Book series discussion: The Power of Mindful Learning by Ellen Langer
The Power of Mindful Learning
Book Discussion Series (Fall 2024)
In The Power of Mindful Learning, Ellen Langer uses her innovative theory of mindfulness to enhance the way we learn. In business, sports, laboratories, or at home, our learning is hobbled by certain antiquated and pervasive misconceptions. In this liberating book, she gives us a new view of learning in the broadest sense.
Mindful learning takes place with an awareness of context and of the ever-changing nature of information. Learning without this awareness, Langer suggests, has severely limited uses and often sets one up for failure.
Chapter 1: When Practice Makes Imperfect challenges the idea that skills should be practiced until they become second nature. This is often an instructor’s default method. Overlearning can lead to rigid, mindless habits assuming there is only one way to do things. Introducing the value of doubt sets the stage for awareness of subtle differences and possible alternative solutions adapted to new situations. The chapter explores the value of doubt and “sideways learning,” which involves questioning and adapting learned information. This approach includes an openness to novelty, alertness to distinctions, sensitivity to contexts, implicit awareness of multiple perspectives and orientation to the present. Examples are given of how to teach and present information in a way that encourages mindful learning rather than mindless repetition. The chapter explores whether textbooks can teach mindfully and suggests modifications to encourage creative use of material. One example shows how rewriting text in conditional language, rather than absolute terms, helped students preparing for a stockbroker exam apply information more creatively.
Chapter 2: Creative Distraction argues that distraction is not always negative and it can be a form of attention to something else. The human mind naturally seeks variety and novelty. The chapter suggests that being distracted can lead to new ideas and insights. Continuously trying to fixate on a single thought or image can be counterproductive and exhausting, as the mind needs variation to sustain attention. Studies are cited that show how varying one’s approach to a task, even by being “distracted,” can enhance attention and memory. The chapter also examines the relationship between movement and mindfulness and how physical movement can enhance learning.
Chapter 3: The Myth of Delayed Gratification questions the belief that rewards should be delayed and that work should come before play. Delayed gratification that focuses on future rewards can diminish the enjoyment of present experiences. Traditional approaches to motivating children, like promising rewards or adding fun elements to disliked tasks, reinforce the belief that those tasks are inherently unpleasant. The chapter argues that this mindset of delayed gratification can make learning seem like a chore that can undermine intrinsic motivation. Studies are discussed that show how disliked tasks can be made pleasurable by encouraging individuals to notice new things about them, thus finding pleasure by mindfully drawing distinctions and finding novel aspects within them.
Chapter 4: 1066 What? or The Hazards of Rote Memory discusses the limitations of rote memorization and how it can lead to information being locked up in the mind and unavailable for use in new contexts. Though many educators use memorization (that is the way they were taught) it is often ineffective for long-term retention. Memorizing information as isolated facts without relevance hinders conceptual understanding and creative use. The chapter suggests that making information relevant to one’s self-image can improve recall and that incorporating multiple perspectives can help students learn and retain information more effectively.
Chapter 5: A New Look at Forgetting argues that forgetting is not always a problem and that it can be beneficial in certain situations. The chapter discusses how mindful remembering, which involves actively searching for details and constructing possible scenarios, can be more satisfying than simply recalling information in the same form in which it was encoded. Educators often use rigid scripts to teach lessons but may benefit by using a bullet list of main points continually incorporating fresh perspectives. The chapter also examines cultural differences in attitudes toward aging and memory and suggests that negative stereotypes about aging may contribute to memory loss in older adults – almost a self-fulfilling prophecy. Studies show that Deaf and Chinese elders, who live in cultures that generally view aging more positively, demonstrate better memory compared to their hearing American counterparts.
Chapter 6: Mindfulness and Intelligence challenges the belief that intelligence is simply about knowing facts. The chapter discusses different theories of intelligence and explores how mindfulness can enhance problem-solving abilities. Mindfulness theory offers an alternative perspective, suggesting that intelligence lies in the ability to recognize multiple perspectives and choose among them rather than seeking a single correct answer. The chapter traces the roots of intelligence theory back to 19th-century concepts that emphasized the ability to perceive and adapt to the environment. Flexible thinking is the essence of mindfulness – flexibility is also considered a quality of intelligent thinking. This flexibility allows for more creative and effective responses to challenges.
Chapter 7: The Illusion of Right Answers questions the search for the single right answer and argues that there are often multiple valid perspectives. The chapter suggests that intelligence is often seen as the capacity to achieve desirable outcomes. Focusing on outcomes can limit our thinking while being open to uncertainty can foster creativity and exploration. Intelligence is more about learning-to-learn and how well students can learn new tasks by transferring learning to other related tasks. Classifying intelligence into numerous dimensions can inadvertently encourage labeling and competition. The chapter also emphasizes the importance of asking questions and being aware of our own perspectives.