How to make the shift from indulging problems to creating possibilities
8 Ways to Help Older Kids Develop a Sense of Imagination
What's Happening In The Brain When Your Imagination Is Active?
Rethinking Intelligence: How Does Imagination Measure Up?
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She also reviews books and conducts interviews.","avatar":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twitter":"LindaFlanagan2","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Linda Flanagan | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/6bca04c0736bf5eaea80654019de688f?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lindaflan"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_58857":{"type":"posts","id":"mindshift_58857","meta":{"index":"posts_1591205157","site":"mindshift","id":"58857","score":null,"sort":[1643177508000]},"guestAuthors":[],"slug":"how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","title":"How to make the shift from indulging problems to creating possibilities","publishDate":1643177508,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">The Four Pivots: Reimagining Justice, Reimagining Ourselves\u003c/a> by Shawn Ginwright, published by North Atlantic Books, copyright © 2021. Reprinted by permission of publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shawn Ginwright\u003c/strong>\u003c/p>\n\u003cp>It’s really hard to dream when we are fighting for justice. The issues we care about are all urgent, life threatening, and entrenched. So how does our imagination and dreaming help address the problems people face on a daily basis? There are a lot of problems in the world to be solved, and it’s likely that you are working to solve one of them. Maybe you are an educator trying to improve educational outcomes for your students, or you are an executive director of a nonprofit organization working on behalf of immigrant rights. You might be an entrepreneur who has created a company that provides internet access to remote places in the world.\u003c/p>\n\u003cp>Most of you reading this are working to solve an important social problem in the world. The fact is that we all need to be in the business of solving social problems. There would be no human progress without our collective social problem solving. But we often see problems more clearly than we can imagine solutions to them.\u003c/p>\n\u003cp>It’s often easier for us to name, identify, discuss, and articulate problems than it is for us to imagine entirely new solutions. Trista Harris, author of \u003cem>FutureGood: How to Use Futurism to Save the World\u003c/em>, calls this “problem loving,” which is the tendency for leaders to assume that awareness of the problem is the same as solving it. Leaders often are trained to clearly articulate the problems they are facing in their sector. The myth of problem loving is that knowledge of the problem is all we need to solve it. We think we’re fixing the problem by understanding how bad the problem is!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take for instance my own training as a sociologist. My entire training generally focused on understanding the deep and often hidden social forces at work that maintain, reinforce, and reproduce social problems. My own particular expertise of problem loving is in education. I learned just about every possible way to explain why students of color from low-wealth neighborhoods performed poorly in school compared to their white counterparts. I have studied theories about why students of color perform worse in school, and I’ve even created my own theories and have tested them. For years I attended conferences to present my findings about educational problems without much consideration about ways to actually solve them.\u003c/p>\n\u003cp>I recall conducting a training with school principals about the racial differences in academic outcomes among their students. I had prepared my PowerPoint with slide after slide of evidence that proved there were dramatic differences in performance across the racial groups in their schools. I had them break out in small groups to discuss the tons of data that I had proudly presented. When they returned to the large group, one of the principals asked me a simple question. “Can you provide us with some solutions to these racial disparities in academic outcomes?” I had convinced myself that my job was simply to illustrate the problem they had in the district; I hadn’t considered the possibility of providing solutions. So the question puzzled me, because my assumption was that once they understood how significant the racial disparities were in their schools, the principals and teachers would come up with solutions on their own. I was wrong.\u003c/p>\n\u003ch2>Oppression Is the Root of Problem Loving\u003c/h2>\n\u003cp>The problem with problem loving is that we become satisfied with discussing the problem and uncomfortable with imagining solutions. This is of course by design, and it’s how oppression works! The conditions of oppression and the challenges of everyday life force us into daily survival mode and ongoing crisis management.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">\u003cimg class=\"alignright wp-image-58998\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png 1016w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-800x1200.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-768x1152.png 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Survival caused by oppressive conditions renders our imagination inert. We are all in an abusive relationship with oppression, and rather than leaving the relationship altogether, we choose to fight it. Oppression says to us, “All you can do is resist and fight me. But you will never leave me altogether,” and this is precisely what we unconsciously do, unaware of our abusive relationship with oppression.\u003c/p>\n\u003cp>Oppression has forced us to only solve problems, locking us into a way of thinking that keeps us in the same predicament. No fundamental change has ever come from problem fixing. We only reform and repair systems, institutions, and social relationships. There is no radical transformation.\u003c/p>\n\u003cp>During one of my graduate seminars years ago, I highlighted this point to my students. I wanted to push them away from problem loving and into possibility creating. Many of them were organizers or community activists who were working on important issues in the San Francisco Bay Area. Some were advocates for affordable housing, others were organizing homeless families, still others were helping to build stronger police accountability with mothers whose children had been killed by the police. As I explained to them the problem with problems, some of them pushed back, as I always encourage my students to do. They argued that if they didn’t fight for people’s rights and build power, there wouldn’t be any significant change. Fighting and resisting oppression for them was the only tool to bring the changes that they wanted to see. So I asked them to write a short one-page paper describing the problem they were addressing and how they were attempting to address it. Here is a sample of what they said:\u003c/p>\n\u003cul>\n\u003cli>Fighting for police accountability in San Francisco’s police department\u003c/li>\n\u003cli>Resisting racist housing policies that force Black families from the city\u003c/li>\n\u003cli>Confronting homophobia in schools\u003c/li>\n\u003cli>Demanding anti-racist classrooms\u003c/li>\n\u003cli>Struggling for environmental justice\u003c/li>\n\u003c/ul>\n\u003cp>I explained that our language sometimes holds clues to our problem loving. I noticed a pattern in the terms they used to describe their work. Most of their terms directly responded to the condition they wanted to change. Terms like \u003cem>fight\u003c/em>, \u003cem>resist\u003c/em>, \u003cem>struggle\u003c/em>, \u003cem>confront\u003c/em>, \u003cem>defend \u003c/em>are connected to oppression, and they predefine the outcome of work in ways that fail to affirm what the students wanted to create or imagine. Next I asked them to rewrite the one-page description of their work, but they could not use any of the following words in the left-hand column, only the terms in the right-hand column:\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Resist\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Reimagine\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Defend\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Dream\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Disrupt\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Discover\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Demand\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Create\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Fight\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Design\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Struggle\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Play\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Confront\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Invent\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Destroy\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Visualize\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Deconstruct\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Build\u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>The assignment was designed to push them into their imagination and use the language that affirmed it. They told me it was one of the most difficult assignments they had ever had because they had to really imagine what they wanted to see rather than articulate what they wanted to eliminate. They weren’t used to using their imagination to address injustice, oppression, and inequality. In fact, the historian Robin Kelley reminds us in his book \u003cem>Freedom Dreams \u003c/em>that imagination may be one of “the most revolutionary ideas available to us, and yet... we have failed miserably to grapple with [its] political and analytical importance.” This is why we need to be very careful in the terms we use to describe our work. If we are not thoughtful about our words, our work is confined and prescribed and fails to use our human condition to dream and imagine beyond oppression.\u003c/p>\n\u003cp>I think it was Dr. Cornel West who said that there is no affirmation through negation. We can never achieve what we want simply by pointing out what we don’t. This is why I’m cautious about the term \u003cem>anti-racist\u003c/em>. We should be mindful and avoid defining the world we want by articulating what we don’t want. The absence of violence doesn’t constitute peace, nor does the absence of illness constitute health. Peace is something entirely different from anti-violence; health and well-being cannot be adequately described as anti-illness. Light is not anti-dark, nor is water anti-land. These are important things in and of themselves.\u003c/p>\n\u003cp>That’s why \u003cem>anti-racist \u003c/em>is akin to saying, “I anti-hate you so much, would you marry me?” rather than, “I love you, let’s get married.” Love is not simply anti-hate, and no one would enter a relationship defined in this way! In the same way, the term \u003cem>anti-racist \u003c/em>simply falls short of naming precisely and affirmatively what we really want. The term \u003cem>anti-racist \u003c/em>does a good job of articulating an active and engaged stance against racism (as opposed to the passive term \u003cem>non-racist\u003c/em>) but fails to articulate a vision of what comes after that. Being non-racist and anti-racist are two sides of the “not” coin, which never gets us to what we really need and want, which is belonging.\u003c/p>\n\u003cp>\u003cem>Belonging \u003c/em>perhaps comes closest to what comes after anti-racism. john a. powell, director of the University of California’s Othering & Belonging Institute and professor of law and African American studies and ethnic studies, calls belonging “the circle of human concern,” which is the expressive and institutionalized act of inclusion and mattering. More importantly, the word \u003cem>belonging \u003c/em>is a term of affirmation and a statement of a potential desired future. \u003cem>Belonging \u003c/em>and \u003cem>inclusion \u003c/em>more adequately describe the world we want to create than the one we want to destroy. Now, of course an important prerequisite for belonging is anti-racism. We need folks to engage in an ongoing active stance to eliminate the attitudes, institutional structures, and privilege that come with whiteness. But belonging requires yet another step after we tear down the thick walls of racism. We need to build new bright and brilliant bridges of mattering and belonging where finally we can enjoy the profound and wonderful space of beloved community.\u003c/p>\n\u003cfigure id=\"attachment_58885\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-58885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg\" alt=\"\" width=\"250\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg 1240w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-800x882.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-1020x1124.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-160x176.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-768x847.jpg 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Shawn Ginwright\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Shawn Ginwright, PhD, is a professor of education in the Africana Studies Department and a senior research associate at San Francisco State University. He is also the founder and chief executive officer of Flourish Agenda, Inc., a research lab and consulting firm whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. You can follow him on Twitter at \u003ca href=\"https://twitter.com/shawnginwright?lang=en\">@shawnginwright\u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For those looking to create radical transformation in the education sphere and beyond, Dr. Shawn Ginwright’s new book “The Four Pivots” discusses how to shift from resisting to reimagining. ","status":"publish","parent":0,"modified":1643177508,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1753},"headData":{"title":"How to make the shift from indulging problems to creating possibilities - MindShift","description":"For those looking to create radical transformation in the education sphere and beyond, Dr. Shawn Ginwright’s new book “The Four Pivots” discusses how to shift from resisting to reimagining.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to make the shift from indulging problems to creating possibilities","datePublished":"2022-01-26T06:11:48.000Z","dateModified":"2022-01-26T06:11:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58857 https://ww2.kqed.org/mindshift/?p=58857","disqusUrl":"https://ww2.kqed.org/mindshift/2022/01/25/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities/","disqusTitle":"How to make the shift from indulging problems to creating possibilities","excludeFromSiteSearch":"Include","path":"/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted excerpt from \u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">The Four Pivots: Reimagining Justice, Reimagining Ourselves\u003c/a> by Shawn Ginwright, published by North Atlantic Books, copyright © 2021. Reprinted by permission of publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Shawn Ginwright\u003c/strong>\u003c/p>\n\u003cp>It’s really hard to dream when we are fighting for justice. The issues we care about are all urgent, life threatening, and entrenched. So how does our imagination and dreaming help address the problems people face on a daily basis? There are a lot of problems in the world to be solved, and it’s likely that you are working to solve one of them. Maybe you are an educator trying to improve educational outcomes for your students, or you are an executive director of a nonprofit organization working on behalf of immigrant rights. You might be an entrepreneur who has created a company that provides internet access to remote places in the world.\u003c/p>\n\u003cp>Most of you reading this are working to solve an important social problem in the world. The fact is that we all need to be in the business of solving social problems. There would be no human progress without our collective social problem solving. But we often see problems more clearly than we can imagine solutions to them.\u003c/p>\n\u003cp>It’s often easier for us to name, identify, discuss, and articulate problems than it is for us to imagine entirely new solutions. Trista Harris, author of \u003cem>FutureGood: How to Use Futurism to Save the World\u003c/em>, calls this “problem loving,” which is the tendency for leaders to assume that awareness of the problem is the same as solving it. Leaders often are trained to clearly articulate the problems they are facing in their sector. The myth of problem loving is that knowledge of the problem is all we need to solve it. We think we’re fixing the problem by understanding how bad the problem is!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take for instance my own training as a sociologist. My entire training generally focused on understanding the deep and often hidden social forces at work that maintain, reinforce, and reproduce social problems. My own particular expertise of problem loving is in education. I learned just about every possible way to explain why students of color from low-wealth neighborhoods performed poorly in school compared to their white counterparts. I have studied theories about why students of color perform worse in school, and I’ve even created my own theories and have tested them. For years I attended conferences to present my findings about educational problems without much consideration about ways to actually solve them.\u003c/p>\n\u003cp>I recall conducting a training with school principals about the racial differences in academic outcomes among their students. I had prepared my PowerPoint with slide after slide of evidence that proved there were dramatic differences in performance across the racial groups in their schools. I had them break out in small groups to discuss the tons of data that I had proudly presented. When they returned to the large group, one of the principals asked me a simple question. “Can you provide us with some solutions to these racial disparities in academic outcomes?” I had convinced myself that my job was simply to illustrate the problem they had in the district; I hadn’t considered the possibility of providing solutions. So the question puzzled me, because my assumption was that once they understood how significant the racial disparities were in their schools, the principals and teachers would come up with solutions on their own. I was wrong.\u003c/p>\n\u003ch2>Oppression Is the Root of Problem Loving\u003c/h2>\n\u003cp>The problem with problem loving is that we become satisfied with discussing the problem and uncomfortable with imagining solutions. This is of course by design, and it’s how oppression works! The conditions of oppression and the challenges of everyday life force us into daily survival mode and ongoing crisis management.\u003c/p>\n\u003cp>\u003ca href=\"https://www.penguinrandomhouse.com/books/675693/the-four-pivots-by-shawn-ginwright/\">\u003cimg class=\"alignright wp-image-58998\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright.png 1016w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-800x1200.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-160x240.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/01/The-Four-Pivots-by-Shawn-A.-Ginwright-768x1152.png 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>Survival caused by oppressive conditions renders our imagination inert. We are all in an abusive relationship with oppression, and rather than leaving the relationship altogether, we choose to fight it. Oppression says to us, “All you can do is resist and fight me. But you will never leave me altogether,” and this is precisely what we unconsciously do, unaware of our abusive relationship with oppression.\u003c/p>\n\u003cp>Oppression has forced us to only solve problems, locking us into a way of thinking that keeps us in the same predicament. No fundamental change has ever come from problem fixing. We only reform and repair systems, institutions, and social relationships. There is no radical transformation.\u003c/p>\n\u003cp>During one of my graduate seminars years ago, I highlighted this point to my students. I wanted to push them away from problem loving and into possibility creating. Many of them were organizers or community activists who were working on important issues in the San Francisco Bay Area. Some were advocates for affordable housing, others were organizing homeless families, still others were helping to build stronger police accountability with mothers whose children had been killed by the police. As I explained to them the problem with problems, some of them pushed back, as I always encourage my students to do. They argued that if they didn’t fight for people’s rights and build power, there wouldn’t be any significant change. Fighting and resisting oppression for them was the only tool to bring the changes that they wanted to see. So I asked them to write a short one-page paper describing the problem they were addressing and how they were attempting to address it. Here is a sample of what they said:\u003c/p>\n\u003cul>\n\u003cli>Fighting for police accountability in San Francisco’s police department\u003c/li>\n\u003cli>Resisting racist housing policies that force Black families from the city\u003c/li>\n\u003cli>Confronting homophobia in schools\u003c/li>\n\u003cli>Demanding anti-racist classrooms\u003c/li>\n\u003cli>Struggling for environmental justice\u003c/li>\n\u003c/ul>\n\u003cp>I explained that our language sometimes holds clues to our problem loving. I noticed a pattern in the terms they used to describe their work. Most of their terms directly responded to the condition they wanted to change. Terms like \u003cem>fight\u003c/em>, \u003cem>resist\u003c/em>, \u003cem>struggle\u003c/em>, \u003cem>confront\u003c/em>, \u003cem>defend \u003c/em>are connected to oppression, and they predefine the outcome of work in ways that fail to affirm what the students wanted to create or imagine. Next I asked them to rewrite the one-page description of their work, but they could not use any of the following words in the left-hand column, only the terms in the right-hand column:\u003c/p>\n\u003ctable>\n\u003ctbody>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Resist\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Reimagine\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Defend\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Dream\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Disrupt\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Discover\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Demand\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Create\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Fight\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Design\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Struggle\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Play\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Confront\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Invent\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Destroy\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Visualize\u003c/span>\u003c/td>\n\u003c/tr>\n\u003ctr>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Deconstruct\u003c/span>\u003c/td>\n\u003ctd>\u003cspan style=\"font-weight: 400;\">Build\u003c/span>\u003c/td>\n\u003c/tr>\n\u003c/tbody>\n\u003c/table>\n\u003cp>The assignment was designed to push them into their imagination and use the language that affirmed it. They told me it was one of the most difficult assignments they had ever had because they had to really imagine what they wanted to see rather than articulate what they wanted to eliminate. They weren’t used to using their imagination to address injustice, oppression, and inequality. In fact, the historian Robin Kelley reminds us in his book \u003cem>Freedom Dreams \u003c/em>that imagination may be one of “the most revolutionary ideas available to us, and yet... we have failed miserably to grapple with [its] political and analytical importance.” This is why we need to be very careful in the terms we use to describe our work. If we are not thoughtful about our words, our work is confined and prescribed and fails to use our human condition to dream and imagine beyond oppression.\u003c/p>\n\u003cp>I think it was Dr. Cornel West who said that there is no affirmation through negation. We can never achieve what we want simply by pointing out what we don’t. This is why I’m cautious about the term \u003cem>anti-racist\u003c/em>. We should be mindful and avoid defining the world we want by articulating what we don’t want. The absence of violence doesn’t constitute peace, nor does the absence of illness constitute health. Peace is something entirely different from anti-violence; health and well-being cannot be adequately described as anti-illness. Light is not anti-dark, nor is water anti-land. These are important things in and of themselves.\u003c/p>\n\u003cp>That’s why \u003cem>anti-racist \u003c/em>is akin to saying, “I anti-hate you so much, would you marry me?” rather than, “I love you, let’s get married.” Love is not simply anti-hate, and no one would enter a relationship defined in this way! In the same way, the term \u003cem>anti-racist \u003c/em>simply falls short of naming precisely and affirmatively what we really want. The term \u003cem>anti-racist \u003c/em>does a good job of articulating an active and engaged stance against racism (as opposed to the passive term \u003cem>non-racist\u003c/em>) but fails to articulate a vision of what comes after that. Being non-racist and anti-racist are two sides of the “not” coin, which never gets us to what we really need and want, which is belonging.\u003c/p>\n\u003cp>\u003cem>Belonging \u003c/em>perhaps comes closest to what comes after anti-racism. john a. powell, director of the University of California’s Othering & Belonging Institute and professor of law and African American studies and ethnic studies, calls belonging “the circle of human concern,” which is the expressive and institutionalized act of inclusion and mattering. More importantly, the word \u003cem>belonging \u003c/em>is a term of affirmation and a statement of a potential desired future. \u003cem>Belonging \u003c/em>and \u003cem>inclusion \u003c/em>more adequately describe the world we want to create than the one we want to destroy. Now, of course an important prerequisite for belonging is anti-racism. We need folks to engage in an ongoing active stance to eliminate the attitudes, institutional structures, and privilege that come with whiteness. But belonging requires yet another step after we tear down the thick walls of racism. We need to build new bright and brilliant bridges of mattering and belonging where finally we can enjoy the profound and wonderful space of beloved community.\u003c/p>\n\u003cfigure id=\"attachment_58885\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-58885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg\" alt=\"\" width=\"250\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344.jpg 1240w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-800x882.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-1020x1124.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-160x176.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/12/Ginwright-Headshot-1-e1643176172344-768x847.jpg 768w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Shawn Ginwright\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Shawn Ginwright, PhD, is a professor of education in the Africana Studies Department and a senior research associate at San Francisco State University. He is also the founder and chief executive officer of Flourish Agenda, Inc., a research lab and consulting firm whose mission is to design strategies that unlock the power of healing and engage youth of color and adult allies in transforming their schools and communities. You can follow him on Twitter at \u003ca href=\"https://twitter.com/shawnginwright?lang=en\">@shawnginwright\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58857/how-to-make-the-shift-from-indulging-problems-to-creating-possibilities","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_20984","mindshift_21322","mindshift_21250","mindshift_20983","mindshift_20703","mindshift_21284","mindshift_21395"],"featImg":"mindshift_58884","label":"mindshift"},"mindshift_50429":{"type":"posts","id":"mindshift_50429","meta":{"index":"posts_1591205157","site":"mindshift","id":"50429","score":null,"sort":[1517492961000]},"guestAuthors":[],"slug":"how-to-help-older-kids-develop-a-sense-of-imagination","title":"8 Ways to Help Older Kids Develop a Sense of Imagination","publishDate":1517492961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n","blocks":[],"excerpt":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","status":"publish","parent":0,"modified":1517508682,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1498},"headData":{"title":"8 Ways to Help Older Kids Develop a Sense of Imagination | KQED","description":"As kids get older, the activities that cultivate imagination often get sidelined by the demands of academics. Professor Wendy Ostroff explains why imagination is so important and has suggestions for bringing back the spark.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Ways to Help Older Kids Develop a Sense of Imagination","datePublished":"2018-02-01T13:49:21.000Z","dateModified":"2018-02-01T18:11:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50429 https://ww2.kqed.org/mindshift/?p=50429","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/01/how-to-help-older-kids-develop-a-sense-of-imagination/","disqusTitle":"8 Ways to Help Older Kids Develop a Sense of Imagination","path":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Celebrated American author \u003ca href=\"http://www.ursulakleguin.com/\">Ursula K. Le Guin\u003c/a> -- dubbed by the Library of Congress in 2000 as a “living legend” for her contributions to science fiction, who died in January at the age of 88 -- had strong feelings about the imagination.\u003c/p>\n\u003cp>“In America the imagination is generally looked on as something that might be useful when the TV is out of order,” she \u003ca href=\"https://www.brainpickings.org/2017/04/13/ursula-k-le-guin-operating-instructions-words-are-my-matter/\">wrote\u003c/a> in \u003cem>Words Are My Matter\u003c/em>. But the ability to imagine is what drives all creativity, enables clear thinking and inspires a sense of humanity. “I think the imagination is the single most useful tool mankind possesses,” she wrote.\u003c/p>\n\u003cp>Imaginative play comes naturally to children, but it’s a habit of mind that needs to be taught and reinforced throughout life: “Young human beings need exercises in imagination as they need exercise in all the basic skills of life, bodily and mental: for growth, for health, for competence, for joy,\" Le Guin wrote. \"This need continues as long as the mind is alive.”\u003c/p>\n\u003cp>Imagination might be vital to a clear mind, but it’s not something that’s widely taught or understood, especially among older students. In a 2007 study of prospective teachers, 68 percent \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1871187108000266\">said\u003c/a> they believed students needed to focus on memorizing the right answer rather than thinking imaginatively. In his improbably popular TED talk on creativity and schools, Sir Ken Robinson \u003ca href=\"https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcript?language=en\">said\u003c/a> that humans are born with creativity and “we get educated out of it.” Jenny Smith, who graduated from Millburn High School in 2013, said that her secondary school focused singularly on academic benchmarks. “No one really cared about trying to develop our imaginations,” she said. “There was a curriculum, and they stuck to it.\"\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.ascd.org/Publications/Books/Overview/Cultivating-Curiosity-in-K-12-Classrooms.aspx\">Wendy Ostroff\u003c/a>, author of \u003cem>Cultivating Curiosity in K-12 Classrooms\u003c/em>, is a student of imagination and curiosity. Like Robinson, Ostroff believes many schools are set up in such a way as to wring out kids’ natural imaginativeness. “School is very oriented towards concepts,” she said, with walls between the creative classes like art and drama and “real” subjects where students have to perform. Lacking flexibility and time, teachers are required to hit “learning outcomes” and hew closely to lesson plans. Students respond by trying to please the teacher and get A’s, often losing any intrinsic interest in the subject along the way. “This is the opposite of imagination and creativity,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because imaginative thinking hones creativity and improves students’ social and emotional skills, it’s something that teachers and schools should fold into their planning. Ostroff identified several strategies teachers can adopt to encourage older students to activate their dormant imaginations.\u003c/p>\n\u003cp>\u003cstrong>Give students more control\u003c/strong>. Loosening the classroom structure and allowing students more power over their work can activate their curiosity. Ostroff encourages teachers to “flip the system,” so that students understand that the learning is for them, and not the teachers. As a practical matter, this might mean assigning essays and allowing the students to determine their length, or telling kids to turn the papers in when they’re done rather than on a particular day, or simply offering a free-write period, where students write what they please for their eyes only. Teachers also can invite students to decide for themselves how a paper or assignment is assessed, and to encourage kids to reflect on and evaluate their own work. “They start to crack open when they feel like they’re in charge,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Have students track their Google searches.\u003c/strong> Internet search engines can seem to provide all the answers, blocking students from thinking expansively. For Ostroff, “Google is the beginning of the learning, not the end.” She recommends the following assignment: Ask students to Google something that they find intensely interesting. Then, suggest that they click the hyperlink that’s most appealing, and then the one after that. They should keep track of what interested them in each link, so they develop an awareness of their own process. A student might start by searching “Mayans,” then move to “jewelry they wore,” then “precious metals,” then to “mining.” The point is to understand that learning is not simply finding an answer; it’s going deeper to figure out the next question. The first Google search should be the start of a larger inquiry. “Learning is about letting yourself get carried away,” Ostroff said.\u003c/p>\n\u003cp>\u003cstrong>Tell collaborative stories\u003c/strong>. Reading and telling stories is an effective way to learn. To spark imagination, the teacher might start by writing the first few lines of a story or poem on a piece of paper. She then passes the paper to a student, who adds more to the story. Every student receives the paper in turn, but reads only the written contribution of the student before her. (The paper should be folded to conceal all but the most recent addition.) This kind of impromptu storytelling, with its unpredictable outcome, keeps students engaged and thinking creatively.\u003c/p>\n\u003cp>\u003cstrong>Try improv\u003c/strong>. Once the domain of jazz musicians and comedians, improvisation has found its way into businesses and \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/\">schools\u003c/a>. Improv is the practice of telling stories, or playing music, without scripts. One person begins the story with a few lines, and turns to the person next to her to continue it, and so on, until everyone in the group has contributed. The inviolate rule of improv is “yes, and”—meaning every contribution is accepted, regardless of its randomness, and woven into the story. Improv sparks creativity and spontaneity, and its nonjudgmental tone frees up the introverted or fearful. Because improv tends toward playfulness, it also allows some lightness into the classroom, and to learning.\u003c/p>\n\u003cp>\u003cstrong>Introduce real-life experiences whenever possible.\u003c/strong> What might seem bloodless or irrelevant in the classroom can come alive if students see the subject play out before them. To bring energy to science and math, for example, a teacher might take her class to a Maker Faire, where kids (and sometimes adults) use their imaginations and minds to create new things. Ostroff suggests something as simple as taking a walk in pursuit of objects that can be used to build sculptures; or, if a manufacturer is nearby, asking for their remnants to build machines. Another interesting project for teenagers is building a “\u003ca href=\"http://cubekc.org/\">box city\u003c/a>,” in which students construct their own buildings and work to combine them into a model city. Done right, the box city will take into account economics, geography, history and culture, and give children hands-on experience with design and urban planning.\u003c/p>\n\u003cp>\u003cstrong>Encourage doodling\u003c/strong>. Drawing pictures or coloring while listening is both common and useful: it enables the \u003ca href=\"http://www.proquest.com/blog/pqblog/2015/K122015-Current-Research-Supports-Doodling-.html\">doodler\u003c/a> to stay focused and heightens intellectual arousal. Teachers can capitalize on that benefit by including doodling in class work. For example, students can be given notebooks to doodle in when listening, and asked to do a “doodle content analysis” of their scribbles. As well, teachers might ask students to select one or more drawings to modify for an art project, or to combine several doodles into a mural. The point is to be mindful of the value of doodling—how it enhances imagination and improves focus—and to invite students to continue the practice.\u003c/p>\n\u003cp>\u003cstrong>Imagine a classroom “creative council.” \u003c/strong>The council is an imaginary body of visionaries and experts that the students could “create” and then look to for answers to problems. A teacher might ask students to recommend people from the past or present who could “sit” on this council and serve as sources of wisdom. Ostroff writes, “We can tap into their knowledge virtually, by imagining and researching their potential responses and actions.” If students selected Marie Curie, for example, they would speculate about how she would respond to a particular issue. How would she approach the problem? What would she say we’re forgetting? This kind of made-up collective compels students to better understand how another thinks and even provides a kind of “imaginary mentorship.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Lighten up.\u003c/strong> “The message kids are getting in school is that learning isn’t fun,” Ostroff said. High school kids especially, who are reminded regularly to get serious about their studies, lose their sense of playfulness and replace it with a grim determination to do well. For their part, teachers feel the weight of lesson plans and standardized testing, all of it compressed into shorter days. Ostroff appreciates the challenge for students and teachers who are caught up in an efficiency model of education. By relaxing lesson plans, trying improv and giving students more voice in their education, teachers can shed some of the burden and restore the joy in learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50429/how-to-help-older-kids-develop-a-sense-of-imagination","authors":["4613"],"categories":["mindshift_192"],"tags":["mindshift_862","mindshift_20838","mindshift_20784","mindshift_1040","mindshift_20983","mindshift_20812","mindshift_21166","mindshift_20852","mindshift_1038"],"featImg":"mindshift_50454","label":"mindshift"},"mindshift_47125":{"type":"posts","id":"mindshift_47125","meta":{"index":"posts_1591205157","site":"mindshift","id":"47125","score":null,"sort":[1482999864000]},"guestAuthors":[],"slug":"whats-happening-in-the-brain-when-your-imagination-is-active","title":"What's Happening In The Brain When Your Imagination Is Active?","publishDate":1482999864,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Imagination is often associated with childhood, but that doesn't mean the process is simple. Conjuring images that one has never seen before is more complex than it seems, requiring the brain to reconfigure images it can readily identify in new ways.\u003c/p>\n\u003cp>In one hypothesis of the imagination network, the prefrontal cortex plays a crucial function as coordinator, signaling different networks of neurons representing images that wouldn't normally be associated together, to fire at the same time. Called \"mental synthesis,\" some researchers now believe the infrastructure for life-long imaginative pursuits may be laid during childhood.\u003c/p>\n\u003cp>This \u003ca href=\"http://ed.ted.com/lessons/the-neuroscience-of-imagination-andrey-vyshedskiy\">TED-Ed video\u003c/a> explains in more detail what scientists think is going on in the brain when our imaginations are at work.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=e7uXAlXdTe4\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Conjuring images one has never seen before is a complex mental process for which the foundation is likely laid in childhood.","status":"publish","parent":0,"modified":1483000300,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":133},"headData":{"title":"What's Happening In The Brain When Your Imagination Is Active? | KQED","description":"Conjuring images one has never seen before is a complex mental process for which the foundation is likely laid in childhood.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Happening In The Brain When Your Imagination Is Active?","datePublished":"2016-12-29T08:24:24.000Z","dateModified":"2016-12-29T08:31:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47125 http://ww2.kqed.org/mindshift/?p=47125","disqusUrl":"https://ww2.kqed.org/mindshift/2016/12/29/whats-happening-in-the-brain-when-your-imagination-is-active/","disqusTitle":"What's Happening In The Brain When Your Imagination Is Active?","path":"/mindshift/47125/whats-happening-in-the-brain-when-your-imagination-is-active","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Imagination is often associated with childhood, but that doesn't mean the process is simple. Conjuring images that one has never seen before is more complex than it seems, requiring the brain to reconfigure images it can readily identify in new ways.\u003c/p>\n\u003cp>In one hypothesis of the imagination network, the prefrontal cortex plays a crucial function as coordinator, signaling different networks of neurons representing images that wouldn't normally be associated together, to fire at the same time. Called \"mental synthesis,\" some researchers now believe the infrastructure for life-long imaginative pursuits may be laid during childhood.\u003c/p>\n\u003cp>This \u003ca href=\"http://ed.ted.com/lessons/the-neuroscience-of-imagination-andrey-vyshedskiy\">TED-Ed video\u003c/a> explains in more detail what scientists think is going on in the brain when our imaginations are at work.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/e7uXAlXdTe4'\n title='//www.youtube.com/embed/e7uXAlXdTe4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47125/whats-happening-in-the-brain-when-your-imagination-is-active","authors":["4354"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_20983","mindshift_875"],"featImg":"mindshift_47230","label":"mindshift"},"mindshift_44561":{"type":"posts","id":"mindshift_44561","meta":{"index":"posts_1591205157","site":"mindshift","id":"44561","score":null,"sort":[1460440636000]},"guestAuthors":[],"slug":"rethinking-intelligence-how-does-imagination-measure-up","title":"Rethinking Intelligence: How Does Imagination Measure Up?","publishDate":1460440636,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Dr. Scott Barry Kaufman’s personal education story may sound familiar to many families struggling against a system that doesn’t tend to value qualities in students that make them different from a predetermined “\u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/28/what-do-we-lose-by-measuring-average-in-education/\" target=\"_blank\">average\u003c/a>” learner. When he was young, Kaufman had \u003ca href=\"http://kidshealth.org/en/parents/central-auditory.html\" target=\"_blank\">central auditory processing disorder\u003c/a>, which made it hard for him to process verbal information in real time. He was asked to repeat third grade because he was considered a “slow” learner. That started him down a path of special education classes until high school.\u003c/p>\n\u003cp>“I felt on the one hand that I was capable of more intellectual challenges,” Kaufman told an audience at the \u003ca href=\"http://www.baykidsmuseum.org/visit-us/programs-and-events/creativity-forum/\" target=\"_blank\">Creativity Forum \u003c/a>hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>, “but on the other hand I thought, ‘Who am I to question authority?’ ” So he didn’t, and since school wasn’t challenging him, Kaufman spent a lot of time in his own internal world, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/01/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydreaming\u003c/a>.\u003c/p>\n\u003cp>“In the school system no one sees your inner stream of consciousness, your imagination. They only see how slow you are,” Kaufman said. That would have been true for Kaufman throughout school, except one perceptive teacher recognized his simmering frustration and was willing to look past his long history in special education classes. She gave him an untimed test, which ultimately showed he was likely capable of participating in general education classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">One of the most powerful wellsprings of creative energy, outstanding accomplishment, and self-fulfillment seems to be falling in love with something — your dream, your image of the future. \u003ccite>\u003ca href=\"http://scottbarrykaufman.com/wp-content/uploads/2014/03/Torrance-falling-in-love-with-something.pdf\">E. Paul Torrance\u003c/a>\u003c/cite>\u003c/aside>\n\u003cp>“No one had ever tried to break out of special ed before at my high school,” Kaufman said. Initially, school administrators clearly didn’t think he could manage the speed of his new courses. Kaufman was allowed to try them on a provisional basis, which he said didn’t inspire much confidence. But he was determined to prove them all wrong and was inspired by his new freedom. He wanted to experience everything school had to offer.\u003c/p>\n\u003cp>“I was curious for the first time in my life to see what I was capable of,” Kaufman said. In his first semester outside special education classes, Kaufman went from a C-average to almost all A's. “I do love learning in general and I’m very curious. I was excited. I felt like a kid in a candy shop. I felt like, wow, for the first time I’m free.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Even though Kaufman proved himself capable of excelling in general education high school classes, when he applied to Carnegie Mellon University -- writing that he wanted to study psychology so he could redefine intelligence -- he was rejected because his SAT scores were too low. The irony of that rejection doesn’t escape Kaufman but he was undaunted, applying to the college’s opera program instead because it didn’t require SATs.* He got in and slowly started taking classes in psychology, eventually changing majors.\u003c/p>\n\u003cp>Kaufman is now a professor of positive psychology at the University of Pennsylvania and the scientific director of its \u003ca href=\"http://imagination-institute.org/\" target=\"_blank\">Imagination Institute\u003c/a>. He got his master's from Cambridge and a doctorate from Yale, where he wrote his dissertation on a \u003ca href=\"http://gradworks.umi.com/33/62/3362196.html\" target=\"_blank\">new theory of intelligence\u003c/a>. Kaufman is clearly capable of deep scholarship when he’s passionate about his work. But where would he be if that teacher hadn't recognized his frustration, or if he’d accepted Carnegie Mellon’s initial rejection?\u003cbr>\n\u003cstrong>\u003cbr>\nREDEFINING INTELLIGENCE\u003c/strong>\u003c/p>\n\u003cp>Kaufman’s own experience and deep curiosity have led him to question the entire premise of the education system, which is based on IQ as the single measure of intelligence and cognitive ability. Kaufman thinks the traditional IQ test does a good job of measuring general cognitive ability, but says it misses all the ways that ability interacts with engagement. An individual’s goals within the learning classroom and excitement about a topic affect how he or she pursues learning, none of which is captured on IQ tests. Worse, those tests are often used to filter people in or out of special programs.\u003c/p>\n\u003cp>Rather than using this singular definition of intelligence, Kaufman’s work focuses on identifying characteristics of highly creative people. The Imagination Institute \u003ca href=\"http://imagination-institute.org/grant-recipients\" target=\"_blank\">funds projects\u003c/a> in a variety of disciplines that examine the role of imagination in different domains. Together these researchers are working to define an “imagination quotient,” which takes into account all the ways imagination functions in people’s work and maps what’s going on in their brains.\u003c/p>\n\u003cp>Kaufman and others working in this area have slowly been mapping out what’s called the \u003ca href=\"http://www.nslc.wustl.edu/courses/bio3411/woolsey/Readings/Lecture11/Buckner%20et%20al%202008.pdf\" target=\"_blank\">default mode network\u003c/a>, or what Kaufman likes to call the “imagination network.” This brain network is largely ignored by cognitive scientists because it is off when a person is being asked to focus externally. When executive functioning is required, the imagination network is largely quiet.\u003c/p>\n\u003cp>But this network is extremely important for internal reflection and the process of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/15/how-emotional-connections-can-trigger-creativity-and-learning/\" target=\"_blank\">meaning-making\u003c/a>. It is associated with daydreaming, retrieving deeply personal memories and moderating emotional space. “The second you make a personal connection to anything, this network lights up,” Kaufman said. “When you do the reading comprehension section of the SAT, this network is completely silent,” he added.\u003c/p>\n\u003cp>Most of the time the brain toggles between the default mode network and the more outward-focused attention network. But neuroscientists like Rex Jung and colleagues are beginning to \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fnhum.2013.00330/abstract\" target=\"_blank\">map out\u003c/a> an understanding of creative cognition. They're finding that very creative people actually have stronger connections between the networks.\u003c/p>\n\u003cp>“People who scored really highly on our imaginative test show greater brain connectivity between these brain networks that are talked about a lot in the literature as being at odds,” Kaufman said. He believes this is because imaginative, creative people are good at \u003ca href=\"http://blogs.scientificamerican.com/beautiful-minds/the-real-neuroscience-of-creativity/\" target=\"_blank\">disconnecting the attention network \u003c/a>in order to enter a flow state when they generate ideas, but can then key back into executive functioning in order to focus, sort and make sense of that generative time.\u003c/p>\n\u003cp>“People who are really creative are really good activating and deactivating these neural networks,” Kaufman said. They also tend to be \u003ca href=\"http://scottbarrykaufman.com/wp-content/uploads/2015/01/Kaufman-et-al.-2015.pdf\" target=\"_blank\">open to experiences\u003c/a> and score highly on divergent thinking tests. Since both attention and imagination networks are located in the brain, Kaufman believes it is a misnomer to call the qualities arising from the default mode network \"non-cognitive.”\u003c/p>\n\u003cp>“It’s so important that we appreciate all of the cognitive functions coming from the imaginative brain network,” he said.\u003c/p>\n\u003cp>\u003cstrong>FOUR PRACTICES TO CULTIVATE CHILDREN’S CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Despite the primacy of the attention network and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">executive functioning in education\u003c/a>, Kaufman says there are several ways parents and educators can nurture creativity in young people and in adults.\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong> Kaufman recommends allowing more solitary reflective time in kids’ schedules. Whether it’s the constant demands on attention at school or in after-school activities, there often isn’t enough time in a child’s day when she can switch off the executive functioning network and tap into the imagination network.\u003c/p>\n\u003cp>“I think executive function and self-control alone are nothing,” Kaufman said. “It’s just duty. Executive function for what?” He believes educators need to do more to couple executive function with imagination so learning comes alive with personal meaning. Then when the teacher demands attention, it is worthwhile to the learner.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> “We support obsessive passion, but not harmonious passion,” Kaufman said. He defines harmonious passion as a core part of people's identity that makes them feel good about themselves. Harmonious passion is characterized by flexible engagement, where a child can abandon the pursuit if it isn’t paying dividends. And the passion often reflects qualities a person likes about himself and is easily integrated with the rest of his identity.\u003c/p>\n\u003cp>This type of passion is correlated with physical health, psychological well-being, work stamina (less burnout), concentration, self-esteem and work satisfaction, among other things. Harmonious passion differs from obsessive passion or motivation because it is a core part of a person.\u003c/p>\n\u003cp>“We need to be on the lookout for the twinkle in the eye and cultivate that harmonious passion,” Kaufman said.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> Kaufman also says it’s important to give young kids a diverse set of experiences in order to increase the chances of inspiration. “Lots of things add meaning to our lives,” he said.\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong> Lastly, Kaufman believes educators, parents, and policymakers need to reset their mindsets around student ability. “Kids who think differently are not appreciated in our school system at all,” Kaufman said. “There is so much we could build on with kids who think differently.” Rather than trying to shoehorn every child into one mold, Kaufman hopes educators from the top of the system down to individual classrooms will someday value the individual qualities that make each child uniquely gifted.\u003c/p>\n\u003cp>“The goal is to really stimulate this field,” Kaufman said. “It’s been dominated by the same tests for 50 years. It’s time to look at things like inspiration and daydreaming or musical skills. We can be more imaginative in how we measure imagination.”\u003c/p>\n\u003cp>Some have wondered if it’s even worth \u003ca href=\"http://ideas.ted.com/can-a-test-measure-your-imagination/\" target=\"_blank\">measuring imagination\u003c/a>, but Kaufman believes that measurement is important so researchers can see how changing behavior affects creative achievement. But he hopes the measurements are never used as another sorting mechanism.\u003c/p>\n\u003cp>“The key here is to assume there are a key set of skills that can be developed in everyone,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this story indicated Kaufman had no voice training when he applied to the opera program. In fact, he had voice lessons in high school and sang in the choir. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Neuroscientists and psychologists are trying to develop a new way of thinking about intelligence, one that includes kids who don't always shine in the traditional system.","status":"publish","parent":0,"modified":1460579145,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1698},"headData":{"title":"Rethinking Intelligence: How Does Imagination Measure Up? | KQED","description":"Neuroscientists and psychologists are trying to develop a new way of thinking about intelligence, one that includes kids who don't always shine in the traditional system.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rethinking Intelligence: How Does Imagination Measure Up?","datePublished":"2016-04-12T05:57:16.000Z","dateModified":"2016-04-13T20:25:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44561 http://ww2.kqed.org/mindshift/?p=44561","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/11/rethinking-intelligence-how-does-imagination-measure-up/","disqusTitle":"Rethinking Intelligence: How Does Imagination Measure Up?","path":"/mindshift/44561/rethinking-intelligence-how-does-imagination-measure-up","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Dr. Scott Barry Kaufman’s personal education story may sound familiar to many families struggling against a system that doesn’t tend to value qualities in students that make them different from a predetermined “\u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/28/what-do-we-lose-by-measuring-average-in-education/\" target=\"_blank\">average\u003c/a>” learner. When he was young, Kaufman had \u003ca href=\"http://kidshealth.org/en/parents/central-auditory.html\" target=\"_blank\">central auditory processing disorder\u003c/a>, which made it hard for him to process verbal information in real time. He was asked to repeat third grade because he was considered a “slow” learner. That started him down a path of special education classes until high school.\u003c/p>\n\u003cp>“I felt on the one hand that I was capable of more intellectual challenges,” Kaufman told an audience at the \u003ca href=\"http://www.baykidsmuseum.org/visit-us/programs-and-events/creativity-forum/\" target=\"_blank\">Creativity Forum \u003c/a>hosted by the \u003ca href=\"http://www.baykidsmuseum.org/\">Bay Area Discovery Museum\u003c/a>, “but on the other hand I thought, ‘Who am I to question authority?’ ” So he didn’t, and since school wasn’t challenging him, Kaufman spent a lot of time in his own internal world, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/01/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydreaming\u003c/a>.\u003c/p>\n\u003cp>“In the school system no one sees your inner stream of consciousness, your imagination. They only see how slow you are,” Kaufman said. That would have been true for Kaufman throughout school, except one perceptive teacher recognized his simmering frustration and was willing to look past his long history in special education classes. She gave him an untimed test, which ultimately showed he was likely capable of participating in general education classes.\u003c/p>\n\u003caside class=\"pullquote alignright\">One of the most powerful wellsprings of creative energy, outstanding accomplishment, and self-fulfillment seems to be falling in love with something — your dream, your image of the future. \u003ccite>\u003ca href=\"http://scottbarrykaufman.com/wp-content/uploads/2014/03/Torrance-falling-in-love-with-something.pdf\">E. Paul Torrance\u003c/a>\u003c/cite>\u003c/aside>\n\u003cp>“No one had ever tried to break out of special ed before at my high school,” Kaufman said. Initially, school administrators clearly didn’t think he could manage the speed of his new courses. Kaufman was allowed to try them on a provisional basis, which he said didn’t inspire much confidence. But he was determined to prove them all wrong and was inspired by his new freedom. He wanted to experience everything school had to offer.\u003c/p>\n\u003cp>“I was curious for the first time in my life to see what I was capable of,” Kaufman said. In his first semester outside special education classes, Kaufman went from a C-average to almost all A's. “I do love learning in general and I’m very curious. I was excited. I felt like a kid in a candy shop. I felt like, wow, for the first time I’m free.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even though Kaufman proved himself capable of excelling in general education high school classes, when he applied to Carnegie Mellon University -- writing that he wanted to study psychology so he could redefine intelligence -- he was rejected because his SAT scores were too low. The irony of that rejection doesn’t escape Kaufman but he was undaunted, applying to the college’s opera program instead because it didn’t require SATs.* He got in and slowly started taking classes in psychology, eventually changing majors.\u003c/p>\n\u003cp>Kaufman is now a professor of positive psychology at the University of Pennsylvania and the scientific director of its \u003ca href=\"http://imagination-institute.org/\" target=\"_blank\">Imagination Institute\u003c/a>. He got his master's from Cambridge and a doctorate from Yale, where he wrote his dissertation on a \u003ca href=\"http://gradworks.umi.com/33/62/3362196.html\" target=\"_blank\">new theory of intelligence\u003c/a>. Kaufman is clearly capable of deep scholarship when he’s passionate about his work. But where would he be if that teacher hadn't recognized his frustration, or if he’d accepted Carnegie Mellon’s initial rejection?\u003cbr>\n\u003cstrong>\u003cbr>\nREDEFINING INTELLIGENCE\u003c/strong>\u003c/p>\n\u003cp>Kaufman’s own experience and deep curiosity have led him to question the entire premise of the education system, which is based on IQ as the single measure of intelligence and cognitive ability. Kaufman thinks the traditional IQ test does a good job of measuring general cognitive ability, but says it misses all the ways that ability interacts with engagement. An individual’s goals within the learning classroom and excitement about a topic affect how he or she pursues learning, none of which is captured on IQ tests. Worse, those tests are often used to filter people in or out of special programs.\u003c/p>\n\u003cp>Rather than using this singular definition of intelligence, Kaufman’s work focuses on identifying characteristics of highly creative people. The Imagination Institute \u003ca href=\"http://imagination-institute.org/grant-recipients\" target=\"_blank\">funds projects\u003c/a> in a variety of disciplines that examine the role of imagination in different domains. Together these researchers are working to define an “imagination quotient,” which takes into account all the ways imagination functions in people’s work and maps what’s going on in their brains.\u003c/p>\n\u003cp>Kaufman and others working in this area have slowly been mapping out what’s called the \u003ca href=\"http://www.nslc.wustl.edu/courses/bio3411/woolsey/Readings/Lecture11/Buckner%20et%20al%202008.pdf\" target=\"_blank\">default mode network\u003c/a>, or what Kaufman likes to call the “imagination network.” This brain network is largely ignored by cognitive scientists because it is off when a person is being asked to focus externally. When executive functioning is required, the imagination network is largely quiet.\u003c/p>\n\u003cp>But this network is extremely important for internal reflection and the process of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/15/how-emotional-connections-can-trigger-creativity-and-learning/\" target=\"_blank\">meaning-making\u003c/a>. It is associated with daydreaming, retrieving deeply personal memories and moderating emotional space. “The second you make a personal connection to anything, this network lights up,” Kaufman said. “When you do the reading comprehension section of the SAT, this network is completely silent,” he added.\u003c/p>\n\u003cp>Most of the time the brain toggles between the default mode network and the more outward-focused attention network. But neuroscientists like Rex Jung and colleagues are beginning to \u003ca href=\"http://journal.frontiersin.org/article/10.3389/fnhum.2013.00330/abstract\" target=\"_blank\">map out\u003c/a> an understanding of creative cognition. They're finding that very creative people actually have stronger connections between the networks.\u003c/p>\n\u003cp>“People who scored really highly on our imaginative test show greater brain connectivity between these brain networks that are talked about a lot in the literature as being at odds,” Kaufman said. He believes this is because imaginative, creative people are good at \u003ca href=\"http://blogs.scientificamerican.com/beautiful-minds/the-real-neuroscience-of-creativity/\" target=\"_blank\">disconnecting the attention network \u003c/a>in order to enter a flow state when they generate ideas, but can then key back into executive functioning in order to focus, sort and make sense of that generative time.\u003c/p>\n\u003cp>“People who are really creative are really good activating and deactivating these neural networks,” Kaufman said. They also tend to be \u003ca href=\"http://scottbarrykaufman.com/wp-content/uploads/2015/01/Kaufman-et-al.-2015.pdf\" target=\"_blank\">open to experiences\u003c/a> and score highly on divergent thinking tests. Since both attention and imagination networks are located in the brain, Kaufman believes it is a misnomer to call the qualities arising from the default mode network \"non-cognitive.”\u003c/p>\n\u003cp>“It’s so important that we appreciate all of the cognitive functions coming from the imaginative brain network,” he said.\u003c/p>\n\u003cp>\u003cstrong>FOUR PRACTICES TO CULTIVATE CHILDREN’S CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Despite the primacy of the attention network and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">executive functioning in education\u003c/a>, Kaufman says there are several ways parents and educators can nurture creativity in young people and in adults.\u003c/p>\n\u003cp>\u003cstrong>1.\u003c/strong> Kaufman recommends allowing more solitary reflective time in kids’ schedules. Whether it’s the constant demands on attention at school or in after-school activities, there often isn’t enough time in a child’s day when she can switch off the executive functioning network and tap into the imagination network.\u003c/p>\n\u003cp>“I think executive function and self-control alone are nothing,” Kaufman said. “It’s just duty. Executive function for what?” He believes educators need to do more to couple executive function with imagination so learning comes alive with personal meaning. Then when the teacher demands attention, it is worthwhile to the learner.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> “We support obsessive passion, but not harmonious passion,” Kaufman said. He defines harmonious passion as a core part of people's identity that makes them feel good about themselves. Harmonious passion is characterized by flexible engagement, where a child can abandon the pursuit if it isn’t paying dividends. And the passion often reflects qualities a person likes about himself and is easily integrated with the rest of his identity.\u003c/p>\n\u003cp>This type of passion is correlated with physical health, psychological well-being, work stamina (less burnout), concentration, self-esteem and work satisfaction, among other things. Harmonious passion differs from obsessive passion or motivation because it is a core part of a person.\u003c/p>\n\u003cp>“We need to be on the lookout for the twinkle in the eye and cultivate that harmonious passion,” Kaufman said.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> Kaufman also says it’s important to give young kids a diverse set of experiences in order to increase the chances of inspiration. “Lots of things add meaning to our lives,” he said.\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong> Lastly, Kaufman believes educators, parents, and policymakers need to reset their mindsets around student ability. “Kids who think differently are not appreciated in our school system at all,” Kaufman said. “There is so much we could build on with kids who think differently.” Rather than trying to shoehorn every child into one mold, Kaufman hopes educators from the top of the system down to individual classrooms will someday value the individual qualities that make each child uniquely gifted.\u003c/p>\n\u003cp>“The goal is to really stimulate this field,” Kaufman said. “It’s been dominated by the same tests for 50 years. It’s time to look at things like inspiration and daydreaming or musical skills. We can be more imaginative in how we measure imagination.”\u003c/p>\n\u003cp>Some have wondered if it’s even worth \u003ca href=\"http://ideas.ted.com/can-a-test-measure-your-imagination/\" target=\"_blank\">measuring imagination\u003c/a>, but Kaufman believes that measurement is important so researchers can see how changing behavior affects creative achievement. But he hopes the measurements are never used as another sorting mechanism.\u003c/p>\n\u003cp>“The key here is to assume there are a key set of skills that can be developed in everyone,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this story indicated Kaufman had no voice training when he applied to the opera program. In fact, he had voice lessons in high school and sang in the choir. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44561/rethinking-intelligence-how-does-imagination-measure-up","authors":["234"],"categories":["mindshift_20579"],"tags":["mindshift_862","mindshift_20784","mindshift_1040","mindshift_20983","mindshift_46","mindshift_20982"],"featImg":"mindshift_44581","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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