A “Rainforest” Brain in a Sea of Standardization
I read two articles today that lifted and sank my heart. The first was an article in ODE Magazine (“for intelligent optimists”) written by Thomas Armstrong. It was an excerpt of his book, “Neurodiversity: Exploring the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences.” The second was an education article by Our Weekly, a newspaper about current events in the African American community that circulates in my town. The title of that article is, “California’s Education Transformation: New standards, programs, and funds introduced.”
The Ode article indeed was a source of optimism for me. Thomas argues that rather than focusing on the stigmas of psychological or developmental disorders, psychiatrists and others should start looking at the unseen abilities people with these issues have, the three disorders in the title of his book being the major contenders for investigation. Based on strides in neuroscience (neroplasticity and neurodiversity), Thomas likens the human brain to “more like an ecosystem than a machine.” He essentially says that just as different environments fluidly change from place to place, so to does the human brain lie on a continuum of potential and ability. He recalled from watching the scenery on his way to Yosemite National Park that “The green fields did not stop cold to become brown foothills. Foothills didn’t abruptly become mountains. It all happened naturally along a continuum.” He says it’s the same way even with these disorders. Not everything is as black and white as we continue to hope for it to be. Humans are biological just like everything else in nature despite our need for concretion and completion. Nature is a fluid and flowing thing, and our brains follow suit.
Much of nature also works by adaption, and I will admit that with our industrial and technological progress, humanity understands adaptivity for everything but our our brains, until now. From season to season, environment to environment, organisms respond accordingly. Much of that is automatic, but in this article I believe Thomas’s argument in relation to neuroscience is that with current findings, people have the ability to adapt by will, rather than by influence or instinct. He notes that autistic people “are systematizers. rather than empathizers…[and] that they often work better with non-human factors such as machines, computers, schedules, maps, and other systems.” Someone with ADHD can be good in quick response situations and rapid-paced careers. Everyone is different and needs to find their place in their society, but having a developmental or mood disorder doesn’t mean you’re doomed or will never fit in. To provide people like this with opportunities to succeed, Thomas argues that it is important to look into other characteristics, environments, and skills that can benefit these people. Nothing is really one sided.
This is very important to consider, given the continual push for more standardization and the rising rates of disorders and grief. On that note I feel the key thing Thomas mentioned was this, “Instead of pretending that hidden away in a vault somewhere is a perfectly ‘normal’ brain, to which all other brains must be compared to…we need to admit that there is no standard brain, just as there is no standard flower, or standard cultural or racial group, and that, in fact, diversity among brains is just as wonderfully enriching as biodiversity and the diversity among cultures and races.” Here are seven tenants to realizing this neurodiversity, and doing something about it (number 4 strikes a chord in the theme of Malcolm Gladwell’s, “Outliers”; number 6 tunes in with Mark Hyman’s “The Ultramind Solution”):
- The human brain works more like an ecosystem than a machine
- Human beings and human brains exist along continuums of competence
- Human competence is defined by the values of the culture to which you belong
- Whether you are disabled or gifted depends largely on when and where you live
- Success in life is based upon adapting one’s brain to the needs of the surrounding environment [likewise…]
- Success in life depends upon modifying your surrounding environment to fit the needs of your unique brain
- Niche construction includes career and lifestyle choices and assistive technologies tailored to the needs of a neurodiverse individual
- Positive niche construction, directly modifies the brain which in turn enhances its ability to adapt to the environment
His article can be found here.
So time and time again I hear people discuss the fluidity of the individual over the standardization of all. I’ve also read segments of a book on neuroplasticity, “The Brain that Changes Itself.” And what does the California Department of education (CDE) do? They “Race to the top” after the external motivators of money, and will use that money to cash in on national academic standardization. State Superintendent of public instruction, Jack O’connell will “adopt the Common Core Standards which were developed to establish consistent and clear education standards for English language arts and mathematics that would better prepare students for success in the competitive economy.” I knew I wasn’t crazy in thinking education is only about a job, and that this new/global/competitive economy is cropping up fast and being tossed around as the ultimate goal for learners of the 21st century. “Common core standards are a set of guidelines that detail what students should know at each grade level,” the article reads. The overall goal with these implementations is to “close the achievement gap” in low economic areas, and “prepare all students for college and careers in the 21st century.” So, this is the third ring towards my “College is Mandatory” fears. California is a finalist for $700 million dollars in funding according to that article, and the state is getting ready along with 34 other states for “phase 2” of the race. The claim by the CDE is that adopting standards will cause schools to have new curriculum, better instruction tools, batter assessments and better ways to gauge accountability. Sounds great, but what about individual choice, ability, and interest. This Common Core Standard program also coincides with STEM, “student achievement in science technology, engineering, and mathematics. So to add insult to injury, there will be nationwide intellectual standardization, as well as emphasis on science in math rather than all subjects. This narrows things down more, and from the findings of the previous article and neuroscience, this is bad news for people who are different or have disorders.
Rather than look to see how people can live and benefit from things in various ways, the government looks to bring people even more into narrow unified systems, while those who are different or learning disabled become or continue to be the minority, only left with disability services or various forms of maladjustment in their lives. Alternative learner-centered education is in for a hard struggle I realize, as the people implementing these monetary-centered standards have money, the media, and tradition on their side.
Posted on August 5, 2010, in Alternative Education, Bureaucracy, Democratic Education, Education, School and tagged brain, brains, change, college, common core standards, differences, ecosystems, job, learning, learning disability, Life, Mandate, neuroscience, ode magazine, progress, research, rigidity, the government, workforce. Bookmark the permalink. Leave a comment.