Love Means Putting yourself out of business

The proper aim of giving is to put the recipient in a state where he no longer needs our gift. We feed children in order that they soon be able to feed themselves; we teach them in order that they may soon not need our teaching. The hour when we can say “They need me no longer” should be our reward.

My own profession – that of a university teacher – is in this way dangerous. If we are any good we must always be working towards the moment at which our pupils are fit to become our critics and rivals. We should be delighted when it arrives, as the fencing master is delighted when his pupil can pink and disarm him. Any many are. But not all.

CS Lewis, The Four Loves

Love Begets Love

The more children know that you value them, that you consider them extraordinary people, the more willing they will be to listen to you and afford you the more willing they will be to listen to you and afford you the same esteem. And the more appropriate your teaching, based on your knowledge of them, the more eager your children will be to learn from you. And the more they learn, the more extraordinary the will become, If the reader senses the cyclical character of this process, he or she is quite correct and is appreciating the truth of the reciprocity of love. Instead of a vicious downward cycle, it is a creative upward cycle of evolution and growth. Value creates value. Love begets love.

M Scott Peck, The Road Less Traveled

Listening to Children

Why exert effort to focus totally on the boring prattlings of a six-year-old? First, you willingness to do so is the best possible concrete evidence of your esteem you can give your child. If you give your child the same esteem you would give a great lecturer, then the child will know him or herself to be valued and therefore feel valuable. Second, the more children feel valuable, the more they will begin to say things of value.

They will rise to your expectation of them. Third, the more you listen to your child, the more you will realize that in amoungst the pauses, the stutterings, the seemingly innocent chatter, your child does indeed have valuable things to say. Listen to your child enough and you'll come to realize that he or she is quite an extraordinary individual. And the more extraordinary you realize your child to be, the more you'll will be willing to listen. And the more you will learn.

M Scott Peck, The Road Less Traveled

Two Lies

We lie, of course, not only to others but also to ourselves. Of the myriad lies people often tell themselves, two of the most common, potent and destructive are “We really love our children” and “Our parents really loved us.” If may be that our parents did love us and we do love our children, but when it is not the case, people often go to extraordinary lengths to avoid the realization.

I frequently refer to psychotherapy as the “truth game” or the “honest game” because its business is among other things to help patients confront such lies. One of the roots of mental illness is invariably an interlocking system of lies we have been told and lies we have told ourselves. These roots can be uncovered and excised only in an atmosphere of utter honesty.

M Scott Peck, The Road Less Traveled

Overinvolved Parents

Madeline Levine, psychologist and author of The Price of Privilege, says that there are three ways we might be overparenting and unwittingly causing psychological harm:

1. When we do for our kids what they can already do for themselves;

2. When we do for our kids what they can almost do for themselves; and

3. When our parenting behavior is motivated by our own egos.

 Levine said that when we parent this way we deprive our kids of the opportunity to be creative, to problem solve, to develop coping skills, to build resilience, to figure out what makes them happy, to figure out who they are. In short, it deprives them of the chance to be, well, human. Although we overinvolve ourselves to protect our kids and it may in fact lead to short-term gains, our behavior actually delivers the rather soul-crushing news: Kid, you can’t actually do any of this without me.

Julie Lythcott-Haims, How to Raise an Adult

The value of arguing with your parents

Arguing with your parents as a teenager trains you to reject peer pressure. University of Virginia researchers observed more than 150 13-year-olds as they disputed issues like grades and chores with their mothers. Checking back in with the teens several years later, they discovered that those who had argued the longest and most convincingly—without yelling or whining—were also 40 percent less likely to have accepted offers of drugs and alcohol than the teens who were required to simply obey their mothers. Study author Joseph P. Allen says constructive debates with parents are “a critical training ground” for independent decision-making.

The Week Magazine

AI Shows Linguistic Experience essential for Language Skills—Not Grammar Knowledge

“Children should be seen, not heard” goes the old saying, but the latest AI language models suggest that nothing could be further from the truth. Instead, children need to be engaged in the back-and-forth of conversation as much as possible to help them develop their language skills. Linguistic experience—not grammar—is key to becoming a competent language user.

Morten Christiansen & Pablo Contreras Kallens writing in Fast Company

Playing Patty-cake

With younger children the communication is more and more nonverbal but still ideally requires periods of total concentration.

You can't play patty-cake very well when your mind is elsewhere. And if you can only play patty-cake halfheartedly, you are running the risk of having a halfhearted child. Adolescent children require less total listening time from their parents than a six-year-old but even more true listening time.

They are much less likely to chatter aimlessly, but when they do talk, they want their parents' full attention even more than do the younger children.

M Scott Peck, The Road Less Traveled

The boy with the bread sandwich

Norman Garmezy, a developmental psychologist and clinician at the University of Minnesota, met thousands of children in his four decades of research. But one boy in particular stuck with him. He was nine years old, with an alcoholic mother and an absent father. Each day, he would arrive at school with the exact same sandwich: two slices of bread with nothing in between. At home, there was no other food available, and no one to make any. Even so, Garmezy would later recall, the boy wanted to make sure that “no one would feel pity for him and no one would know the ineptitude of his mother.” Each day, without fail, he would walk in with a smile on his face and a “bread sandwich” tucked into his bag.

The boy with the bread sandwich was part of a special group of children. He belonged to a cohort of kids—the first of many—whom Garmezy would go on to identify as succeeding, even excelling, despite incredibly difficult circumstances. These were the children who exhibited a trait Garmezy would later identify as “resilience.”

If you are lucky enough to never experience any sort of adversity, we won’t know how resilient you are. It’s only when you’re faced with obstacles, stress, and other environmental threats that resilience, or the lack of it, emerges: Do you succumb or do you surmount?

Resilient children (have) what psychologists call an “internal locus of control”: they believed that they, and not their circumstances, affected their achievements. The resilient children saw themselves as the orchestrators of their own fates. In fact, on a scale that measured locus of control, they scored more than two standard deviations away from the standardization group. 

One of the central elements of resilience is perception: Do you conceptualize an event as traumatic, or as an opportunity to learn and grow?

Maria Konnikova writing in The New Yorker