Tag Archives: creativity

University of Colorado Boulder study: Children need flexible play time

29 Jun

Creativity is important in finding solutions to problems. In What is a creativity index and why are states incorporating the index into education? moi wrote: The Martin Prosperity Institute of the University of Toronto began studying the “creativity index” several years ago. Here is a portion of the summary for their report, Creativity and Prosperity: The Global Creativity Index:

The economic crisis has challenged popular conceptions of economic growth, both in terms of what it is and how to measure it. While engendering growth and bolstering competitiveness remain high on the agenda, immediate attention has shifted to creating jobs, lifting wages, addressing inequality, and fostering long-term, sustainable prosperity. This new edition of the Global Creativity Index (GCI), which we first introduced in 2004, provides a powerful lens through which to assess these issues….

Download Creativity and Prosperity: The Global Creativity Index. (2.68 MB) http://martinprosperity.org/media/GCI-Report-reduced-Oct%202011.pdf
Read “Towards a Broader Conception of Economic Competitiveness“, our MPInsight discussing the Global Creativity Index. http://martinprosperity.org/2011/10/04/towards-a-broader-conception-of-economic-competitiveness/
The question is whether creativity can or should be taught? One way of fostering creativity is allowing children to have flexible time.

Moi wrote In the rush to produce geniuses, are we forgetting the value of play: Children are not “mini mes” or short adults. They are children and they should have time to play, to dream, and to use their imagination. Dan Childs of ABC News reports in the story, Recess ‘Crucial’ for Kids, Pediatricians’ Group Says:

The statement by the American Academy of Pediatrics is the latest salvo in the long-running debate over how much of a young child’s time at school should be devoted to academics — and how much should go to free, unstructured playtime.
The authors of the policy statement write that the AAP “believes that recess is a crucial and necessary component of a child’s development and, as such, it should not be withheld for punitive or academic reasons.”
“The AAP has, in recent years, tried to focus the attention of parents, school officials and policymakers on the fact that kids are losing their free play,” said the AAP’s Dr. Robert Murray, one of the lead authors of the statement. “We are overstructuring their day. … They lose that creative free play, which we think is so important.”
The statement, which cites two decades worth of scientific evidence, points to the various benefits of recess. While physical activity is among these, so too are some less obvious boons such as cognitive benefits, better attention during class, and enhanced social and emotional development. http://abcnews.go.com/Health/recess-crucial-kids-aap-policy-statement/story?id=18083935#.UOZ606zIlIq

The goal of this society should be to raise healthy and happy children who will grow into concerned and involved adults who care about their fellow citizens and environment. https://drwilda.com/2014/03/10/in-the-rush-to-produce-geniuses-are-we-forgetting-the-value-of-play/

Hannah Goldberg wrote in the Time article, Study: Less-Structured Time Correlates to Kids’ Success:

Research found that young children who spend more time engaging in more open-ended, free-flowing activities display higher levels of executive functioning, and vice versa
Parents, drop your planners—a new psychological study released Tuesday found that children with less-structured time are likely to show more “self-directed executive functioning,” otherwise known as the “cognitive processes that regulate thought and action in support of goal-oriented behavior.”
Doctoral and undergraduate researchers at University of Colorado, Boulder, followed 70 children ranging from six to seven years old, measuring their activities. A pre-determined classification system categorized activities as physical or non-physical, structured and unstructured….


Original Research ARTICLE
Front. Psychol., 17 June 2014 | doi: 10.3389/fpsyg.2014.00593
Less-structured time in children’s daily lives predicts self-directed executive functioning
Jane E. Barker1*, Andrei D. Semenov1, Laura Michaelson1, Lindsay S. Provan1, Hannah R. Snyder2 and Yuko Munakata1
• 1Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
• 2Department of Psychology, University of Denver, Denver, CO, USA
Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children’s externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children’s experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children’s daily, annual, and typical schedules. We categorized children’s activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children’s self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up.
Read Full Text
Keywords: cognitive development, self-directed executive function, leisure time, unstructured activities, verbal fluency
Citation: Barker JE, Semenov AD, Michaelson L, Provan LS, Snyder HR and Munakata Y (2014) Less-structured time in children’s daily lives predicts self-directed executive functioning. Front. Psychol. 5:593. doi: 10.3389/fpsyg.2014.00593
Received: 04 February 2014; Accepted: 27 May 2014;
Published online: 17 June 2014.
Less-structured time in children’s daily lives predicts self-directed executive functioning

Here is the press release from University of Colorado Boulder:

Kids whose time is less structured are better able to meet their own goals
June 19, 2014 •
Social Sciences
Children who spend more time in less structured activities—from playing outside to reading books to visiting the zoo—are better able to set their own goals and take actions to meet those goals without prodding from adults, according to a new study by the University of Colorado Boulder.
The study, published online in the journal Frontiers in Psychology, also found that children who participate in more structured activities—including soccer practice, piano lessons and homework—had poorer “self-directed executive function,” a measure of the ability to set and reach goals independently.
“Executive function is extremely important for children,” said CU-Boulder psychology and neuroscience Professor Yuko Munakata, senior author of the new study. “It helps them in all kinds of ways throughout their daily lives, from flexibly switching between different activities rather than getting stuck on one thing, to stopping themselves from yelling when angry, to delaying gratification. Executive function during childhood also predicts important outcomes, like academic performance, health, wealth and criminality, years and even decades later.”
The study is one of the first to try to scientifically grapple with the question of how an increase in scheduled, formal activities may affect the way children’s brains develop.
Munakata said a debate about parenting philosophy—with extremely rigid “tiger moms” on one side and more elastic “free-range” parents on the other—has played out in the media and on parenting blogs in recent years. But there is little scientific evidence to support claims on either side of the discussion.
Jane Barker, a CU-Boulder doctoral student working with Munakata and lead author of the study, said, “These are societally important questions that come up quite often in social commentary and casual conversations among parents. So it’s important to conduct research in this area, even if the questions are messy and not easy to investigate.”
For the study, parents of 70 6-year-olds recorded their children’s daily activities for a week. The scientists then categorized those activities as either more structured or less structured, relying on existing time-use classifications already used in scientific literature by economists.
“These were the best and the most rigorous classifications we could find,” Barker said. “They still fail to capture the degree of structure within specific activities, but we thought that was the best starting point because we wanted to connect this with prior work.”
In that classification system, structured activities include chores, physical lessons, non-physical lessons and religious activities. Less-structured activities include free play alone and with others, social outings, sightseeing, reading and media time. Activities that did not count in either category include sleeping, eating meals, going to school and commuting.
The children also were evaluated for self-directed executive function with a commonly used verbal fluency test.
The results showed that the more time children spent in less structured activities, the better their self-directed executive function. Conversely, the more time children spent in more structured activities the poorer their self-directed executive function.
Because some of the existing time-use categories might not reflect the real amount of structure involved in an activity, the researchers also did several rounds of recalculation after removing categories that were questionable. In each case the findings still held. For example, the time-use categories classify media screen time as unstructured, but the degree of structure depends on whether a child is watching a movie or playing a video game. However, when media time was removed from the data, the results were the same.
“This isn’t perfect, but it’s a first step,” said Munakata. “Our results are really suggestive and intriguing. Now we’ll see if it holds up as we push forward and try to get more information.”
The researchers emphasize that their results show a correlation between time use and self-directed executive function, but they don’t prove that the change in self-directed executive function was caused by the amount of structured or unstructured time. The team is already considering a longitudinal study, which would follow participants over time, to begin to answer the question of cause.
Other study co-authors are undergraduate alumnus Andrei Semenov, doctoral student Laura Michaelson and professional research assistant Lindsay Provan, all from CU-Boulder, and Hannah Snyder, a former CU-Boulder doctoral student and current postdoctoral researcher at the University of Denver. The study was funded by the National Institute of Child Health and Human Development.
Read the study at http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00593/abstract.
– See more at: Kids whose time is less structured are better able to meet their own goals | University of Colorado Boulder

We must not so over-schedule children that they have no time to play and to dream. Our goal as a society should be:

A healthy child in a healthy family who attends a healthy school in a healthy neighborhood ©


The ‘whole child’ approach to education https://drwilda.wordpress.com/2012/02/10/the-whole-child-approach-to-education/

Childhood obesity: Recess is being cut in low-income schools https://drwilda.com/2011/12/15/childhood-obesity-recess-is-being-cut-in-low-income-schools/

Louisiana study: Fit children score higher on standardized tests https://drwilda.com/2012/05/08/louisiana-study-fit-children-score-higher-on-standardized-tests/

Seattle Research Institute study about outside play https://drwilda.wordpress.com/tag/childrens-physical-activity/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:
COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

Creative people march to the tune of their own drum

6 Mar

Here’s today’s COMMENT FROM AN OLD FART: The question moi has been pondering lately is whether society can educate mass numbers of students giving them a foundation in basic knowledge without stifling creativity?
One of the most popular personality typing instruments is the Myers-Briggs Assessment. It list 16 personality types. See, High-Level Description of the Sixteen Personality Types https://www.personalitypage.com/high-level.html Flowing through several of the types is the trait of creativity, although most people can be creative.

Carolyn Gregoire wrote in the Huffington Post article, 18 Things Highly Creative People Do Differently:

While there’s no “typical” creative type, there are some tell-tale characteristics and behaviors of highly creative people. Here are 18 things they do differently.
They daydream.
Creative types know, despite what their third-grade teachers may have said, that daydreaming is anything but a waste of time….
Although daydreaming may seem mindless, a 2012 study suggested it could actually involve a highly engaged brain state — daydreaming can lead to sudden connections and insights because it’s related to our ability to recall information in the face of distractions. Neuroscientists have also found that daydreaming involves the same brain processes associated with imagination and creativity.
They observe everything.
The world is a creative person’s oyster — they see possibilities everywhere and are constantly taking in information that becomes fodder for creative expression. As Henry James is widely quoted, a writer is someone on whom “nothing is lost….”
They work the hours that work for them.
Many great artists have said that they do their best work either very early in the morning or late at night. Vladimir Nabokov started writing immediately after he woke up at 6 or 7 a.m., and Frank Lloyd Wright made a practice of waking up at 3 or 4 a.m. and working for several hours before heading back to bed. No matter when it is, individuals with high creative output will often figure out what time it is that their minds start firing up, and structure their days accordingly.
They take time for solitude.
“In order to be open to creativity, one must have the capacity for constructive use of solitude. One must overcome the fear of being alone,” wrote the American existential psychologist Rollo May….
They turn life’s obstacles around.
Many of the most iconic stories and songs of all time have been inspired by gut-wrenching pain and heartbreak — and the silver lining of these challenges is that they may have been the catalyst to create great art. An emerging field of psychology called post-traumatic growth is suggesting that many people are able to use their hardships and early-life trauma for substantial creative growth. Specifically, researchers have found that trauma can help people to grow in the areas of interpersonal relationships, spirituality, appreciation of life, personal strength, and — most importantly for creativity — seeing new possibilities in life….
They seek out new experiences.
Creative people love to expose themselves to new experiences, sensations and states of mind — and this openness is a significant predictor of creative output…
They “fail up.”
Resilience is practically a prerequisite for creative success, says Kaufman. Doing creative work is often described as a process of failing repeatedly until you find something that sticks, and creatives — at least the successful ones — learn not to take failure so personally….
They ask the big questions.
Creative people are insatiably curious — they generally opt to live the examined life, and even as they get older, maintain a sense of curiosity about life. Whether through intense conversation or solitary mind-wandering, creatives look at the world around them and want to know why, and how, it is the way it is.
They people-watch.
Observant by nature and curious about the lives of others, creative types often love to people-watch — and they may generate some of their best ideas from it….
They take risks.
Part of doing creative work is taking risks, and many creative types thrive off of taking risks in various aspects of their lives….
They view all of life as an opportunity for self-expression.
Nietzsche believed that one’s life and the world should be viewed as a work of art. Creative types may be more likely to see the world this way, and to constantly seek opportunities for self-expression in everyday life….
They follow their true passions.
Creative people tend to be intrinsically motivated — meaning that they’re motivated to act from some internal desire, rather than a desire for external reward or recognition. Psychologists have shown that creative people are energized by challenging activities, a sign of intrinsic motivation, and the research suggests that simply thinking of intrinsic reasons to perform an activity may be enough to boost creativity….
They get out of their own heads.
Kaufman argues that another purpose of daydreaming is to help us to get out of our own limited perspective and explore other ways of thinking, which can be an important asset to creative work….
They lose track of the time.
Creative types may find that when they’re writing, dancing, painting or expressing themselves in another way, they get “in the zone,” or what’s known as a flow state, which can help them to create at their highest level. Flow is a mental state when an individual transcends conscious thought to reach a heightened state of effortless concentration and calmness. When someone is in this state, they’re practically immune to any internal or external pressures and distractions that could hinder their performance….
They surround themselves with beauty.
Creatives tend to have excellent taste, and as a result, they enjoy being surrounded by beauty….
They connect the dots.
If there’s one thing that distinguishes highly creative people from others, it’s the ability to see possibilities where other don’t — or, in other words, vision. Many great artists and writers have said that creativity is simply the ability to connect the dots that others might never think to connect….
They constantly shake things up.
Diversity of experience, more than anything else, is critical to creativity, says Kaufman. Creatives like to shake things up, experience new things, and avoid anything that makes life more monotonous or mundane…
They make time for mindfulness.
Creative types understand the value of a clear and focused mind — because their work depends on it. Many artists, entrepreneurs, writers and other creative workers, such as David Lynch, have turned to meditation as a tool for tapping into their most creative state of mind….
And science backs up the idea that mindfulness really can boost your brain power in a number of ways. A 2012 Dutch study suggested that certain meditation techniques can promote creative thinking. And mindfulness practices have been linked with improved memory and focus, better emotional well-being, reduced stress and anxiety, and improved mental clarity — all of which can lead to better creative thought. http://www.huffingtonpost.com/2014/03/04/creativity-habits_n_4859769.html?utm_hp_ref=mostpopular

Carmine Gallo of Forbes wrote an interesting article about Steve Jobs.

In Why Larry Ellison Calls Steve Jobs Another Picasso And What It Teaches Us About Creativity, Gallo wrote:

Picasso and Jobs. The comparison fits because both inventors teach us that innovation requires creativity and creativity requires a mind open to new experiences, the courage to take risks, and a burning desire to challenge the status quo…. http://www.forbes.com/sites/carminegallo/2013/09/16/why-larry-ellison-calls-steve-jobs-another-picasso-and-what-it-teaches-us-about-creativity/

Education should encourage more, not less creativity.

The Vinci blog’s interview with George Forman, Professor Emeritus UMass gives one much to ponder:

Q: How Can Teachers Identify A Great Technology Program to Support Student’s Creative Thinking?
A: Watch your children interact with technology. Do not judge based on newspaper headlines alone. Bear witness to what children are learning. Then, if you think they are not thinking, and are locked into repetitive games, or digest content with dubious values, at that point, you must intervene. Forget the labels – concentrate on observing and analyzing your students’ learning outcome.
Q: Generally speaking, what is the importance of the “social” aspect of school?
A: Social relations should be a medium for learning, not something that happens at recess. Children learn more deeply when the content lives in a social context of “my friend and I agree (or disagree).” How sad that some school separate two children that talk too much during class. How much more enlightened that school would be to use strong affiliations as way to engage the children’s minds.
Q: What are some key considerations in early childhood education in light of technology use?
A: Technology should be designed to bring the child into the computer, e.g. video, voice, drawings. Technology today has the power to help children track and reflect on their own thoughts. The objective of technology should be to help children manipulate and compare facts, not to learn facts, and should have the ultimate objective of facilitating the child’s attempts to reinvent what others know, because in this process of reinvention from their own conceptions comes a more robust form of understanding.
Q: Anything else on what technology should or should not do for students?
A: Technology should not try to create errorless learning, but provide children with a platform to pace their “errors” through a sufficient number of cases to understand the nature of their misconception. Errors should be embrace and unpacked, not replaced simply with the correct explanations.
Interview with Prof. Forman: Encouraging Creative Thinking http://www.vincieducation.com/interview-with-prof-forman-ecouraging-creative-thinking/

See, Encouraging creativity can improve education http://www.purdueexponent.org/opinion/article_bd0b91ad-57ea-5fc3-a5f0-0714ecdcd6de.html and How Schools Kill Creativity http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Robert Sternberg wrote a thoughtful essay for the Chronicle of Higher Education about creativity in higher education, although his thoughts have wider application.

In, Teach Creativity, Not Memorization, Sternberg opines:

As educators, then, we need to do a better job teaching students to mobilize their creativity successfully. Let me suggest 12 ways to encourage creativity in the classroom.
Redefine the problem. We can promote creative performance by encouraging students to define and redefine their own problems, projects, presentations, and topics for papers, subject to approval; to choose their own ways of solving problems; and sometimes to choose again if they discover that their approach was a mistake.
We cannot always offer choices in the classroom, but having choices is the only way students learn how to choose. Giving them latitude helps them develop taste and good judgment, both of which are essential elements of creativity.
Question and analyze assumptions. Everyone has assumptions, although they are not often widely shared. Questioning assumptions is part of the analytical thinking involved in creativity. We can help students develop this talent by making questioning a part of the daily exchange. It is more important for students to learn what questions to ask—and how to ask them—than to learn the answers. We need to avoid perpetuating the belief that our role is to teach students the facts, and instead help them understand that what matters is their ability to use facts.
Teach students to sell their creative ideas. Everyone would like to assume that his or her wonderful, creative ideas will sell themselves. But they do not. When I was a first-year assistant professor, the second colloquium I was invited to give was at a large testing organization. I was delighted that the company was apparently interested in adopting my ideas about intelligence, even though I was only 25 years old. My career seemed to be off to a spectacular start. I took the train to Princeton, N.J., and gave the talk. It was an abject failure. I went from fantasizing about a dazzling career to wondering whether I would have a career at all.
Students need to learn how to persuade other people of the value of their ideas. That selling is part of the practical aspect of creative thinking. http://chronicle.com/article/Teach-Creativity-Not/124879/

In Critical thinking is an essential trait of an educated person, https://drwilda.wordpress.com/2012/01/22/critical-thinking-is-an-essential-trait-of-an-educated-person/ moi said:
There is a great deal of dissatisfaction with the state of education in America. A lot of that dissatisfaction comes from the belief that the education system fails to actually educate children and to teach them critical thinking skills. The University of Maine at Augusta defines an educated person:

An educated person exhibits knowledge and wisdom; recognizes and respects the diversity of nature and society; demonstrates problem solving skills; engages in planning and managing practices; navigates the on-line world; writes and speaks well; acts with integrity; and appreciates the traditions of art, culture, and ideas. Developing these abilities is a life-long process. http://www.uma.edu/educatedperson.html

Essential to this definition is the development of critical thinking skills. The University of Michigan outline, Critical and Creative Thinking links critical thinking and creativity. http://www.engin.umich.edu/~cre/probsolv/strategy/crit-n-creat.htm

It is the mark of an educated mind to be able to entertain a thought without accepting it.

The school is the last expenditure upon which America should be willing to economize.
Franklin D. Roosevelt

If you think education is expensive, try ignorance.
Derek Bok


The Global Creativity Index

The Rise of the Creative Class

We, as a society must find a way to educate the masses and give foundational basic information without stifling the creativity necessary to save society from itself.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:


Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda ©

The 08/01/13 Joy Jar

1 Aug

Moi is totally reorganizing her writing space so that she can be more productive. Moi loves to read, write, and think. There is a peace in being able to think on one’s own schedule. Today’s deposit into the ‘Joy Jar is a comfortable writing space.

Never be afraid to sit awhile and think
Lorraine Hansberry, A Raisin in the Sun

Only in quiet waters do thing mirror themselves undistorted. Only in a quiet mind is adequate perception of the world.
Hans Margolius

The great omission in American life is solitude; not loneliness, for this is an alienation that thrives most in the midst of crowds, but that zone of time and space, free from the outside pressures, which is the incubator of the spirit.
Marya Mannes

Inside myself is a place where I live all alone, and that’s where I renew my springs that never dry up.
Pearl Buck

What a commentary on civilization, when being alone is being suspect; when one has to apologize for it, make excuses, hide the fact that one practices it – like a secret vice.
Anne Morrow Lindbergh

The happiest of all lives is a busy solitude.

True silence is the rest of the mind, and is to the spirit what sleep is to the body, nourishment and refreshment.  William Penn

Reading well is one of the great pleasures that solitude can afford you.
Harold Bloom

No man should go through life without once experiencing healthy, even bored solitude in the wilderness, finding himself depending solely on himself and thereby learning his true and hidden strength.
Jack Kerouac

Nowhere can man find a quieter or more untroubled retreat than in his own soul.
Marcus Aurelius

I would rather sit on a pumpkin and have it all to myself, than be crowded on a velvet cushion.
Henry David Thoreau

The 07/17/13 Joy Jar

17 Jul

The ‘Joy Jar’ exercise is over half-way complete. The exercise began after the ‘Mayan End-of-the-World’ thing didn’t happen. Moi decided to develop an attitude of gratitude. So far, the exercise is developing a ‘rhythm of life.’ Today’s deposit into the ‘Joy Jar’ is a rhythm of life.

Life is like dancing. If we have a big floor, many people will dance. Some will get angry when the rhythm changes. But life is changing all the time.
Miguel Angel Ruiz

“Jumping from boulder to boulder and never falling, with a heavy pack, is easier than it sounds; you just can’t fall when you get into the rhythm of the dance.”
Jack Kerouac, The Dharma Bums

“Life has its rhythm ad we have ours. They’re designed to coexist in harmony, so that when we do what is ours to do and otherwise let life be, we garner acceptance and serenity. (285)”
Victoria Moran, Younger by the Day: 365 Ways to Rejuvenate Your Body and Revitalize Your Spirit

“Music and rhythm find their way into the secret places of the soul”

“everything has rhythm. everything dances.”
Maya Angelou

Happiness is not a matter of intensity but of balance, order, rhythm and harmony.
Thomas Merton

The 05/31/13 Joy Jar

31 May

Moi had a fun day as she spent time at the pacific Science Center in Seattle to preview the new Imaginate Exhibit. It was very hands-on. That got moi thinking about creativity and innovation. Today’s deposit into the ‘Joy Jar’ is innovation.

Innovation distinguishes between a leader and a follower.
Steve Jobs

It would be a terrific innovation if you could get your mind to stretch a little further than the next wisecrack.
Katharine Hepburn

Innovation is the specific instrument of entrepreneurship. The act that endows resources with a new capacity to create wealth.
Peter Drucker

You have all the reason in the world to achieve your grandest dreams. Imagination plus innovation equals realization.
Denis Waitley

Our wretched species is so made that those who walk on the well-trodden path always throw stones at those who are showing a new road.”
Philosophical Dictionary

Remember the two benefits of failure. First, if you do fail, you learn what doesn’t work; and second, the failure gives you the opportunity to try a new approach.”
Roger Von Oech

If you want something new, you have to stop doing something old”
Peter F. Drucker

The 01/03/13 ‘Joy Jar’

2 Jan

What makes the difference between those who are successful and those who could have accomplished what they intended. There are two two traits, perseverance and endurance. Today’s deposit into the “Joy Jar’ is perseverance.

You may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it.”
Maya Angelou

Rivers know this: there is no hurry. We shall get there some day.”
A.A. Milne,

It does not matter how slowly you go as long as you do not stop.”

Dripping water hollows out stone, not through force but through persistence.”

People are unreasonable, illogical and self-centered.
Love them anyway.

If you do good, people will accuse you of selfish, ulterior motives.
Do good anyway.

If you are successful, you will win false friends and true enemies.
Succeed anyway.

The good you do today will be forgotten tomorrow.
Do good anyway.

Honesty and frankness make you vulnerable.
Be honest and frank anyway.

The biggest person with the biggest ideas can be shot down by the smallest person with the smallest mind.
Think big anyway.

What you spend years building may be destroyed overnight.
Build anyway.

People really need help but may attack if you help them.
Help people anyway.

Give the world the best you have and you might get kicked in the teeth.
Give the world the best you’ve got anyway.”
Dr. Kent M. Keith

Even if I knew that tomorrow the world would go to pieces, I would still plant my apple tree.”
Martin Luther King Jr.

The 01/02/13 ‘Joy Jar’

1 Jan

The ‘Joy Jar’ is a year-long exercise based upon the proposition that one can choose to have a good attitude no matter one’s circumstance or whatever events life throws at a person. As many athletes play through pain, a successful attitude means that one plays through feelings and circumstances. Today’s deposit in the ‘Joy Jar’ is wisdom.

Proverbs 16:16  How much better is it to get wisdom than gold! and to get understanding rather to be chosen than silver!”

I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow. I’ve learned that you can tell a lot about a person by the way he/she handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights. I’ve learned that regardless of your relationship with your parents, you’ll miss them when they’re gone from your life. I’ve learned that making a “living” is not the same thing as making a “life.” I’ve learned that life sometimes gives you a second chance. I’ve learned that you shouldn’t go through life with a catcher’s mitt on both hands; you need to be able to throw something back. I’ve learned that whenever I decide something with an open heart, I usually make the right decision. I’ve learned that even when I have pains, I don’t have to be one. I’ve learned that every day you should reach out and touch someone. People love a warm hug, or just a friendly pat on the back. I’ve learned that I still have a lot to learn. I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.

Maya Angelou

By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest.

Do not go where the path may lead, go instead where there is no path and leave a trail.
Ralph Waldo Emerson

A good head and a good heart are always a formidable combination.
Nelson Mandela

The art of being wise is the art of knowing what to overlook.
William James

Be happy. It’s one way of being wise.
Sidonie Gabrielle Colette

Knowing others is wisdom, knowing yourself is Enlightenment.
Lao Tzu