Joy Ignites Learning

Reprinted from the Conceptual Math: Pedagogical Considerations Section
Jung-Beeman and Subramanian have researched the Ah-ha moment, that moment when everything clicks in place, and I finally understand the lesson I have been studying for days, or weeks.  They found that this moment of learning happens more often when we are in a positive mood: i.e. during the state of relaxed attention, serenity, peace, not striving, "on task", intensely focused on the solution.

Why do we equate learning with being serious, when in reality learning happens most easily and effectively when we are having fun?
 
I recall a parent comment on the national school registry talking about the local Waldorf charter school in his neighborhood.
 
If your main interest is knowing that school will be fun place for your kids. This is a good school… if one's priority is in learning the basic educational curriculum, then this will not be the school for you. However, if one's priority is that your child thinks that school is fun and that people are nice and, if that is good enough for you, you will more than likely like this school very much
 
I just think this quote so epitomizes our current view of education.  If it is fun, it can’t be learning.  My own research on the school above showed that these students, besides showing greater levels of school enjoyment and better emotional well-being, also were the top of their district in reading and math by the 8th grade. We must remember that learning is developmental, and if we get students on the right track early, they will propel themselves to heights we can’t begin to imagine.
 
Even more disheartening, regarding another Waldorf charter, one parent wrote a revealing view on play.
 
I like the playful, cheerful environment, but it is a lot of play and not a lot of work. If the purpose of school is to prepare our children for the future and to build the foundation for a strong work ethic and a successful career, then [Waldorf School] falls dreadfully short. The influence I see being indirectly taught to the children is that of mediocrity and laziness, which is such a shame.
 
What truly is a shame is that we as a society have become gluttons for punishment of our children in schools.  It is no wonder that the incidence of depression in our teens is so high? 
 
Research on play-based learning shows that play is a powerful tool for learning and building capacity.  It also shows that play leads to greater empathy, stronger leadership and social skills, and overall better life outcomes. 
 
Research on toxic stress, on the other hand, shows us just how damaging this misguided societal view on pressure to succeed can create.  Robert Sapolsky has spent his career showing how stress causes degeneration of brain cells, in the critical brain region, the hippocampus.  Stress also causes changes in our neural processing.  We move into a defensive mode and shut down the higher cognitive centers of the brain.
 
Some students are more sensitive to stress, particularly those who have already experienced trauma in their lives.  For these students, even small stressors shut down the capacity to learn.   But watch what happens with those same students when you start to include music, and art and games in the learning. It is as if they wake up out of their fog and can now come to the task of learning with ease.
 
Happiness and play are not what our society thinks when it comes to learning.  They are the best way to access our highest thinking in all students.