“When we set children against one another in contests – from spelling bees to awards assemblies to science “fairs” (that are really contests), from dodge ball to honor rolls to prizes for the best painting or the most books read – we teach them to confuse excellence with winning, as if the only way to do something well is to outdo others. We encourage them to measure their own value in terms of how many people they’ve beaten, which is not exactly a path to mental health. We invite them to see their peers not as potential friends or collaborators but as obstacles to their own success. (Quite predictably, researchers have found that the results of competition often include aggression, cheating, envy of winners, contempt for losers, and a suspicious posture toward just about everyone.) Finally, we lead children to regard whatever they’re doing as a means to an end: The point isn’t to paint or read or design a science experiment, but to win. The act of painting, reading, or designing is thereby devalued in the child’s mind.“
Alfie Kohn, The Myth of the Spoiled Child, Chapter 4
“So yes. It had flaws, but what does that matter when it comes to matters of the heart? We love what we love. Reason does not enter into it. In many ways, unwise love is the truest love. Anyone can love a thing because. That’s as easy as putting a penny in your pocket. But to love something despite. To know the flaws and love them too. That is rare and pure and perfect.” – Patrick Rothfuss, A Wise Man’s Fear
“So far we’ve talked about getting out of our limited thinking and envisioning how we’d design our ideal day if we knew we would be successful. We explored letting go of our own emotional baggage, recognizing them our personal triggers have been provoked, and committing to parenting our children from a place of possibility instead of fear. But for this last Tilt, I want to talk explicitly about fully leaning in to the power of our personal choice and using it as a foundation for creating what our child needs. Because the truth is, what our child needs may not exist yet. But why should that stop us?” – Debbie Reber, Differently Wired
If you liked the quote from Differently Wired, read my brief review of the book here and check back in June for the giveaway!
“…many parents, educators, and therapists prioritize academic achievement over instilling happiness, even if it greatly increases stress. In fact I have heard proponents of some approaches take issue with the idea of emphasizing happiness, arguing that for children with autism, it is far more important to develop skills than to be happy. In other words, instead of measuring happiness, we should be measuring skills.
“Not only is this way of thinking misguided, but it misses the point. Children – and all human beings – learn more readily when they are happy. They retain information more effectively when they feel positive emotion. When we try to learn under persistently stressful situations, we retain less, and it’s more difficult for us to access what we learned. But when we’re feeling a positive emotion, we’re more primed for a learning experience, and our learning is deeper and far more effective.”
“Asking if I want to be healed is like asking if I want to like anchovies. I cannot imagine what liking anchovies would feel like, what taste they would have in my mouth. People who like anchovies tell me they taste good; people who are normal tell me being normal feels good. They cannot describe the taste or the feeling in a way that makes sense to me.”
“In all great works of fiction, regardless of the grim reality they present, there is an affirmation of life against the transience of that life, an essential defiance. This affirmation lies in the way the author takes control of reality by retelling it in his own way, thus creating a new world. Every great work of art, I would declare pompously, is a celebration, an act of insubordination against the betrayals, horrors and infidelities of life.”