A random thought to ponder over your lunch . . . Integrity is when what you say and what you do and what you think and what you believe are all in agreement with each other. Continue reading Your Daily Cud
Random thoughts to ponder during your lunch break . . . There are many worse things than death. Continue reading Your Daily Cud
So, I started telling y’all about an interesting article on what research can tell us about raising moral kids. Today’s take-away from that article has to do with the role of positive re-enforcement in creating moral children. But first, a quick word about positive re-enforcement. Back when I was in college, in the very first education class I took, the very first lesson we got on classroom management was this: punishment is the least effective tool in your disciplinary toolbox. So it should be the tool of last resort, not your go-to when things got rough.
There was plenty of research to back this claim up as well as the fact that exemplary teachers report that this is their experience as well. By far, the most effective tool you have is praising what a kid gets right. Everyone wants approval. It’s human nature. If you show approval of the sort of behavior you want from your kids, they will engage in more of that behavior because it now has a very positive association for them. It reminds them of something about themselves that they can feel good about.
Of course, then you have nimrods like the man who is principal of our local middle school. I once had a conversation with him that, I swear to you, went like this:
Me: Mr. Nimrod Idiot, Sir, as I am sure you are aware, since it’s the first lesson they teach on classroom management, punishment is the least effective form of discipline. I am concerned that the only discipline tool being used to address the tiniest of infractions involving my dear innocent child is punishment. The child has being punished for a wide variety of infractions, including, but not limited to: trying to take a plastic bottle he brought from home out of the lunch room so he could continue reusing it, being late for class because the janitor hasn’t managed to get the lock on his locker fixed and you won’t assign him a new one and laughing at a joke I made when he called from the office to ask me a question. I would like to discuss alternative ways of helping my child to conform to the school’s expectations which do not depend on punishing him continually.
Principal Nimrod: Yes, you are correct, we do know from research and experience that punishment is the least effective form of discipline. However, we just believe that if we continually confront and punish students when they step out of line, they will eventually get tired of it and exert some self-discipline to change their behavior.
OK, I didn’t actually call him Mr. Nimrod Idiot, that’s just what I call him in my head, but seriously – that’s nearly word-for-word what he said. And that’s why I think I need to go pray for him some more.
Anyways, positive re-enforcement is a tried and true tactic, but it turns out that there’s a small caveat; you can do it wrong. Continue reading “Raising Moral Kids Pt. 2”
I thought this was a great article in the NYT about what researchers have to say about raising moral kids. A lot of it is stuff we all know is true (but hope we can find a way around). So it’s interesting to learn that some of our old parenting gems aren’t just theoretically true, but that they’ve been proven true as well. Which is particularly comforting for some of us who went against the grain, did these things and discovered that raising a good person doesn’t automatically turn them into leaders of industry. Those are two different skills sets, it turns out.
Anyhow, the article covered a lot of ground, but I have a take-away I wanted to pass on today and one more for tomorrow. And one more the day after that. I decided that two 2000 word posts in one day might be a bit much, so I’m splitting it up.
Besides, it’s an important topic. I genuinely believe that the way we raise our kids is what will ultimately change the world. For my part, I believe that raising kind, caring, moral children should be just as important as raising kids who can get into college. Or who can still find her purity ring to wear home from college. More important, really. But if we believe that, we have to live it. So, here’s today’s research-supported bit of parenting wisdom:
Your kids will do what you do, not what you say.
I know, crazy, right? Who knew? It’s not like every single one of us is walking around feeling guilty as hell knowing that our kids will inevitably struggle with many of the same imperfections as we do. And that I am completely helpless to stop it because I am simply not capable of being perfect enough to keep it from happening. So I lie to myself and think, “they’ll take my advice rather than following my instructions. After all, why would they want to end up like me? That’s got to be a powerful deterrent, right?”. . . Or maybe that’s just me. It’s probably just me.
Anyway, the good news is that what you do right has more power than you probably realized. Continue reading “Raising Moral Kids, Pt 1”
So . . . heard any good exegesis lately? What’s an exegesis, you ask? (Or maybe you don’t ask. Too bad. I’m going to tell you anyways.) Exegesis is simply the practice of explaining a section of text from the bible. So, a lot of sermons include exegesis because they start with the text and then offer an explanation as to their meaning.
A good exegesis is a thing to make the heart sing. My favorite are the ones that show you something in the text you never noticed or understood before. Typically these explanations draw on what the preacher knows about the history, the cultures involved, the language and nuances which aren’t clear in translation, other Christian’s interpretations, the text’s relationship with other texts. It should also be spiritually astute. And it should always be humble enough to offer a possible way to read the text, not the only possible way. That’s not asking much, now is it?
I’m not sure that the wider public really appreciates what it takes to teach (or explain or exegete) scripture well. But even a two bit preacher with no education and terrible theology has devoted more time to studying scripture than the average person has ever devoted to any idea in their life. Obviously, this is no barrier to preaching some really stupid, dull and idiotic stuff from the pulpit. But we’re all merely human. We’ll have to trust that God can get it all sorted out eventually.
One of the things I’m going to start doing is passing along clips of really good exegesis that I come across. Because I’m going to go out on a limb and guess that you’ll like them as much as I do. Because we’re geeky like that. No, actually because they’re really good. And if you have to be geeky to see that, so be it.
Anyhow, I’ll just start with the insight of Rabbi Shmuley Boteach on the role, character of and errors of Noah in the bible (it’s not your typical exegesis, I suppose. But close enough):
the principal distinction between Noah on one hand and Moses and Abraham on the other is that Noah accepts God’s judgement. . .
Noah is not a hero in Jewish lore. Continue reading “Exegesis and Why Noah Isn’t a Jewish Hero”
In his wonderful book The Happiness Hypothesis Jonathan Haidt talks about the difference between situational ethics and an ethic built on internal character. Situational ethics is pretty much what it sounds like: looking at a situation and trying to apply ethical thinking to it. It says, “in this situation, what is the right thing to do.” He then compares this to an older sort of … Continue reading Raising a bunch of characters
There’s a story in the Chicago Tribune about scientists who have figured out how to get a computer to “read” brain scans to figure out which picture out of several choices a person has viewed. This is considered one of the first steps towards eventually figuring out how the brain works, which I suppose if good. However, it could also the be the first step … Continue reading This seems creepy to me