multitasking when you learn it in the first place.” In The Curious Science of When Multitasking Works, Walter Frick reports on a new study published in Psychological Science, which shows that consistent context matters in our ability to multitask well:

“These results suggest the possibility that our ability to juggle tasks and recall information depends on the context in which we learned those things in the first place.”

*

{ THE NEED TO CULTIVATE A GROWTH MINDSET & EMBRACE VULNERABILITY TO ACHIEVE DEEP LEARNING & AUTHENTIC GROWTH  }

“Learning is fundamentally an act of vulnerability. It is an acknowledgement that what one knows is not sufficient, and that new information and new thinking about that information is needed.”

So starts Jal Mehta’s article on Education WeekUnlearning Is Critical for Deep Learning. Across industries, from the boardroom to the classroom, we are becoming increasingly aware of the discomfort dimension of learning and the need to cultivate a growth mindset to transcend this discomfort and push through to achieve deep learning and transformative change.

“At the end of the day, the factors that facilitate unlearning are the same qualities that mark good organizations and good teaching environments: psychological safety, the normalization of failure, the recognition that rethinking core assumptions is critical for significant improvement, and the development of challenging, rigorous, but supportive communities that help people do this kind of learning. If school leaders organize their schools with the explicit intent of creating these kinds of environments for students, it will be much easier to do the same kind of learning with the adults (and vice versa). And if districts and states can fight their usual instincts to apply pressure and seek immediate results, and instead create the space for schools to do the kind of experimentation, unlearning, and re-learning that significant change entails, they will be more likely to see the kinds of qualitative change in teaching and learning that they seek.”

– – – 

Meanwhile on Harvard Business Review, Herminia Ibarra reminds us that You’re Never Too Experienced to Fake It Till You Learn It. While the idea of “faking it” may seem inauthentic to some, depending on one’s appraisal of identity,  it is a key learning strategy with tangible benefits.

“By definition, transformative learning starts with unnatural and often superficial behaviors. When we are working at improving our game, a clear and firm sense of self is a compass. It helps us navigate choices and work toward our goals. But when we are looking to change our game, a rigid understanding of authenticity is an anchor that keeps us from sailing forth. By viewing ourselves as works in progress, we multiply our capacity to learn, avoid being pigeonholed, and ultimately become better leaders. We’re never too experienced to fake it till we learn it.”

– – – 

Finally, in From the Editor: In Praise of Humility, Martha E. Mangelsdorf concludes her introduction of the MIT Sloan Management Review Winter 2015 edition of the magazine–which focuses on articles urging us to stay open and aware of what we don’t know–by reminding us:

“Awareness of our human frailties and fallibility shouldn’t discourage us. Instead, being aware of our own limitations creates opportunities to learn, to experiment, to change — and to improve.”

And to conclude this week’s Friday Link Fest, this wise, adorable and important PSA on domestic violence from Italian media company Fanpage.it.

Source: These Boys Are Told To Slap Some “Pretty Girls.” Here’s What They Do Instead. via GOOD, published January 7, 2015

Ben Casnocha on The Disconnect Between School As An Individual Game & Life As A Team Game …*

Ben Casnocha on The Disconnect Between School As An Individual Game & Life As A Team Game ...*

Couldn’t agree more with Ben Casnocha’s dead on insight about one of the biggest disconnects between “school-life” and “real” life and the negative impact it creates. How might we rethink * the “framework of how to be successful” that we teach in schools?

“When I meet with really successful professionals, they frequently reflect on this disconnect: in school they thought it was an individual game, in life they realize it’s a team game, and team games require skills they never developed in school.

[ … ] 

And it turns out, memorizing organic chemistry formulas was a whole lot easier than learning to read a room, interpreting human motivations, and building teams who will follow you.

When reflecting on how the education system does or does not prepare students, we should pay special attention not just to areas where school under-prepares students for the real world (more statistics! more engineering!), but where school actively misprepares. Where an entire framework of “how to be successful” has to be unlearned and replaced by something else. These are the most consequential breakage points in formal schooling.” – Ben Casnocha

Source: Loners Can Win At School. They Can’t In The Real World. via LinkedIn, published February 4, 2014

{ Creative Confidence } Shantell Martin on How Unlearning Is Harder Than Learning …*

{ Creative Confidence } Shantell Martin on How Unlearning Is Harder Than Learning ...*  | rethinked.org

“If you ask a kid, ‘Can you draw?’ They answer, ‘Yeah, of course. Where are the pens?’ But if you ask an adult, they often say ‘Oh, no. I can’t draw.’ or, ‘I can only draw stick men.’ Through this infrastructure that we call the school system, or just the social system, we’ve trained creativity out of people. When you’re a kid, and if you can’t draw a house that looks like a house, then you fail. If you can’t draw a person that looks like a person, you fail. All those kids that had a crazy imagination, that were doing their own creative thing, and had their own unique style, they’re told ‘You fail, you fail, you fail.’”

“We all have that voice inside that says, ‘You can’t do that.’ And you have to overpower that voice. It’s definitely about patience and confidence. Unlearning is harder than learning.” -Shantell Martin 

Source: Shantell Martin: Why Being An Artist Is Fundamentally About Hard Work via PSFK, published January

“You’re not going to know what you’ll draw until it’s done” ~ Robert Rodriguez On the Creative Process…*

"You’re not going to know what you’ll draw until it’s done" ~ Roberto Rodriguez On the Creative Process...*

 

“Naturally kids just create. But as they’ve gotten older, I’ve had to teach my kids how to be kids again, and it works wonders for them to hear it. As a kid, you don’t know anything–you don’t have to know anything. You just have to start. As you get older you start to think, What if I fail? What if I can’t do it? So you reteach them what they already know: You don’t have to do anything. Just show up. You’re not going to know what you’ll draw until it’s done. All you have to do is show up with a pen in your hand and a blank piece of paper. But unless you pick up the pen and start, it’s not going to come to you. You’re not going to just dream it up. You have to start the process.” – Robert Rodriguez

[Source] Robert Rodriguez On Creative Action: “You Don’t Have To Know Anything; You Just Have to Start. via FastCo.Create, published March 21, 2013.

%d bloggers like this: