from the world's big
Mind fitness: How meditation boosts your focus, resilience and brain
Consider stress junk food for your brain, while meditation is the gym that can repair and reshape you after years of a bad brain diet.
Daniel Goleman is a psychologist, lecturer, and science journalist who has reported on the brain and behavioral sciences for The New York Times for many years. His 1995 book, Emotional Intelligence (Bantam Books) was on The New York Times bestseller list for a year and a half.
Goleman is also the author of Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything. The book argues that new information technologies will create “radical transparency,” allowing us to know the environmental, health, and social consequences of what we buy. As shoppers use point-of-purchase ecological comparisons to guide their purchases, market share will shift to support steady, incremental upgrades in how products are made – changing every thing for the better.
His latest book is Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body, which he has co-authored with Richard Davidson reveals the science of what meditation can really do for us, as well as exactly how to get the most out of it.
Daniel Goleman: Altered states refers to a mode of consciousness or awareness that takes us out of our ordinary everyday sense of the world, sense of ourselves.
We can enter altered states when we get intensely focused on something—deep concentration will bring you into an altered state, sometimes people like to talk how athletes get “into the zone” or they “get into flow”, those are everyday altered states, but they come from being intensely focused on some activity or in the moment itself.
And of course altered states can come from drugs or from being in an unusual physiological state. A fever can bring on an altered state. And of course, the ‘60s and ‘70s saw a huge upsurge of people interested in exploring altered states through psychedelics.
So altered states are temporary conditions, and when whatever it was that brought on the special state of awareness leaves, then the state fades.
So if you get into a flow state rock climbing, when you come down from the mountain, it’s gone—or whatever may have caused it: your temperature might have gone up, and put you into maybe not a pleasant altered state, but still an altered state. The temperature goes down, it’s gone.
Altered traits on the other hand are lasting changes or transformations of being, and they come classically through having cultivated an altered state through meditation, which then has a consequence for how you are day-to-day—and that’s different than how you were before you tried the meditation.
And what we find in our research, as we say in the book Altered Traits, is that the more you meditate, the more lifetime hours you put into it, the stronger the lasting traits become.
When we surveyed more than 6000 peer reviewed articles published to date on meditation we used very strict rigorous methodological standards and we whittled them down to about 60, so maybe one percent of all those articles were really well done. And they document very strongly that altered traits are a lasting consequences of regular meditation and it’s not that it’s the altered states that’s the point. If you look at the classic traditions from which meditation comes to us in the West all of them talk about the quality of being, the person you’ve become. And we see it in the data in many ways. We see it in cognitive changes, we see in behavioral changes and most importantly we see it in neurological changes the neuroscience of meditation is really getting stronger and stronger. It’s pretty spectacular and it shows that brain function and perhaps even structure in the long-term meditators becomes different and becomes different in ways that are actually predicted in classic meditation texts.
The good news is that there’s a dose response relationship in meditation. Apparently from what we can tell the longer you do it the more benefits you get. So for example, right from the beginning there are intentional benefits, there are stress benefits, you’re more resilient under stress, but we see this even more strikingly in people who have been longer-term meditators, people who have done meditation daily for say several years. There you see in terms of attention things that don’t show up with the beginner so much you see that, for example, they’re more present. There’s a strict test of this in cognitive science called the intentional blink. The intentional blink means you get lost in one thought and you don’t notice what’s happening the next moment. And this happens, of course, to all of us ordinarily, but longer-term meditators seem to have this less, it means they’re more present to the moment. Longer-term meditators are able to better focus in the midst of distractions. This is kind of common sense because meditation in essence is training in attention.
The basic move in meditation is you’re focusing on one thing or on a particular intentional stance, the mind wandering circuitry, which is well known in neuroscience, the mind wandering circuitry kicks in, people’s mind wanders on average 50 percent of the time research at Harvard tells us. So at some point when you’re trying to do your meditation your mind will wander. We’re wired that way. The key is do you notice that it wonders? Once you notice your mind has wandered off and you bring it back your strengthening the circuitry for focus for attention. And just like going to the gym and working out for years and years doing reps you get bigger muscles and more strength and fitness, the same thing happens in the mind. The mind is a mental gym and meditation is a basic work out. So if you’re a long-term meditator you get more benefits than people who are just starting out. It’s just common sense. And we see it in the scientific findings. So longer-term meditators are better able to focus on that one thing and not be distracted even when there’s a hubbub around them; they’re are better able to concentrate; they’re better able to be present to what’s happening. So the attentional benefits just get stronger and stronger and even more important they become traits. We see them not when a person is meditating but months after or just in their everyday life when they come into a lab without meditating we see that the attentional benefits still last.
The same thing is true of stress. In long-term meditators the benefits for handling stress get stronger and stronger as time goes on. Of course we see some signs of this in people right from the get go, beginners in meditation, but the longer you’ve been a meditator the more, for example, you’re able to snap back from an upset. And this is really the sign of resilience. Resilience is measured scientifically by how long it takes you to get back to what we call your baseline that pleasant mood you’re in before that thing flipped you out. And the shorter that is the more resilient you are. And we see this as a lasting trait in long-term meditators they are able to bounce back from stress. Also we see that their amygdala, that trigger point for the stress reaction is less reactive; they’re calmer in the face of stress. So the stress benefits get stronger and stronger and become traits in long-term meditators.
Meditation is like a gym for your brain. If you follow through and exercise (in this case, your brain) every single day... pretty soon you'll see results. Psychologist and science journalist Daniel Goleman posits that meditation truly leads you to an "altered state" similar to psychotropic drugs, albeit in a much more lasting and positive way that Goleman calls an "altered trait". Meditation is the opposite of stress in that with meditation we can unlearn stress; consider stress junk food for your brain and meditation as the gym that can repair and reshape you after years of a bad brain diet! Goleman's new book is Primal Leadership: Unleashing the Power of Emotional Intelligence.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Hollywood has created an idea of aliens that doesn't match the science.
- Ask someone what they think aliens look like and you'll probably get a description heavily informed by films and pop culture. The existence of life beyond our planet has yet to be confirmed, but there are clues as to the biology of extraterrestrials in science.
- "Don't give them claws," says biologist E.O. Wilson. "Claws are for carnivores and you've got to be an omnivore to be an E.T. There just isn't enough energy available in the next trophic level down to maintain big populations and stable populations that can evolve civilization."
- In this compilation, Wilson, theoretical physicist Michio Kaku, Bill Nye, and evolutionary biologist Jonathan B. Losos explain why aliens don't look like us and why Hollywood depictions are mostly inaccurate.
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.