Stan­ley Park, Van­cou­ver. Cred­it: Alamy Stock Pho­to.

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The hid­den ways that archi­tec­ture affects how you feel: An era of “neu­ro-archi­tec­ture” (BBC Future)

“We shape our build­ings and after­wards our build­ings shape us,” mused Win­ston Churchill in 1943 while con­sid­er­ing the repair of the bomb-rav­aged House of Com­mons. More than 70 years on, Read the rest of this entry »

Let us high­light a cou­ple of insight­ful and brief arti­cles in the New York Times and a very pow­er­ful analy­sis in The New York Review of Books; they pro­vide use­ful clues about Brain Cal­is­then­ics, Bilin­gual Brains, and Debunk­ing Myths on Men­tal Ill­ness. Read the rest of this entry »

(Editor’s Note: we are pleased to bring you this arti­cle thanks to our col­lab­o­ra­tion with Greater Good Mag­a­zine.)

At a time when edu­ca­tors are pre­oc­cu­pied with stan­dards, test­ing, and the bot­tom line, some researchers sug­gest the arts can boost stu­dents’ test scores; oth­ers aren’t con­vinced. Karin Evans asks, What are the arts good for?

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When poet and nation­al endow­ment for the Arts Chair­man Dana Gioia gave the 2007 Com­mence­ment Address at Stan­ford Uni­ver­si­ty, he used the occa­sion to deliv­er an impas­sioned argu­ment for the val­ue of the arts and arts edu­ca­tion.

“Art is an irre­place­able way of under­stand­ing and express­ing the world,” said Gioia. “There are some truths about life that can be expressed only as sto­ries, or songs, or images. Art delights, instructs, con­soles. It edu­cates our emo­tions.”

For years, arts advo­cates like Gioia have been mak­ing sim­i­lar pleas, stress­ing the intan­gi­ble ben­e­fits of the arts at a time when many Amer­i­cans are pre­oc­cu­pied with a market–driven cul­ture of enter­tain­ment, and schools are con­sumed with meet­ing fed­er­al stan­dards. Art brings joy, these advo­cates say, or it evokes our human­i­ty, or, in the words of my 10–year–old daugh­ter, “It cools kids down after all the oth­er hard stuff they have to think about.”

Bol­ster­ing the case for the arts has become increas­ing­ly nec­es­sary in recent years, as school bud­get cuts and the move toward stan­dard­ized test­ing have pro­found­ly threat­ened the role of the arts in schools. Under the No Child Left Behind Act, passed in 2002, the fed­er­al gov­ern­ment start­ed assess­ing school dis­tricts by their stu­dents’ scores on read­ing and math­e­mat­ics tests.

As a result, accord­ing to a study by the Cen­ter on Edu­ca­tion Pol­i­cy, school dis­tricts across the Unit­ed States increased the time they devot­ed to test­ed subjects—reading/language arts and math—while cut­ting spend­ing on non–tested sub­jects such as the visu­al arts and music. The more a school fell behind, by NCLB stan­dards, the more time and mon­ey was devot­ed to those test­ed sub­jects, with less going to the arts. The Nation­al Edu­ca­tion Asso­ci­a­tion has report­ed that the cuts fall hard­est on schools with high num­bers of minor­i­ty chil­dren.

And the sit­u­a­tion is like­ly to wors­en as state bud­gets get even tighter. Already, in a round of fed­er­al edu­ca­tion cuts for 2006 and 2007, arts edu­ca­tion nation­al­ly was slashed by $35 mil­lion. In 2008, the New York City Depart­ment of Education’s annu­al study of Read the rest of this entry »

Great arti­cle in the New York Times on Obama’s emo­tion­al self-reg­u­la­tion abil­i­ties:
The Cool Fac­tor: Nev­er Let Them See You Sweat

- “We even ele­vate such equi­lib­ri­um to the super­hu­man: calm, as applied to No Dra­ma Oba­ma, often comes linked to the mod­i­fi­er “preter­nat­ur­al.”

- “But the calm tem­pera­ment is not so super­hu­man, nor is it entire­ly the gift of the cho­sen few. It can be cul­ti­vat­ed, even as the world cleaves around us.”

- “So how do we get there with­out a steady diet of beta block­ers and Xanax? Calm, per se, doesn’t appear in the tax­on­o­my of those who study per­son­al­i­ty and tem­pera­ment.”

As the arti­cle lat­er dis­clos­es, this abil­i­ty is often called “emo­tion­al self-reg­u­la­tion” by cog­ni­tive sci­en­tists, and its devel­op­ment can assist­ed with tools such as med­i­ta­tion, cog­ni­tive ther­a­py and biofeed­back.

Per­haps one day this will be part of everybody’s school cur­ricu­lum and lead­er­ship pro­grams?

Great arti­cle in the New York Times titled Train­ing Young Brains to Behave. A cou­ple of quotes:

- “But just as biol­o­gy shapes behav­ior, so behav­ior can accel­er­ate biol­o­gy. And a small group of edu­ca­tion­al and cog­ni­tive sci­en­tists now say that men­tal exer­cis­es of a cer­tain kind can teach chil­dren to become more self-pos­sessed at ear­li­er ages, reduc­ing stress lev­els at home and improv­ing their expe­ri­ence in school. Researchers can test this abil­i­ty, which they call exec­u­tive func­tion, and they say it is more strong­ly asso­ci­at­ed with school suc­cess than I.Q.”

- “We know that the pre­frontal cor­tex is not ful­ly devel­oped until the 20s, and some peo­ple will ask, Read the rest of this entry »