mayfieldga's picture
mayfieldga

I hope parents will try to see this in their lives and then help children

We need to see average stress as accumulation of layers of mental frictions. When we do this we see how our invidividual environments greatly affect learning and motivation to learn. Try to picture an upright rectangle representing our leftover ability to learn. A young child with few layers of mental frictions can learn more easily. As we get older, we accumulate more layers of mental frictions that leave less mental energy to learn new things. The higher those layers of mental frictions the harder it is to learn and also cuts motivation to learn or "mental received for mental work expended". by redefining our average stress as layers of mental frictions, we can then use this tool to bein slowly understanding our individual environments and weights we are applying to those elements to begin resolving and changing our approach to "more permanently reduce those layers of mental frictions and like mental frictions to continually improve learning and motivation to learn. I feel as those layers of mental frictions accumulate toward the top of that uright rectangle, they create psychological suffering and shorter reflection time that can lead to many harmful escapes such as over eating, over shopping to drug, alcohol abuse, violence, and suicide. I feel this redefining of average stress has many applications for all of us. I feel it has many social and academic applications, including the Male Crisis where differential treatment of boys and girls is causing boys to fall behind academically. Complete learning theory to all with many applications.

There is a second tool:High layers of mental frictions may also “cause” students to approach mental work in an incorrect way or try too hard. I feel if we were to have a point of perfect stability then the dynamics of approaching mental work (academics and other learning material) would be approached in a more perfect dynamic way: the child will more naturally approach new mental work more slowly at first. As a person gains knowledge and skills in an area, his pace and intensity will increase naturally with equal enjoyment of learning. With more mental friction or less stability, that added instability disrupts or causes the child to be less focused and/or use the added mental energy or mental friction in his life to try too hard or apply too much effort in relation to those mental frictions. Many children need to be taught the dynamics of approaching new things more slowly to help offset the improper tendency of trying too hard or applying too much effort. This only hurts motivation or mental reward received for mental work expended. Both problems of high layers of mental frictions and improper pace and intensity accumulate over years to creates large deficits in learning for many students and adults. Again, complete learning theory to all with many applications for children and adults.



acitez's picture
acitez

Kind of like Tai Chi for intellectual effort.

2xstepmom's picture
2xstepmom

Stress and chaos in a child's life disrupts their ability to learn, often leading to risky behaviors and a downward spiral in their lives. Did I get this right?

mayfieldga's picture
mayfieldga

In this case it is more or less cognitively becoming more aware of our how we use our energy more efficiently by understanding how our minds are dealing with other layers of mental loose strings or mental frictions that impede thinking, learning, motivation to learn "mental reward for mental work expended", and can create from "high average stress such problems as higher muscle tension that hurts handwriting, higher internal stress that creates more activity for stress relief, and even speech.

I feel all of us fall on a continuum of at least some amount or layers of mental frictions that remove mental energy from more productive thinking.

The big thing is to show how our individual environments greatly affect our lives and thinking that can greatly affect motivation to learn and also greatly accumulation of mental, emotional, social, academic skills over time. By finding and using such tools, we can help remove the stagnancy or hopelessness created by our current, mulptiple intelligence models of learning.
Such tools as these could help all students and adults.

So by learning how to more permanently reduce average stress, we improve with each removed layer our thinking, learning, motivation to learn and mental/emotional health.

mayfieldga's picture
mayfieldga

This is a new thought on life - Redefine our average stress not as situational stress but as layers of mental frictions we are all acclimated to some degree that hurt our own ability to learn and have good mental/emotional health. When we can do this we can then see how our individual environments (in many areas of our lives) come together to greatly affect our abilities in many areas.

The idea is to begin slowly understanding how the elements of our individual environments "children and adult" come together to create layers of mental frictions in our "own" lives. Then slowly begin to both resolve and make a change in a weight or value that will keep other like mental frictions from occurring to continually improve thinking, learning, mental/emotional health and just becoming a newer, better person over time.

Try to see stress as "not just events or chaos in a person's life" children and adults - but even more subtle but very real, as many layers of mental frictions from just everyday life for all of us. The key is to see events, yes, as causing a rise in average stress, but the bulk of our average stress as many layers of mental frictions from our everyday life even without events.

So even when we are supposedly feeling fine, and relaxing to our favorite music, our minds are acclimated to some measure of layers of mental frictions "average stress" that impedes our own ability to think, learn, motivation, mental reward received for mental work expended, and also creates tht much less stability. So we can be feeling just fine but still have some measure of layers of mental frictions that hurt our abilities.
Again, try to see that upright rectangle representing "our" all of us, our full mental energy that is taken up by some amount or layers of mental frictions that immpede that much our own ability to think, learn, and have motivation to learn. Try to also see how the length of that space left over also represents our ability to think more deeply to consider more abstract thinking. I feel we need lower average stress for academics. I feel reading and enjoyment of reading is an abstract skill requring more mental energy to visualize, reflect on information, learn new words from our social vocabulary, and enjoy the process of reading. By seeing abstract thinking as a variable of average stress, now we have a way to help improve.

The risky behaviors can come to "all of us". All of us can accumulate higher layers of mental frictions that will create shorter reflection time and psychological suffering that can lead to forms of escape.

Try to see situational stress as something that occurs on top our average layers. By maintaining lower layers of mental frictions. We make our situational stresses more manageable.