The most powerful shame motivates us to avoid what might lead to feeling it. It’s how body-shame limits our clothing choices and performance-shame limits our singing and dancing. Most importantly, it’s how mind-shame limits our learning. For more see: Mind-Shame
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Acquired Learning Disabilities – Curiosity Invited Clip
The business examples are everywhere: Kodak missing Xerox, IBM missing Microsoft, Sony missing Apple, Microsoft missing Google, Google missing Facebook, Facebook missing Twitter, Blockbuster missing Netflix, Walmart missing Amazon, and on and on. In each case, the already dominant, well-positioned, and resourced company failed to take advantage of a huge opportunity emerging in its own […]
![motherandchi[1]](https://learningstewards.org/wp-content/uploads/2022/03/motherandchi1-240x180.jpg "Other Words for Learning: Maternal Socialization")
Another example of how our common and scientific use of language obscures and undermines our appreciation of the role of learning in our lives. From the article: Maternal socialization, not biology, shapes child brain activity Children of mothers with clinical depression are at three times greater risk to develop depression themselves than are their low-risk […]
Since the initial emergence of ACE I’ve been interested in getting an additional type of ACE added to the framework: the adverse childhood experience of feeling CHRONICALLY NOT GOOD ENOUGH AT LEARNING. Where is the ACE score for “Chronic Learning-Performance Anxiety-Shame”? For day after day, week after week, month after month, year after year feeling […]
Alison Gopnik has an important new article in the Wall Street Journal called “The Ultimate Learning Machines“. I recommend it, and I would add… The Ultimate Learning Machines Beings Human babies are the most powerful learners in the universe. So much so that state of the art machine learning is now learning from them. What […]
Back to Part 2: A Warning Shot from the Bush Administration Everyone we interviewed agreed: a significant component of the challenge of learning to read (English) is recognizing unfamiliar words fast enough to keep comprehension primed and flowing. What most challenges the brain and causes the processing delays that “stutter” the flow of reading, […]
Back to Part 1: Children of the Code Though most of our work was very well received, the more we explored the most common “brain processing challenge” involved in learning to read, the more we started to experience resistance. We first noticed this as we began to interview people who didn’t agree with the National […]
