According to Daniel Pink's description of his fourth sense "Empathy", empathetic individuals are successfully able to visualize the problems or triumphs encountered by other people. Feeling "with" someone is defiantly not one sense I would consider myself proficient in. The chapter is introduced with a story describing the turmoil confronted by Daniel Pink; the objective was to generate yawning on the reader’s behalf by vividly describing the process continuously. Apparently, the book thinks I don't encompass a "natural sense of Empathy" because throughout the whole description, my mouth remained dormant. I guess another conclusion resembling my last in "symphony" can be made; empathy, like symphony is too abstract for me to comprehend fully. Some days, I am perfectly capable of visualizing how a person feels internally, but on most occasions, this goal is not met. The world is comprised of a majority of left- brained thinkers; this is precisely why aptitudes similar to empathy are in such great demand and can't be outsourced or automated. Even though I would not consider myself empathetic to a substantial degree, some instances which involve the utilization of empathetic qualities do assist me in achieving understanding. For example, my history class is currently exploring the Japanese WWII era horror practices; today, a video presentation, compiled by my teacher (Mrs. Crosby) interviewed surviving victims of Japanese cruelty. After the Manchurian province of China was overwhelmed by Japanese forces in 1937, the Chinese civilian population became subject to inhumane, cruel processes; the remaining people who initially received such treatment were invited to recollect their experiences on camera. I distinctly remember one woman recounting her ordeal; the story itself was frightening and provoked my sense of empathy. I could actually visualize what was happening to the woman through her own eyes; other accounts of soldiers' experiences in Operation Overlord also generated similar feelings, thus again provoking my “uncooperative” sense of empathy. Before I witnessed the film and read other accounts of soldiers, WWII and other emotionally inclined subjects were simply a regurgitation of facts with no poignant value whatsoever. 10,000 Americans perished on D- Day; it was simply a fact, the emotional value arrived at the encounter of descriptions recalling a man exploding, a man crying, a man helplessly dying on the unforgiving beach, and other related material. Empathy has truly aided in my quest to understand material in depth, not simply facts, but also emotion.
Overall, empathetic approaches on information have had lasting impressions in my memory. I comprehend the material a lot more in depth with the addition of empathy into the spectrum. The modern world is not solely structured upon information; today conception has claimed dominance and what better way to support this new change than to empathize?
Tuesday, February 5, 2008
Wednesday, January 30, 2008
Daniel Pink's Question
After emailing Mr. pink, a response was recieved: i wonder if somewhere in this process you could pose a question to your students. it's one i've been pondering, but my hunch is that your students will have more interesting answers than i could summon myself. the question would be something like this: If you had to create a new school -- or reform your current school -- so that it better develops the six senses, what one or two things would you do?don't want to throw you off your lesson plan, but i'd love to hear how the young women and men of arapahoe would respond that one. maybe we could talk a little about it during our live blogging or some other venue?thanks again for your great work.cheers,dan
In response to this question, I would have to say that Arapahoe is striving towards utility, but some improvements could be formulated. For instance I can retain information better when a story is used to convey a message. Maybe it would prove beneficial to students such as myself if teachers could reform teaching methods to incorporate more story in the sense that retention rates might escalate, possibly significantly! Our school is good, but sometimes memorization can not be completed effectively without some helpful aid.
In response to this question, I would have to say that Arapahoe is striving towards utility, but some improvements could be formulated. For instance I can retain information better when a story is used to convey a message. Maybe it would prove beneficial to students such as myself if teachers could reform teaching methods to incorporate more story in the sense that retention rates might escalate, possibly significantly! Our school is good, but sometimes memorization can not be completed effectively without some helpful aid.
Tuesday, January 29, 2008
PLJ Portfolio- Symphony
Daniel Pink's sixth chronicle to his book "A Whole New Mind", "Symphony" essentially describes how realizing the holistic nature of things is and will become increasingly more important as time progresses. reform is inevitable; deciphering between the routine and normal is creativity, abstract natures, and the ability to combine deceivingly unrelated material into a holistic being. This is symphony; recognizing patterns, grouping material, and interpreting the holistic image. Symphony is increasing in value every day, and its all due to its nature, difference; it can't be automated, outsourced, and demand is very high in this field, for aptitudes such as these are generally rare. In order to better develop my sense of symphony, Daniel Pink has compiled a set of exercised designed for that sole purpose. The one I plan to complete is titled "Look for negative Spaces"; in this activity, the reader is required to locate significance in "negative spaces" or in other terms, the insignificant part. Negative space can be defined as space between space; its the seemingly unimportant aspect of a picture that is commonly overlooked. This phenomenon is justified in the sense that the majority of people can't comprehend symphonic qualities; the holistic image can't be grasped. That's precisely why demand is staggeringly high, aptitudes similar to symphony are not encountered often.
Back to the exercise, I was instructed to look at a Hershey logo topping off a candy wrapper. There was a certain "negative" space in the picture, but after ten minutes, I still was unable to locate the hidden image. Finally, I asked my more holistically inclined friends and found it in a second; the cumbersome picture was a simple triangle resembling a Hershey kiss. It was found between the K and the I and was pretty cool when realized.
This whole exercise demonstrates and specifically spells out my incapability to be symphonic. When compared to the world primarily consisting of left brainers, the significance and value of symphony is stressed. In order to be successful in the impending future, one must be different, holistic, and symphonic; people who can effectively utilize their right brained capabilities will obviously prevail.
Back to the exercise, I was instructed to look at a Hershey logo topping off a candy wrapper. There was a certain "negative" space in the picture, but after ten minutes, I still was unable to locate the hidden image. Finally, I asked my more holistically inclined friends and found it in a second; the cumbersome picture was a simple triangle resembling a Hershey kiss. It was found between the K and the I and was pretty cool when realized.
This whole exercise demonstrates and specifically spells out my incapability to be symphonic. When compared to the world primarily consisting of left brainers, the significance and value of symphony is stressed. In order to be successful in the impending future, one must be different, holistic, and symphonic; people who can effectively utilize their right brained capabilities will obviously prevail.
Monday, January 28, 2008
PLJ relating to class/ change in learning- Symphony
Within the confines of Daniel Pink's book, "A Whole New Mind", a chapter conveying a message hard for "specific" people like me to comprehend exists. The message is reform, reform in the form of adopting the aptitude of symphony. Essentially, symphony is defined as recognizing patterns, relating, and piecing together seemingly unrelated material. For logically inclined people like myself, synthesis is something I simply can't grasp, the analytical perspective is a great deal simpler for me to comprehend. I can't abide by these rules, I can't visualize the holistic image, it's too abstract. I guess this is precisely the reason symphonic ability has reached such a demand, it's all due to it's rare nature; it can't be automated or outsourced and it's defiantly not abundant! For these reasons, Daniel Pink references symphony as a vital aspect of life in a whole new world.
Pondering the question of symphony and where it can be found; math would be a reasonable place to begin. As an example, my Algebra 2 honors class is in the midst of exploring "factoring" and "operating with complex fractions". The reason this demonstrates symphony is because the deceivingly unrelated topics actually are combined in some instances to solve a whole equation/ problem. For example, a couple days previously, our class was assigned a hearty list of math problems to solve using the two techniques above. The equations generally constituted a certain resemblance towards each other, so the model would go like this: The numerator has a polynomial (most commonly a trinomial) and the denominator is occupied by another; this fraction is then added, subtracted, divided, or multiplied by the precursor. The objective is to factor the numerators and denominators and then operate on the product resulting in a simplified answer equivalent to the initial expression. The process I have just described involves the usage of the two seemingly isolated concepts combined together in a holistic way to reach a common goal.
Before I was introduced to symphonic concepts like the one described above, I was a strict left brain thinker in response to math questions. I had always perceived math to be a two dimensional field, you complete the problem this way or that, no exceptions. Now, I realize that math is undoubtedly a complex right brained activity as well; a problem is not solved strictly by logic and memorization, the success or failure to answer correctly is a product of right brained thinking. The problem must be analysed, but also synthesized; a student needs to determine which procedure to use when solving equations, a right brained activity. Every problem differs, so each should be confronted differently (thus requiring right brained capabilities). Also, as discussed above, math can also require the solver to think abstractly, especially when combining two techniques to produce a whole new one. Symphony plays a very important role in every subject, even traditionally logical and linear subjects such as math and science still rely on support from the right brained symphony. Because of symphony and holistic approaches on problems, I am capable of much more, not just adding and subtracting!
Pondering the question of symphony and where it can be found; math would be a reasonable place to begin. As an example, my Algebra 2 honors class is in the midst of exploring "factoring" and "operating with complex fractions". The reason this demonstrates symphony is because the deceivingly unrelated topics actually are combined in some instances to solve a whole equation/ problem. For example, a couple days previously, our class was assigned a hearty list of math problems to solve using the two techniques above. The equations generally constituted a certain resemblance towards each other, so the model would go like this: The numerator has a polynomial (most commonly a trinomial) and the denominator is occupied by another; this fraction is then added, subtracted, divided, or multiplied by the precursor. The objective is to factor the numerators and denominators and then operate on the product resulting in a simplified answer equivalent to the initial expression. The process I have just described involves the usage of the two seemingly isolated concepts combined together in a holistic way to reach a common goal.
Before I was introduced to symphonic concepts like the one described above, I was a strict left brain thinker in response to math questions. I had always perceived math to be a two dimensional field, you complete the problem this way or that, no exceptions. Now, I realize that math is undoubtedly a complex right brained activity as well; a problem is not solved strictly by logic and memorization, the success or failure to answer correctly is a product of right brained thinking. The problem must be analysed, but also synthesized; a student needs to determine which procedure to use when solving equations, a right brained activity. Every problem differs, so each should be confronted differently (thus requiring right brained capabilities). Also, as discussed above, math can also require the solver to think abstractly, especially when combining two techniques to produce a whole new one. Symphony plays a very important role in every subject, even traditionally logical and linear subjects such as math and science still rely on support from the right brained symphony. Because of symphony and holistic approaches on problems, I am capable of much more, not just adding and subtracting!
Thursday, January 24, 2008
Tuesday, January 22, 2008
PLJ Relating to the classroom/ change in learning- story
The chapter "story" composed by Daniel pink in his book "A Whole New Mind" stresses the amplification of a storey's impact as time progresses. Pink believes that story is essential to achieving success in the future and will unquestionably impact our not so distant futuristic lives. Now, after completing the reading portion of the assignment, I am instructed to relate story to a class I am presently attending and reflect on how story has aided in my transformation of learning in that selected class. As a course, I will choose my biology class (second hour, Mr. Craig). After analyzing the semester so far, I recall Mr. Craig's teaching methods and will present them now. As discussed in my last post, story is significantly more attractive in the sense that for a majority of people, story is more informative, connectible, and applicable than conventional methods. Biology poses a great example of how story affects my learning; presently, my class is in the midst of exploring the basic principals of viruses and bacteria. In order to compliment our understanding of the material, Mr. Craig displayed a video in class telling a story of a man suffering from a viral infection. The video was ultimately a success because it demonstrated how the body reacts physically (only something story could show)- not simply why or which method an antibody will use to counter an invasion. This deemed the lesson surprisingly informative in the sense that I could actually visualize what would happen to the victim of for example, AIDS or SMALL POX . Now, I can comprehend the entire spectrum, not simply the microscopic level only text books are capable of displaying.
The reality is that most people aren't ever going to pursue a career in biology; understanding the symptoms and physical stress can sometimes be more informative than the electron microscope itself! This feat can be partially accomplished with a textbook describing the many complex processes the body executes on an invader, but for a majority of people, recognizing the symptoms and visible reactions can be ten times more beneficial, and that's where story is useful.
Before I witnessed the film, I thought in the second dimension about bacteria and viruses. Now that I have been introduced to the second aspect of the whole ordeal, I am a complete three dimensional thinker when the topic of viruses and bacteria arises.
The film was effective, more so than the traditional and extremely analytical point the textbook and lectures have adopted; the reason for its effectiveness can be justified by its simple nature. It was a story. Stories are effective because they have strode the boundary between practicality and its opposite; they have opened my eyes to the possibilities not just a one sided deal and have complimented my learning far more than any lecture could through their ability to connect with the witness.
Analyzing my learning as a whole, I can safely assume that I comprehend material and retain it easier when a story is used to convey information. For example, the unit prior to this current one was structured upon the theories of evolution. That unit did not comprise of a "story day" like in this current unit; the evolution test emerged and proved to have not been completed as well as the bacteria/ virus chapter. Essentially, I achieved a better score on the microorganism exam because of visual concepts. For this reason, I hope that Mr. Craig and all my other teachers will utilize the power which is the story in future lessons!
The reality is that most people aren't ever going to pursue a career in biology; understanding the symptoms and physical stress can sometimes be more informative than the electron microscope itself! This feat can be partially accomplished with a textbook describing the many complex processes the body executes on an invader, but for a majority of people, recognizing the symptoms and visible reactions can be ten times more beneficial, and that's where story is useful.
Before I witnessed the film, I thought in the second dimension about bacteria and viruses. Now that I have been introduced to the second aspect of the whole ordeal, I am a complete three dimensional thinker when the topic of viruses and bacteria arises.
The film was effective, more so than the traditional and extremely analytical point the textbook and lectures have adopted; the reason for its effectiveness can be justified by its simple nature. It was a story. Stories are effective because they have strode the boundary between practicality and its opposite; they have opened my eyes to the possibilities not just a one sided deal and have complimented my learning far more than any lecture could through their ability to connect with the witness.
Analyzing my learning as a whole, I can safely assume that I comprehend material and retain it easier when a story is used to convey information. For example, the unit prior to this current one was structured upon the theories of evolution. That unit did not comprise of a "story day" like in this current unit; the evolution test emerged and proved to have not been completed as well as the bacteria/ virus chapter. Essentially, I achieved a better score on the microorganism exam because of visual concepts. For this reason, I hope that Mr. Craig and all my other teachers will utilize the power which is the story in future lessons!
PLJ Portfolio/ Description- Story
After browsing the portfolio section residing at the end of the chapter "story" in Daniel Pink's novel "A Whole New Mind", I choose to respond to the activity titled "Write a Mini- Saga". The description stated that story is prevalent in our society and to underscore its significance, the reader must experience the thrill and addictive nature of composing a mini- saga. A mini- saga is simply a short story condensed down to a mere 50 words. It is only considered a mini- saga if the 50 word mark is encountered exactly- no more or less! Now, here's my mini- saga:
It was a cold winter night and the old man slept as though he had never before. The wind howled and the lantern positioned next to my vigilant face flickered. Suddenly, the door fell and men rushed in; they dressed in white with sinister hoods. "Don't let them take me!" cried the old man.
The story I have just conveyed has a message. And what better way to express this through story; like Daniel Pink said, "If a picture is worth a thousand words, a story is worth ten thousand".
Pink's entire chapter "story" is centered around the idea that story is so much more understandable, connectible, and applicable when compared to sheer factual information. Because of this, the future will undoubtedly select the masters of story telling as the successors of tomorrow. This phenomenon can be understood with an example. A text book manufacturing company conceives a book that is factually accurate and resourceful as well. A competitor is also interested in the same field, yet the second company manufactures a textbook with personal stories used to effectively convey a message emotionally compelling and attractive to the reader. Which would a customer purchase, a text book describing the KKK (as referenced earlier in the mini- saga) and their influence in America, or a personal narrative emphasizing the evil that was the Ku Klux Klan? Obviously, the customer would purchase the latter, even though the first conveyed the message, the second did it effectively. Now, the reader will truly and wholeheartedly understand the material and not simply the facts. Another example underscoring how decisive story will be in the success rate of the impending future would be one of a car pamphlet. The pamphlet that best describes the car in a fashionable sense will obviously be selected. The customer does not yearn for specifications, among with include gas mileage, material of composition, and such, but they do long for a personal description of the car, not simply facts. Essentially, the pamphlet promoting a car will undoubtedly earn more money if the description includes a personal review. Today, everything is already functional, now its design in the form of story is what deciphers between a winning and loosing product. The United States has evolved to the point where utility (specifications and a standard "description" of the vehicle) is only secondary to significance (personal experiences associated with the product and attractive marketing strategies achieved through story). The key point highlighted is that story is important, more so than simple facts, today a product needs to be practical or functional but at the same time, personal, like a story.
Pink's entire chapter "story" is centered around the idea that story is so much more understandable, connectible, and applicable when compared to sheer factual information. Because of this, the future will undoubtedly select the masters of story telling as the successors of tomorrow. This phenomenon can be understood with an example. A text book manufacturing company conceives a book that is factually accurate and resourceful as well. A competitor is also interested in the same field, yet the second company manufactures a textbook with personal stories used to effectively convey a message emotionally compelling and attractive to the reader. Which would a customer purchase, a text book describing the KKK (as referenced earlier in the mini- saga) and their influence in America, or a personal narrative emphasizing the evil that was the Ku Klux Klan? Obviously, the customer would purchase the latter, even though the first conveyed the message, the second did it effectively. Now, the reader will truly and wholeheartedly understand the material and not simply the facts. Another example underscoring how decisive story will be in the success rate of the impending future would be one of a car pamphlet. The pamphlet that best describes the car in a fashionable sense will obviously be selected. The customer does not yearn for specifications, among with include gas mileage, material of composition, and such, but they do long for a personal description of the car, not simply facts. Essentially, the pamphlet promoting a car will undoubtedly earn more money if the description includes a personal review. Today, everything is already functional, now its design in the form of story is what deciphers between a winning and loosing product. The United States has evolved to the point where utility (specifications and a standard "description" of the vehicle) is only secondary to significance (personal experiences associated with the product and attractive marketing strategies achieved through story). The key point highlighted is that story is important, more so than simple facts, today a product needs to be practical or functional but at the same time, personal, like a story.
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