It is a well-recognized feature of the holiday pilgrimage: We children pay homage and respect to our parents by fixing the problems we see in their information technology. We buy them new gizmos, too, and require them to learn how to 'Facetime' with grandkids or to get on Facebook to see pictures of the family. Point being, we ask our parents to figure out how to do new things all the time. And in many of those cases, we actually teach them how to do it: we lead the cursor around the screen and dictate hows and wherefores, while Bing Crosby plays in the background.
My own parents are quite technologically savvy. My mom might be the most prolific blogger I know and runs databases at work. My dad has a sweet Apple rig and has been using computers since Compaq's portables came in a little suitcase. They got our first computer when I was five (that'd be the mid 80s) and the Internet when I was 11 (that'd be the early 90s). Both are avid social media users. In other words, they're early adopters who are not afraid of technology.
And yet, when I go home sometimes, I realize that while my parents are good at doing the right things on their computers, they are terrible at doing the wrong things.
Let me explain.
It's hard to do something irreparable to your computer when you're messing around with a browser or iPhoto. Things are correctable. Settings can be reset. Problems can be fixed. So, it makes sense to simply try stuff. Click here, click there. Is the menu in this tab or that one? What happens if I change this radio button? What's this view look like?
In the argot of videogaming, you button mash until you find what works. And if you watch almost any kid with a digital device, this is how they work. Swipe, tap, click, shake, spin. They try it all until they've exhausted the interaction possibilities and understand what's supposed to happen.
Yet whenever my parents see me engaging in this time-honored learning practice, they get anxious. My dad peers over my shoulder, asking me what I'm doing. My mom asks me to slow down.
But I don't know what I'm doing until I've done it. So it doesn't make sense for me to narrate or for them to try to duplicate my actions. Because I'm not going to the right spot; I'm running a process of elimination on the wrong spots.
This methodology has served me well for decades now. But only with computers. When it comes to mechanical things, I find that I have the same problem that my parents do on the digital side. If you ask me to put together a piece of furniture or replace a headlight on a car or add a new wire to our electrical system, I worry that I'm going to break something. Permanently. The physical world is not the digital world and it is definitely possible to do permanent damage to things, your own body included. (And let's be honest: I was a big strong kid and I broke a lot of stuff trying to figure it out. I had an uncountable number of interactions with products that ended with the thing in one hand and a shard of plastic in the other.)
And yet I know that not everyone feels this way with physical systems. The atomic materials of the world make intuitive sense to a lot of people. People who feels this way know where they can poke and prod and push and pry and what they should leave alone. That frees them up to experiment with solutions in the white space between the DO NOT TOUCH lines of the mind.
So, from this observation spring two resolutions for 2013: 1) I want to learn how to make the right kinds of mistakes in the physical world. 2) When teaching, I'm going to show my parents (and others) how to screw up their technologies safely. I'll demonstrate how to break, not only how to fix.
Forget the Common Core, Finland’s youngsters are in charge of determining what happens in the classroom.
“The changes to kindergarten make me sick,” a veteran teacher in Arkansas recently admitted to me. “Think about what you did in first grade—that’s what my 5-year-old babies are expected to do.”
The difference between first grade and kindergarten may not seem like much, but what I remember about my first-grade experience in the mid-90s doesn’t match the kindergarten she described in her email: three and a half hours of daily literacy instruction, an hour and a half of daily math instruction, 20 minutes of daily “physical activity time” (officially banned from being called “recess”) and two 56-question standardized tests in literacy and math—on the fourth week of school.
That American friend—who teaches 20 students without an aide—has fought to integrate 30 minutes of “station time” into the literacy block, which includes “blocks, science, magnetic letters, play dough with letter stamps to practice words, books, and storytelling.” But the most controversial area of her classroom isn’t the blocks nor the stamps: Rather, it’s the “house station with dolls and toy food”—items her district tried to remove last year. The implication was clear: There’s no time for play in kindergarten anymore.
A new study finds that people today who eat and exercise the same amount as people 20 years ago are still fatter.
There’s a meme aimed at Millennial catharsis called “Old Economy Steve.” It’s a series of pictures of a late-70s teenager, who presumably is now a middle-aged man, that mocks some of the messages Millennials say they hear from older generations—and shows why they’re deeply janky. Old Economy Steve graduates and gets a job right away. Old Economy Steve “worked his way through college” because tuition was $400. And so forth.
We can now add another one to that list: Old Economy Steve ate at McDonald’s almost every day, and he still somehow had a 32-inch waist.
A study published recently in the journal Obesity Research & Clinical Practice found that it’s harder for adults today to maintain the same weight as those 20 to 30 years ago did, even at the same levels of food intake and exercise.
David Hume, the Buddha, and a search for the Eastern roots of the Western Enlightenment
In2006, i was 50—and I was falling apart.
Until then, I had always known exactly who I was: an exceptionally fortunate and happy woman, full of irrational exuberance and everyday joy.
I knew who I was professionally. When I was 16, I’d discovered cognitive science and analytic philosophy, and knew at once that I wanted the tough-minded, rigorous, intellectual life they could offer me. I’d gotten my doctorate at 25 and had gone on to become a professor of psychology and philosophy at UC Berkeley.
I knew who I was personally, too. For one thing, I liked men. I was never pretty, but the heterosexual dance of attraction and flirtation had always been an important part of my life, a background thrum that brightened and sharpened all the rest. My closest friends and colleagues had all been men.
Even in big cities like Tokyo, small children take the subway and run errands by themselves. The reason has a lot to do with group dynamics.
It’s a common sight on Japanese mass transit: Children troop through train cars, singly or in small groups, looking for seats.
They wear knee socks, polished patent-leather shoes, and plaid jumpers, with wide-brimmed hats fastened under the chin and train passes pinned to their backpacks. The kids are as young as 6 or 7, on their way to and from school, and there is nary a guardian in sight.
A popular television show called Hajimete no Otsukai, or My First Errand, features children as young as two or three being sent out to do a task for their family. As they tentatively make their way to the greengrocer or bakery, their progress is secretly filmed by a camera crew. The show has been running for more than 25 years.
Meaning comes from the pursuit of more complex things than happiness
"It is the very pursuit of happiness that thwarts happiness."
In September 1942, Viktor Frankl, a prominent Jewish psychiatrist and neurologist in Vienna, was arrested and transported to a Nazi concentration camp with his wife and parents. Three years later, when his camp was liberated, most of his family, including his pregnant wife, had perished -- but he, prisoner number 119104, had lived. In his bestselling 1946 book, Man's Search for Meaning, which he wrote in nine days about his experiences in the camps, Frankl concluded that the difference between those who had lived and those who had died came down to one thing: Meaning, an insight he came to early in life. When he was a high school student, one of his science teachers declared to the class, "Life is nothing more than a combustion process, a process of oxidation." Frankl jumped out of his chair and responded, "Sir, if this is so, then what can be the meaning of life?"
There are many Americas. There is an America of white picket fences. There is an America of towering skyscrapers. There is the America of dusty plains, cowboys, and ranches. There is an America of cliffs and beaches and sun-kissed surfers. And then there is the America just beyond these postcards, idyllic in its landscape but largely unfamiliar. It is not a land of plenty, nor opportunity, yet it is America nonetheless.
Photographer Danny Ghitis happened upon one of these regions in 2012: Dutchess County. Just a few miles north of New York City, Dutchess was once a thriving area with successful iron mining and dairy-farming industries that have long since gone. “There are small pockets of wealth exported from the big city ... and feeble attempts at small-town tourism,” Ghitis said, noting the economic divide between the western and eastern sides, the latter of which he photographed. “Mostly, the Harlem Valley exists in between the past and future.”
What happens when a father, alarmed by his 13-year-old daughter's nightly workload, tries to do her homework for a week
Memorization, not rationalization. That is the advice of my 13-year-old daughter, Esmee, as I struggle to make sense of a paragraph of notes for an upcoming Earth Science test on minerals. “Minerals have crystal systems which are defined by the # of axis and the length of the axis that intersect the crystal faces.” That’s how the notes start, and they only get murkier after that. When I ask Esmee what this actually means, she gives me her homework credo.
Esmee is in the eighth grade at the NYC Lab Middle School for Collaborative Studies, a selective public school in the Chelsea neighborhood of Manhattan. My wife and I have noticed since she started there in February of last year that she has a lot of homework. We moved from Pacific Palisades, California, where Esmee also had a great deal of homework at Paul Revere Charter Middle School in Brentwood. I have found, at both schools, that whenever I bring up the homework issue with teachers or administrators, their response is that they are required by the state to cover a certain amount of material. There are standardized tests, and everyone—students, teachers, schools—is being evaluated on those tests. I’m not interested in the debates over teaching to the test or No Child Left Behind. What I am interested in is what my daughter is doing during those nightly hours between 8 o’clock and midnight, when she finally gets to bed. During the school week, she averages three to four hours of homework a night and six and a half hours of sleep.
The Islamic State is no mere collection of psychopaths. It is a religious group with carefully considered beliefs, among them that it is a key agent of the coming apocalypse. Here’s what that means for its strategy—and for how to stop it.
What is the Islamic State?
Where did it come from, and what are its intentions? The simplicity of these questions can be deceiving, and few Western leaders seem to know the answers. In December, The New York Times published confidential comments by Major General Michael K. Nagata, the Special Operations commander for the United States in the Middle East, admitting that he had hardly begun figuring out the Islamic State’s appeal. “We have not defeated the idea,” he said. “We do not even understand the idea.” In the past year, President Obama has referred to the Islamic State, variously, as “not Islamic” and as al-Qaeda’s “jayvee team,” statements that reflected confusion about the group, and may have contributed to significant strategic errors.
Fifty years after its passage, it’s clear that the law’s ultimate effects are at odds with its original intent.
The 1965 Immigration and Nationality Act, whose 50th anniversary comes on October 3, officially committed the United States, for the first time, to accepting immigrants of all nationalities on a roughly equal basis. The law eliminated the use of national-origin quotas, under which the overwhelming majority of immigrant visas were set aside for people coming from northern and western Europe.
In the subsequent half century, the pattern of U.S. immigration changed dramatically. The share of the U.S. population born outside the country tripled and became far more diverse. Seven out of every eight immigrants in 1960 were from Europe; by 2010, nine out of ten were coming from other parts of the world. The 1965 Immigration Act was largely responsible for that shift. No law passed in the 20th century altered the country’s demographic character quite so thoroughly. But its effects were largely inadvertent. The law’s biggest impact on immigration patterns resulted from provisions meant to thwart its ability to change much at all.