For a long time we’ve been taught that evolution is a process that is happening to us. Thankfully we’re living in times where the human race is finally getting a grasp on the fact that we’re actually actively involved in how we evolve as a species.
As humans, our bodies are constantly changing in response to the environment around us. Our muscles change according to whether we choose to use them or not. The enzymes in our digestive system change in response to the foods we choose to eat. Our endocrine system is in a constant feedback loop with our emotions which can change dramatically according to what’s happening in the world around us. As Dr Bruce Lipton put it, “the cell is a carbon-based ‘computer chip’ that reads the environment”, and the field of epigenetics teaches us that our DNA changes in quality – again, according to our environment.
When science talks about ‘environmental influence’ it seems to imply ‘all that which is outside ourselves’. It’s easy to overlook the fact that that our conscious choices about which environmental factors we engage with are part of what shapes the way our bodies restructure. We are part of the environment that influences our own development; our free will lets us choose and change the environment. We participate in our own evolution during our lifetime and what we do in our own lives can also affect future generations. In this way, personal evolution is collective evolution, and nowhere is personal evolution more apparent than how we are capable of rewiring our own brain.
How Reprogramming the Mind Is Helpful To Us
Humans work really well with routines. We repeat the same pattern over and over, and through neuroplasticity our brain wires itself so that it doesn’t have to think too much about that task anymore, it just runs that established electrical pathway. To riff off Noel Burch, it’s like when we learn to drive a car: we move from unconscious incompetence ‘I don’t know how bad at this I’m going to be’; to conscious competence ‘I now know how bad I am at this’; to conscious competence ‘OK, I can do this but I have to keep my mind on the job’; to unconscious competence ‘I can wind the window down, change the radio, turn a corner and change gears all at the same time, without even thinking about it’.
We program ourselves all the time with repetition, so we don’t have to waste energy engaging isolated focus on every task. The question is whether these are routines we are choosing for ourselves or that have been imposed on us? If they are imposed, are they helpful to us both personally and as a species?
When Are We Most Easily Able To Wire And Re-wire Our Mind?
During early childhood our brains are wiring themselves for the first time. While this process slows after the intense surge of development in first few years, our brains are still establishing the wiring we will largely use for the rest of our life throughout childhood. When we hit our teenage years we experience the second surge of new wiring and there is an opportunity for patterns to be created during this time that can setup behaviours for years to come. After this period, neuroplasticity still occurs but it just isn’t as fluid as it was before. So you can teach an old dog new tricks, it’s just a slower process.
The problem here is that our subconscious is overhearing everything our conscious mind is hearing, and is therefore to a being programmed by whatever influence we’re being exposed to. The Jesuits knew this 400 years ago. They would boast:
“Give me a child until it’s seven, it will belong to the church for the rest of its life.’” – Dr Bruce Lipton, paraphrasing Jesuit priests.
We Are Always Programming Ourselves
I like to imagine the subconscious mind is like an autopilot system. It is overhearing everything we ever think or say, and it’s mission (in the background and whenever possible) is to guide us towards whatever we want… or at least whatever it thinks we want according to what it overhears. An extra level of challenge is introduced when we imagine that the conscious mind has the capacity for judgment its higher expression – discernment. The subconscious, however, doesn’t have that ability. When it is overhearing everything you think and every word you say it simply hears the topic, not the context. ‘I don’t want to be fat’ with the judgment of ‘I don’t want’ removed becomes the topic only: ‘be fat’. The subconscious ‘overhears’ the topic of what is active in your conscious mind and it is listening for repetition. This is how it figures out for how ready we need to be for that particular thought process.
Repetition Is The Key. Repetition Is The Key.
If we lift weights we are using repetition to say to the muscles, ‘be ready for this, we may need to do this at any moment, so restructure yourself’. Scientists have found the fastest way to get fit is to do interval sprints, which is basically a physical way of saying to the body through repetition ‘you need to restructure yourself so we can sprint at top speed at any time, at the drop of a hat’. Rest, get your breath back and sprint again, over and over. This repetition tells the body that it’s a high priority to restructure and be ready for this at all times. My observation is that the same appears to be true for our brain. When our subconscious overhears our thoughts and words and there is repetition, there is an increased likelihood of neural rewiring. After all – neurons that fire together wire together.
The path of least resistance
When attempting to re-wire an old habit or behaviour pattern, it is useful to remember the old adage from high school science: electricity follows the path of least resistance. Imagine the old pattern as a well-established electrical pathway in your brain. As you put conscious focus into creating a new electrical pathway to replace the old pattern, you make that new electrical pathway fatter. As soon as you stop putting conscious focus into running the new behaviour pattern the electricity will revert to the old cable for as long as it is the fatter of the two cables, as that is the path of least resistance. As soon as the day comes when the new electrical pathway is thicker than the old one you have a new program in your autopilot system, that will now run on it’s own without you needing to focus conscious intention on it. You have reached a level of conscious competence. According to Dan Coyle a key to making the consciously chosen wiring stick is holding the intention that ‘I want to know this for the rest of my life’. Coyle suggests this causes the brain to coat the new electrical pathway in the brain with myelin insulation, making it much more permanent.
Taking care with the programs we allow our subconscious to overhear
As stated earlier, our autopilot system is taking direction from everything you’re experiencing – which includes the media we watch, the people we surround ourselves with and more. For this reason, one of the most powerful things we can do is exercise discernment around the kind of experiences we expose ourselves to, and their level of intensity and repetition.
“It is easier to build strong children than to repair broken men.” – Frederick Douglass
More importantly is the need for extra care in exercising this discernment on behalf of the children in our care and teaching this discernment to teenagers as, in both cases they are in a heightened state of neuroplasticity and are more susceptible to influence. To be clear, I am by no means advocating prudishness or avoidance of the truth, just a higher level of awareness of how we are either consciously or inadvertently being programmed all the time.
In the video below Bruce Lipton speaks passionately on this very subject, citing this discernment on behalf of our children as a clear solution to war and conflict.
Right now our education system is doing more to indoctrinate our children than to educate them. In fact, that has been the case for quite some time. Our young minds are being told to accept authority as truth instead of truth as authority, and teachers talk at the students instead of with them.
Teachers have become repeaters of information. They are merely regurgitating everything they once learned from their own teachers, and perpetuating the recycling of information; information that has managed to evade scrutiny for generations. Children are no longer the masters of their own learning, and instead, their minds are being treated as storage containers.
The factory model of education, with its focus on academic and economic elitism, is churning out obedient workers for the system, encouraged to conform every step of the way. We are not being treated as organic, creative, investigative human beings, but instead as parts in the machine. The education system is filtering out the inquisitive nature of our being, with the ultimate goal being to prevent dissent against the system. The system doesn’t want thinkers. It doesn’t want people to question its methods. It wants a population that can be easily manipulated and controlled so as to relinquish all its power to the elite.
There are those who say that skills cannot be taught in schools. Socrates would likely scoff at that notion, were he still alive today. It was Socrates who said, “I cannot teach anybody anything; I can only make them think.”
If we’re going to solve the problem of indoctrination in our school system, we have to learn to begin asking questions instead of giving answers. Real learning is achieved through the investigative process. Children have to be encouraged to search for the answers themselves. It is up to the teachers to provide the tools and resources necessary for the children to conduct these inquiries and make meaningful discoveries. One well-formed question will do more to inspire than any number of answers. In every facet of our educational pursuits, it becomes crucial to begin an open dialogue with our students, to encourage healthy debate and to have them form their own conclusions.
The importance of teaching philosophy in schools cannot be underestimated. In a world where most of humanity is running on the treadmill with the blinders on, it is paramount that we re-evaluate our own perspectives from time to time, and look at the big picture.
What teaching philosophy does is it gets us thinking, it gets us questioning, and it gets us contemplating. Without these skills, humanity will continue to function on autopilot, and we will allow those in power to continue to dominate, oppress and enslave us in every way.
I’ve never subscribed to the notion that intelligence is fixed and unchanging. Intelligence (and its opposite) can be taught and reinforced though there may be varying ranges determined by factors such as diet, habits, genetics, personality, environment, time, resources and relationships. There’s also different categories of intelligences that aren’t equally valued by society, but the type of intelligence involved in critical thinking and creative problem solving is what our society seems to need most. On the latest episode of The Bulletproof Executive podcast, host Dave Asprey and researcher/science writer Andrea Kuszewski discuss methods to improve this type of intelligence among other topics including the relationship between extreme altruism and sociopathy.
Listen to the full interview here:
Kuszewski previously expanded on 5 ways to maximize cognitive potential as a guest blogger for Scientific American. Even if one has no need or desire to boost intelligence, they can also be used for sustaining intelligence and preventing cognitive decline associated with aging. Here are the five recommendations and her conclusion:
1. Seek Novelty
It is no coincidence that geniuses like Einstein were skilled in multiple areas, or polymaths, as we like to refer to them. Geniuses are constantly seeking out novel activities, learning a new domain. It’s their personality.
There is only one trait out of the “Big Five” from the Five Factor Model of personality (Acronym: OCEAN, or Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism) that correlates with IQ, and it is the trait of Openness to new experience. People who rate high on Openness are constantly seeking new information, new activities to engage in, new things to learn—new experiences in general [2].
When you seek novelty, several things are going on. First of all, you are creating new synaptic connections with every new activity you engage in. These connections build on each other, increasing your neural activity, creating more connections to build on other connections—learning is taking place.
An area of interest in recent research [pdf] is neural plasticity as a factor in individual differences in intelligence. Plasticity is referring to the number of connections made between neurons, how that affects subsequent connections, and how long-lasting those connections are. Basically, it means how much new information you are able to take in, and if you are able to retain it, making lasting changes to your brain. Constantly exposing yourself to new things helps puts your brain in a primed state for learning.
Novelty also triggers dopamine (I have mentioned this before in other posts), which not only kicks motivation into high gear, but it stimulates neurogenesis—the creation of new neurons—and prepares your brain for learning. All you need to do is feed the hunger.
Excellent learning condition = Novel Activity—>triggers dopamine—>creates a higher motivational state—>which fuels engagement and primes neurons—>neurogenesis can take place + increase in synaptic plasticity (increase in new neural connections, or learning).
As a follow-up of the Jaeggi study, researchers in Sweden [pdf] found that after 14 hours of training working memory over 5 weeks’ time, there was an increase of dopamine D1 binding potential in the prefrontal and parietal areas of the brain. This particular dopamine receptor, the D1 type, is associated with neural growth and development, among other things. This increase in plasticity, allowing greater binding of this receptor, is a very good thing for maximizing cognitive functioning.
Take home point: Be an “Einstein”. Always look to new activities to engage your mind—expand your cognitive horizons. Learn an instrument. Take an art class. Go to a museum. Read about a new area of science. Be a knowledge junkie.
2. Challenge Yourself
There are absolutely oodles of terrible things written and promoted on how to “train your brain” to “get smarter”. When I speak of “brain training games”, I’m referring to the memorization and fluency-type games, intended to increase your speed of processing, etc, such as Sudoku, that they tell you to do in your “idle time” (complete oxymoron, regarding increasing cognition). I’m going to shatter some of that stuff you’ve previously heard about brain training games. Here goes: They don’t work. Individual brain training games don’t make you smarter—they make you more proficient at the brain training games.
Now, they do serve a purpose, but it is short-lived. The key to getting something out of those types of cognitive activities sort of relates to the first principle of seeking novelty. Once you master one of those cognitive activities in the brain-training game, you need to move on to the next challenging activity. Figure out how to play Sudoku? Great! Now move along to the next type of challenging game. There is research that supports this logic.
A few years ago, scientist Richard Haier wanted to see if you could increase your cognitive ability by intensely training on novel mental activities for a period of several weeks. They used the video game Tetris as the novel activity, and used people who had never played the game before as subjects (I know—can you believe they exist?!). What they found, was that after training for several weeks on the game Tetris, the subjects experienced an increase in cortical thickness, as well as an increase in cortical activity, as evidenced by the increase in how much glucose was used in that area of the brain. Basically, the brain used more energy during those training times, and bulked up in thickness—which means more neural connections, or new learned expertise—after this intense training. And they became experts at Tetris. Cool, right?
Here’s the thing: After that initial explosion of cognitive growth, they noticed a decline in both cortical thickness, as well as the amount of glucose used during that task. However, they remained just as good at Tetris; their skill did not decrease. The brain scans showed less brain activity during the game-playing, instead of more, as in the previous days. Why the drop? Their brains got more efficient. Once their brain figured out how to play Tetris, and got really good at it, it got lazy. It didn’t need to work as hard in order to play the game well, so the cognitive energy and the glucose went somewhere else instead.
Efficiency is not your friend when it comes to cognitive growth. In order to keep your brain making new connections and keeping them active, you need to keep moving on to another challenging activity as soon as you reach the point of mastery in the one you are engaging in. You want to be in a constant state of slight discomfort, struggling to barely achieve whatever it is you are trying to do, as Einstein alluded to in his quote. This keeps your brain on its toes, so to speak. We’ll come back to this point later on.
3. Think Creatively
When I say thinking creatively will help you achieve neural growth, I am not talking about painting a picture, or doing something artsy, like we discussed in the first principle, Seeking Novelty. When I speak of creative thinking, I am talking about creative cognition itself, and what that means as far as the process going on in your brain.
Contrary to popular belief, creative thinking does not equal “thinking with the right side of your brain”. It involves recruitment from both halves of your brain, not just the right. Creative cognition involves divergent thinking (a wide range of topics/subjects), making remote associations between ideas, switching back and forth between conventional and unconventional thinking (cognitive flexibility), and generating original, novel ideas that are also appropriate to the activity you are doing. In order to do this well, you need both right and left hemispheres working in conjunction with each other.
Several years ago, Dr Robert Sternberg, former Dean at Tufts University, opened the PACE (Psychology of Abilities, Competencies, and Expertise) Center, in Boston. Sternberg has been on a quest to not only understand the fundamental concept of intelligence, but also to find ways in which any one person can maximize his or her intelligence through training, and especially, through teaching in schools.
Here Sternberg describes the goals of the PACE Center, which was started at Yale:
“The basic idea of the center is that abilities are not fixed but rather flexible, that they’re modifiable, and that anyone can transform their abilities into competencies, and their competencies into expertise,” Sternberg explains. “We’re especially interested in how we can help people essentially modify their abilities so that they can be better able to face the tasks and situations they’re going to confront in life.”
As part of a research study, The Rainbow Project [pdf], he created not only innovative methods of creative teaching in the classroom, but generated assessment procedures that tested the students in ways that got them to think about the problems in creative and practical ways, as well as analytical, instead of just memorizing facts.
Sternberg explains,
“In the Rainbow Project we created assessments of creative and practical as well as analytical abilities. A creative test might be: ‘Here’s a cartoon. Caption it.’ A practical problem might be a movie of a student going into a party, looking around, not knowing anyone, and obviously feeling uncomfortable. What should the student do?”
He wanted to find out if by teaching students to think creatively (and practically) about a problem, as well as for memory, he could get them to (i) Learn more about the topic, (ii) Have more fun learning, and (iii) Transfer that knowledge gained to other areas of academic performance. He wanted to see if by varying the teaching and assessment methods, he could prevent “teaching to the test” and get the students to actually learn more in general. He collected data on this, and boy, did he get great results.
In a nutshell? On average, the students in the test group (the ones taught using creative methods) received higher final grades in the college course than the control group (taught with traditional methods and assessments). But—just to make things fair— he also gave the test group the very same analytical-type exam that the regular students got (a multiple choice test), and they scored higher on that test as well. That means they were able to transfer the knowledge they gained using creative, multimodal teaching methods, and score higher on a completely different cognitive test of achievement on that same material. Sound familiar?
4. Do Things the Hard Way
I mentioned earlier that efficiency is not your friend if you are trying to increase your intelligence. Unfortunately, many things in life are centered on trying to make everything more efficient. This is so we can do more things, in a shorter amount of time, expending the least amount of physical and mental energy possible. However, this isn’t doing your brain any favors.
Take one object of modern convenience, GPS. GPS is an amazing invention. I am one of those people GPS was invented for. My sense of direction is terrible. I get lost all the time. So when GPS came along, I was thanking my lucky stars. But you know what? After using GPS for a short time, I found that my sense of direction was worse. If I failed to have it with me, I was even more lost than before. So when I moved to Boston—the city that horror movies and nightmares about getting lost are modeled after—I stopped using GPS.
I won’t lie—it was painful as hell. I had a new job which involved traveling all over the burbs of Boston, and I got lost every single day for at least 4 weeks. I got lost so much, I thought I was going to lose my job due to chronic lateness (I even got written up for it). But—in time, I started learning my way around, due to the sheer amount of practice I was getting at navigation using only my brain and a map. I began to actually get a sense of where things in Boston were, using logic and memory, not GPS. I can still remember how proud I was the day a friend was in town visiting, and I was able to effectively find his hotel downtown with only a name and a location description to go on—not even an address. It was like I had graduated from navigational awareness school.
Technology does a lot to make things in life easier, faster, more efficient, but sometimes our cognitive skills can suffer as a result of these shortcuts, and hurt us in the long run. Now, before everyone starts screaming and emailing my transhumanist friends to say that I’ve sinned by trashing tech—that’s not what I’m doing.
Look at it this way: Driving to work takes less physical energy, saves time, and it’s probably more convenient and pleasant than walking. Not a big deal. But if you drove everywhere you went, or spent your life on a Segway, even to go very short distances, you aren’t going to be expending any physical energy. Over time, your muscles will atrophy, your physical state will weaken, and you’ll probably gain weight. Your overall health will probably decline as a result.
Your brain needs exercise as well. If you stop using your problem-solving skills, your spatial skills, your logical skills, your cognitive skills—how do you expect your brain to stay in top shape—never mind improve? Think about modern conveniences that are helpful, but when relied on too much, can hurt your skill in that domain. Translation software: amazing, but my multilingual skills have declined since I started using it more. I’ve now forced myself to struggle through translations before I look up the correct format. Same goes for spell-check and autocorrect. In fact, I think autocorrect was one of the worst things ever invented for the advancement of cognition. You know the computer will catch your mistakes, so you plug along, not even thinking about how to spell any more. As a result of years of relying on autocorrect and spell-check, as a nation, are we worse spellers? (I would love someone to do a study on this.)
There are times when using technology is warranted and necessary. But there are times when it’s better to say no to shortcuts and use your brain, as long as you can afford the luxury of time and energy. Walking to work every so often or taking the stairs instead of the elevator a few times a week is recommended to stay in good physical shape. Don’t you want your brain to be fit as well? Lay off the GPS once in a while, and do your spatial and problem-solving skills a favor. Keep it handy, but try navigating naked first. Your brain will thank you.
5. Network
And that brings us to the last element to maximize your cognitive potential: Networking. What’s great about this last objective is that if you are doing the other four things, you are probably already doing this as well. If not, start. Immediately.
By networking with other people—either through social media such as Facebook or Twitter, or in face-to-face interactions—you are exposing yourself to the kinds of situations that are going to make objectives 1-4 much easier to achieve. By exposing yourself to new people, ideas, and environments, you are opening yourself up to new opportunities for cognitive growth. Being in the presence of other people who may be outside of your immediate field gives you opportunities to see problems from a new perspective, or offer insight in ways that you had never thought of before. Learning is all about exposing yourself to new things and taking in that information in ways that are meaningful and unique—networking with other people is a great way to make that happen. I’m not even going to get into the social benefits and emotional well-being that is derived from networking as a factor here, but that is just an added perk.
Steven Johnson, author who wrote the book “Where Good Ideas Come From”, discusses the importance of groups and networks for the advancement of ideas. If you are looking for ways to seek out novel situations, ideas, environments, and perspectives, then networking is the answer. It would be pretty tough to implement this “Get Smarter” regiment without making networking a primary component. Greatest thing about networking: Everyone involved benefits. Collective intelligence for the win!
…And I have a departing question for you to ponder as well: If we have all of this supporting data, showing that these teaching methods and ways of approaching learning can have such a profound positive effect on cognitive growth, why aren’t more therapy programs or school systems adopting some of these techniques? I’d love to see this as the standard in teaching, not the exception. Let’s try something novel and shake up the education system a little bit, shall we? We’d raise the collective IQ something fierce.
Intelligence isn’t just about how many levels of math courses you’ve taken, how fast you can solve an algorithm, or how many vocabulary words you know that are over 6 characters. It’s about being able to approach a new problem, recognize its important components, and solve it—then take that knowledge gained and put it towards solving the next, more complex problem. It’s about innovation and imagination, and about being able to put that to use to make the world a better place. This is the kind of intelligence that is valuable, and this is the type of intelligence we should be striving for and encouraging.
After the Crash 