Lilly-Pad Economics

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We live in a moment of history where change is so speeded up that we begin to see the present only when it is already disappearing.
R. D. Laing

I remember years ago (1962-65) when I was teaching second graders by showing pictures of a pond with one lilly pad on day 1; two on day two; four on day three, etc.  Young eyes drew large when the metaphor revealed that one day after the pond was half full, ti was full! "No way" they exclaimed.  That's when we began our own experiment accumulating rice at an exponential rate. Each day one of the students would double the grains of rice. One corner of the room got quite full and each day it took the student longer to count out the grains.  I also challenged the class to estimate how far an adding machine roll of tape would go. Such a small roll. Students estimated that one role would cross the classroom, about 35 feet.  WOW ... all the way to the principal's office! How could that be as they unrolled and unrolled. We talked about compounding interest and other such things ... project learning for 7 year olds.  We all learned a lot that year. Young minds learned to think about patterns and I think they came to know that being surprised about their assumptions was a very good thing. 

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Spark Card: Humor Yourselves

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“If you can’t have fun with the problem, you will never solve it.”
- MG Taylor Axiom

"No ha-ha, no ah-ha."
- My version of the same


Humor plays a huge role in our ability to solve problems.  When two or more ideas come together in an unexpected way, they can cause surprise and delight -- our minds reframe. Humor can help us realize totally new emergent ideas.  

Jokes are a good example of this, where two seemingly conflicting ideas come together and are resolved by "getting the joke." At the moment you get the joke, the tension from the initial conflict dissolves in laughter.

 Take a few minutes and share some jokes with each other.

Now, take a few minutes and create some jokes about the ideas you are playing with.

This is the second in a series of Spark Cards being published to the Tomorrow Makers Journal. 

From the Inside-Out...

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"I never teach my pupils;
I only attempt to provide the conditions in which they can learn."  Albert Einstein

I have been listening to an interview with Oliver Sacks on his new book, Musicophilia. He mentions that much more of the brain is recruited for music than for language.  There is no one spot where a neuroscientists goes to access music from the brain.  Music pulls from many, many parts.  Music, Sacks asserts is innate, even for those who like myself, are musically challenged.

I recall hearing about a prisoner who kept himself sane by understanding the idea that "Once one gets deeply into a subject, he discovers that it relates to everything else in the universe."  In deed, this soldier's mind was able to take untold learning journeys that kept him not only sane, but enlightened under the most awful of external realities.  No one told him what to learn next, or how to connect. His mind took him on these explorations.

Both of these stories reveal the awesome innate abilities that each of us have inside us. Yet, almost all schooling assumes that learning comes from the outside and fights its way into our brains so that we can grow up knowing what we need to know...

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