Yoga in schools has ‘profound impact’ on behaviour

A project taking yoga classes into schools has helped children with social and emotional challenges, according to a head teacher.

The classes at Reedham Primary in Norfolk have been aimed at children with a range of special needs, including autism and attention deficit hyperactivity disorder.

The yoga teachers concentrate on techniques that promote a sense of calm and the trial has said to have given the children the ability to manage behaviour and respond to stress, anxiety and depression.

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Uma criança saudável é espontânea, barulhenta, inquieta, emotiva e colorida

Elas são livres, almas puras que tentam voar, não ficar de canto, amarradas ou com algemas.

Uma criança não nasce para estar sentada, vendo televisão ou brincando com o tablet. Uma criança não quer estar calada o tempo todo.

Elas precisam se mexer, explorar, encontrar novidades, criar aventuras e descobrir o mundo que as rodeia. Elas estão aprendendo, são esponjas, brincalhonas natas, caçadoras de tesouros, terremotos em potencial.

Elas são livres, almas puras que tentam voar, não ficar de canto, amarradas ou com algemas. Não as façamos escravas da vida adulta, da pressa e da escassez de imaginação dos mais velhos.

Não as apressemos ao nosso mundo de desencanto, potencializemos a sua capacidade de se surpreender. Precisamos garantir que tenham uma vida emocional, social e cognitiva rica de conteúdos, de perfumes de flores, de expressão sensorial, de alegrias e de conhecimentos.

O que se passa no cérebro de uma criança quando brinca?

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Meditation in schools can markedly improve the lives of students

At first glance, Quiet Time – a stress reduction strategy used in several San Francisco middle and high schools, as well as in scattered schools around the Bay Area – looks like something out of the om-chanting 1960s. Twice daily, a gong sounds in the classroom and rowdy adolescents, who normally can’t sit still for 10 seconds, shut their eyes and try to clear their minds. I’ve spent lots of time in urban schools and have never seen anything like it.

This practice – meditation rebranded – deserves serious attention from parents and policymakers. An impressive array of studies shows that integrating meditation into a school’s daily routine can markedly improve the lives of students. If San Francisco schools Superintendent Richard Carranza has his way, Quiet Time could well spread citywide.

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We are born creative geniuses and the education system dumbs us down, according to NASA scientists

 

 

 

 

 

 

Our natural creative genius is stifled from the time we are born.

At TEDxTucson, Dr. George Land dropped a bombshell when he told his audience about the shocking result of a creativity test developed for NASA but subsequently used to test school children (see the full video below).

NASA had contacted Dr George Land and Beth Jarman to develop a highly specialized test that would give them the means to effectively measure the creative potential of NASA’s rocket scientists and engineers. The test turned out to be very successful for NASA’s purposes, but the scientists were left with a few questions: where does creativity come from? Are some people born with it or is it learned? Or does it come from our experience?

The scientists then gave the test to 1,600 children between the ages of 4 and 5. What they found shocked them.

 

 

 

 

 

 

This is a test that looks at the ability to come up with new, different and innovative ideas to problems. What percentage of those children do you think fell in the genius category of imagination?

A full 98 percent!

It gets more interesting

But this is not the real story. The scientists were so astonished that they decided to make it a longitudinal study and tested the children again five years later when they were ten years old.

The result? Only 30 percent of the children now fell in the genius category of imagination.

When the kids were tested at 15 years the figure had dropped to 12 percent!

What about us adults? How many of us are still in contact with our creative genius after years of schooling?

Sadly, only 2 percent.

And for those who question the consistency of these results — or think they may be isolated incidences — these results have actually been replicated more than a million times, reports Gavin Nascimento whose article first alerted me to this amazing study and its shocking implication: that the school system, our education, robs us of our creative genius.

“The reasoning for this is not too difficult to apprehend; school, as we plainly call it, is an institution that has historically been put in place to ultimately serve the wants of the ruling class, not the common people.

“In order for the so-called elite to maintain their lavish life styles of overt luxury — where they contribute the least but enjoy the most — they understand that children must be dumbed down and brainwashed to accept (and even serve) their rapacious system of artificial scarcity, unending exploitation, and incessant war,” writes Nascimento.

What now? Can we recuperate our creativity?

Land says we have the ability to be at 98 percent if we want to. From what they found from the studies with children and from how brains work, there are two kinds of thinking that take place in the brain. Both use different parts of the brain and it’s a totally different kind of paradigm in the sense of how it forms something in our minds.

One is called divergent — that’s imagination, used for generating new possibilities. The other is called convergent — that’s when you’re making a judgement, you’re making a decision, you’re testing something, you’re criticizing, you’re evaluating.

So divergent thinking works like an accelerator and convergent thinking puts a brake on our best efforts.

“We found that what happens to these children, as we educate them, we teach them to do both kinds of thinking at the same time”, says Land.

When someone asks you to come up with new ideas, as you come up with them what you mostly learn at school is to immediately look and see: “We tried that before”, “That’s dumb idea”, “It won’t work” and so forth.

This is the point and this is what we must stop doing:

“When we actually looking inside the brain we find that neurons are fighting each other and actually diminishing the power of the brain because we’re constantly judging, criticizing and censoring,” says Land.

“If we operate under fear we use a smaller part of the brain, but when we use creative thinking the brain just lights up.”

What’s the solution?

We need to find that five-year old again. That capability that we as a five-year-old possessed, never goes away.

“That is something you exercise every day when you’re dreaming,” Land reminds us.

How do you go about finding that five-year-old?

Land challenges us all: Tomorrow, you take a table fork, turn your five-year-old on and come up with 25 or 30 ideas on how to improve on the table fork.

Link Original:https://ideapod.com/born-creative-geniuses-education-system-dumbs-us-according-nasa-scientists/

 


Qué es soka, el modelo educativo japonés basado en la felicidad

¿Eres feliz cuando vas a clase? Esta es la pregunta que solemos hacer al comienzo de nuestra asignatura Educación para la Felicidad.

Hace cuatro años detectamos un hueco importante en la formación inicial de los futuros profesores de Magisterio en Educación Infantil y Educación Primaria. No habíamos incluido un espacio de reflexión interdisciplinar acerca del sentido de la educación.

Para eso, creamos una asignatura que llamamos Educación para la Felicidad, y uno de nuestros pilares es lo que podemos denominar la Educación Soka.

¿De dónde viene la pedagogía Soka?

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Educar las emociones y no solo el intelecto: una idea con frutos a largo plazo

Hace casi tres años que formo parte del equipo de redacción de Psyciencia y uno de los primeros artículos que escribí fue precisamente en torno a este tema: las emociones y el intelecto comprendido bajo el prisma de la acepción popular, que involucra el razonamiento lógico y las habilidades de lectoescritura, por ejemplo.

Personalmente, considero que uno de los principales avances de la psicología en las últimas décadas ha sido su interés enfatizado en los efectos a largo plazo de la educación emocional, así como la puesta en marcha de programas centrados en el fortalecimiento de las habilidades para la vida. Es inspirador y muy valioso ver que este interés no solo se mantiene sino que se acentúa con los años, y que existen cada vez más datos a favor de una educación integral.

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El secreto de Polonia para convertirse en una potencia en educación en apenas 20 años

En los primeros lugares de las clasificaciones internacionales de educación, cerca de las potencias conocidas en este campo como Finlandia, Singapur y Corea del Sur, está un país que empezó a avanzar hace relativamente poco pero con una constancia y velocidad sorprendentes: Polonia.

En la edición más reciente del informe del Programa Internacional para la Evaluación de Estudiantes (PISA) que en 2019 evaluó a 600.000 estudiantes de 15 años en 79 países o regiones, Polonia se ubicó entre los 10 mejores del mundo en los exámenes de lectura, matemáticas y ciencia.

Para efectos comparativos, los estudiantes polacos lograron, en promedio, casi 100 puntos más que los brasileños en lectura: 512 contra 413, y alcanzaron 129 puntos más en la evaluación de matemáticas.

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Neuroeducación en las aulas: cómo despertar la emoción por aprender

Para garantizar el éxito de los procesos de enseñanza y aprendizaje, es necesario que vayan acompañados de una actitud básica: la pasión o emoción por aprender. Esto se puede conseguir teniendo en cuenta los últimos avances que ofrece la neurociencia. Te explicamos en qué consiste y cómo la están aplicando algunos centros.

La neuroeducación es una disciplina que estudia el papel que juega el cerebro en el proceso de enseñanza y aprendizaje de los estudiantes. En este sentido, las principales áreas sobre las cuales se asienta son dos: de un lado, las ciencias de la educación y, de otro, la neurociencia, que permite estudiar los fenómenos educativos desde varios enfoques.

Conocimiento y emoción

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