Adele Diamond was a discovery, someone I first heard about and encountered by way of the Vancouver gathering where I also interviewed Matthieu Ricard. She is a formative figure in the emerging field of developmental cognitive neuroscience. And she is the kind of person I love to interview — a person with an important body of knowledge who never stops growing and asking new questions and making big ideas come to life in her person. Her robust Jewish identity flows into the way she makes sense of the larger meaning of what she does, and she has also been deeply influenced by her encounter with the Dalai Lama's Mind and Life Institute conversations between scientists and spiritual thinkers. She has nurtured a lifelong love of dancing alongside her love of learning, and so she embodies the delightfully challenging story her research has to tell. Here, in a very simplified nutshell, is that story — the piece of it that I have been able to internalize, in any case, and that has fundamentally changed the way I think about the education I received and what I want for my own children. Among other things, breakthroughs in neuroscience are helping us understand the prefrontal cortex of the brain. This is the latest part of the brain to develop in our species ("the new kid on the block," as Adele Diamond puts it) and the last to fully mature — as late as our 20s — in every individual life. The prefrontal cortex is vital to how we learn more than what we learn. It controls the cognitive disciplines and flexibility we need to access, apply, and creatively build on what we learn across our life spans. Such skills are a manifestation of the brain's capacity for what neuroscientists call "executive function." Adele Diamond's groundbreaking research has focused on an educational approach called "Tools of the Mind" that strengthens executive function in pre-school age children. It has also shown intriguing promise for children with autism and ADHD, and for helping close the achievement gap between children of different socioeconomic backgrounds. Serious ideas, all. Yet, wonderfully, play is at the heart of this program. Tools of the Mind and related science-inspired initiatives encourage a child's natural inclination for dramatic play. They mine that experience for the discipline it holds: of creativity, of putting oneself in another's shoes, of listening and yielding to others, of character and perseverance. Cutting-edge science is bringing us back to some very traditional, intuitive, and — as it turns out — educationally savvy modes of human interaction in and beyond school. It is scientifically explaining the educational power of things like drama, music, and physical activity. It is revealing memorization as a form of exercise for the brain, and demonstrating that joyful environments are also more efficacious. Stress shuts down the prefrontal cortex. And the kinds of mental discipline the prefrontal cortex enables — manifest, for example, in a child's ability to interact with others in play at an early age — is a more definitive indicator of future thriving, academic and otherwise, than IQ. I am also naturally drawn to the spiritual implications of Adele Diamond's work. Her emphasis is as much on reflection as on information. The kind of science she and others are doing has led the school system of British Columbia to incorporate reflection as a part of the development of whole, healthy human beings within its educational philosophy. I hear echoes of my recent conversation with Malka Haya Fenyvesi and Aziza Hasan in Los Angeles, who are cultivating curiosity and listening between Muslims and Jews as a civic discipline that can enlarge our souls and our practical ability to be present to difference and possibility in ourselves and in the world. Adele Diamond references Rabbi Abraham Joshua Heschel as well as the Dalai Lama as she reflects on the spiritual connections she uncovers between learning, doing, and being. There are innate ethical and moral lessons within and alongside the scientific learnings of her work. I've seen a helpful reference to our evolving understanding of the prefrontal cortex as "the science of attention." This is a wonderful and evocative phrase. Filled with everything I've learned from Adele Diamond, it gives me a whole new category for thinking about one of my favorite subjects — the organic interplay between scientific inquiry and spiritual inquiry that I believe is going to shape the 21st century in ways we have not yet begun to imagine.
I Recommend Viewing:
SoundSeen Slideshow Dramatic Play and the Developing Brain produced by Nancy Rosenbaum + Trent Gilliss In this narrated slideshow, we pair Adele Diamond explaining the nuts and bolts of Executive Function with 5th and 6th graders demonstrating some of the principles she describes through improvisational theater games.