AYA Parents,
Freedom Friday (Tribute to Ken Bridges) featured a review of the TV program Brain Games' episodes in two groups. Group one focused on the brain and addiction while group two focused on the brain and implanting false memories. Note if your child missed class on Friday, they should follow the links below, especially for the Group 2 discussion below, because they're will be a follow up and extension to that section.
GROUP ONE
Group one featured students reviewed the segment on addiction. https://www.
They were to catalog 4 for things in their notes from Group One.
They were to catalog 4 for things in their notes from Group One.
- Please talk to them about it.
- If you can, ask them about these and to see them in their notes.
- If you can, watch one or more of the segments yourself to try your hand at noting the four things yourself.
- When you talk to them talk about any large or smalls thing you've learned, or relearned from your viewing, their notes or your discussion with them. Be gentle, were doing advanced critical thinking work here that's more than meets the eye.
- Don't talk about your conclusions first, though, and if you're inspired to make any changes in your addictive behavior, tell them. Be careful, they will remember!
Finally, here are the 4 things they are asked to note for each of the several segments from each Brain Games episode:
1. The questions
2. The story/game/experiment/test
3. The conclusion or interpretation (We may talk about if we disagree with the program's interpretations or conclusions)
4. How we can use the information to help us or what do we need to do to protect ourselves from its misuse.
If you don't have time, and want to cheat a little, here's a summary of lessons from 3 of the 6 segments that may be useful to you.
A. Hang-glider crashing:
Our brains want to know how a story will end. It's addicted to a narrative - a story, because it's looking for new information that may be protective or advantageous. The frontal lobe tries to figure out what happens next. As long as plot lines aren't resolved, your brain keeps you coming back for more. Lesson: Use stories to teach, also use leave some end's dangling to get others to come back for more.
B. Slot Machines:
Simply shows the re-enforcement loop. We're easily addicted to rewards and punishment. Pleasure chemicals like dopamine are released to reinforce the connection between stimulus and response. When there is no reward, there is withdrawal. Addiction can be a good thing when used to get you addicted to learning and exploring anything new and exciting. Lesson: Make sure you reward yourself and ask for rewards to re-enforce your continuing learning and exploring - appropriately. The appropriately is not in the show; that comes from our values, goals, mission, etc. Often we present those in the same way, although we have experiences that would allow us to present our learning and exploring great things that fit within our value-goal set. Remember: 1. re-enforce what you want, and create opportunities for our children to learn and explore things that would contribute to the goals in new and exciting ways, so you can re-enforce those.
C. Cotton Candy Children:
Can children resist eating a small amount of cotton candy for a larger reward latter?
Lesson: Use redirection instead of will power or just "discipline" to stop the temptation to do something that you don't want to do. Our ancestors said this by saying:" If you take a knife away from a child, give her a stick instead." Note the program calls it distraction. This is a mistake. "Distraction: still keeps the thing you don't want at the center.
Not summarized: Ear worms and addictive sounds.
GROUP 2: Implanting False Memories
Group two was inspired by a previous Brain Games episode that about how witness's memories could be affected by an interrogating officers changing just one word. If you want to see it, go to the 7:14 mark of the episode: https://www.youtube.com/watch?
We went in deep here, and you might not be ready for this, but given that they are learning the new technology (actually it's ancient, they are just becoming aware of it), you might want to know how to protect yourself in the unlikely event that they'll want to implant false memories in your brain.
This group augmented the Brain Games episode by learning about the original research by viewing other videos of
- Elizabeth Loftus from TED (http://blog.ted.com/2013/09/
23/elizabeth-loftus-on- embedding-false-memories-in-u- s-soldiers/) and - The Innocence Project: http://www.innocenceproject.
org/understand/Eyewitness- Misidentification.php
- We talked about how to correct the distorted racist White supremacist memories that have been implanted in our people's past to control our future.
- We also talked about how to apply to correct distorted family memories to create healthy families.
- We even made connections between implanting false memories, correcting false memories and the Matrix.
It was a great Freedom Friday.
All Senior High School students need to watch the videos in this section and listen to the attached class recording.
All Senior High School students need to watch the videos in this section and listen to the attached class recording.
---
Wekesa O. Madzimoyo
Joy, Peace, Power!
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