Tag: mindset marketing

In the U.S., we have become so accepting of the fact that poverty is not a symptom of a grossly unequal economy, or the result of numerous systemic failures, or the product of years of trickle-down economics, but instead, that the only thing standing between a poor person and the life of their dreams is their own decisions, their own choices, and their own failures.

Source: If You’ve Never Lived In Poverty, Stop Telling Poor People What To Do

The politics of resentment frames in terms of deficit ideology. Reframe from deficit to structural ideology.

A Change of Frame: From Deficit Ideology to Structural Ideology

Mindset Marketing, Behaviorism, and Deficit Ideology

structural ideology > deficit ideology

But it is still worth thinking about the blackboard as a disciplinary technology – one that molds and constrains what happens in the classroom, one that (ostensibly) makes visible the mind and the character of the person at the board, whether that’s a student or a teacher.

Indeed, the history of the teaching profession suggests we have long been obsessed with the morals of the latter. But obviously “character education,” as popular as it is with today’s education reformers and education psychologists, also has a long history – a history bound up in the technologies of the classroom. Grit, mindsets, behavior management – this push for disciplinary practices and disciplinary technologies is not new. Framing this in terms of engineering – behavioral engineering, social engineering, educational engineering, learning engineering – is also centuries old.

Source: Why History Matters

I updated “Mindset Marketing, Behaviorism, and Deficit Ideology” with selections from “Grit and Growth Mindset: Deficit Thinking?”.

Thomas points to the deficit thinking that is inescapable with grit and growth mindset-The idea that students who do not demonstrate white, well-resourced definitions of perseverance with curriculum that may or may not be meaningful to them, in a larger system that is often operated with intentional and unintentional bias against their success, and to act upon those perseverance ideals daily are somehow less disciplined than others, diminished in a way, and that teachers must “fix” what’s wrong in them, (i.e., personal character and maturity) and not fix their environments and the controlling narratives of those in power that perpetuate this constant diminished state.

Author and educator Richard Cash agrees, referring to deficit thinking as the, “spoken and unspoken assumptions about a student’s lack of self-regulation, ability, or aptitude. The most devastating impact of deficit thinking is when differences-particularly socio-cultural differences-are perceived as inferior, dysfunctional, or deviant … Typically, schools are designed to ‘fix’ students who are achieving poorly or misbehaving. However, by blaming students, we exonerate ourselves as the possible cause-using the symptom to overlook the source” (June 2018).

Thomas ties it to his critique of grit/growth mindset: “Both growth mindset and grit … mistake growth mindset/grit as the dominant or even exclusive quality causing success in student learning (ignoring the power of systemic influences) and then create an environment in which some students (too often black, brown, and poor) are defined in deficit terms-that they lack growth mindset/grit.” He adds, “[S]tudents are better served by equity practices couched in efforts to alleviate the systemic forces that shape how they live and learn regardless of their character.”

In a separate post, he argues that it is particularly harmful, yet typically American, thinking to assume that students’ success and failure is driven solely by individual character and behavior, when actually, so much of any one individual’s success or failure is driven by social forces, environment of birth, and systemic biases. He recommends Sendhil Mullainathan’s Scarcity: Why Having Too Little Means So Much to clarify this point, as do I-It’s a thoughtful read.

Thomas and others claim that growth mindset/grit programs, “disproportionately target racial minorities and impoverished students, reinforcing that most of the struggles within these groups academically are attributable to deficits in those students … linked to race and social class … [which] perpetuate race and class stereotypes, and as a result, work against inclusive pedagogy and culturally relevant pedagogy” (Thomas, 2018).

Thomas promotes author and educator Paul Gorski’s assertion that, “Equity literate educators … reject deficit views that focus on fixing marginalized students rather than fixing the conditions that marginalize students, and understand the structural barriers that cheat some people out of the opportunities enjoyed by other people.”

At the Equity Literacy Institute, Gorski is clear: “We must avoid being lulled by popular ‘diversity’ approaches and frameworks that pose no threat to inequity-that sometimes are popular because they are no real threat to inequity.”

Source: Grit and Growth Mindset: Deficit Thinking?

Mindfulness in Education

‘The irony of turning schools into therapeutic institutions when they generate so much stress and anxiety seems lost on policy-makers who express concern about children’s mental health’

Source: ClassDojo app takes mindfulness to scale in public education | code acts in education

Mindfulness can be helpful, but once ed-tech gets ahold of something out of a psych department, it is productized and exploited. Ed-tech mindfulness is mindset marketing that “fixes” downward. Ed-tech mindfulness, like everything else ed-tech, boils down to behaviorism and classroom management, which makes this autistic cringe.

My piece on “Mindset Marketing, Behaviorism, and Deficit Ideology” provides some background on my behaviorism and mindset marketing skepticism. Follow that with this selection of skeptical takes on ed-tech mindfulness. As with the corporate flavor, ed-tech mindfulness disguises the ways they kill us.

Investment in universal mindfulness training in the schools is unlikely to yield measurable, socially significant results, but will serve to divert resources from schoolchildren more urgently in need of effective intervention and support.

Mindfulness Nation is another example of delivery of low intensity services to mostly low risk persons to the detriment of those in greatest and most urgent need.

Those many fewer students in need more timely, intensive, and tailored services are left underserved. Their presence is ignored or, worse, invoked to justify the delivery of services to the larger group, with the needy students not benefiting.

Source: Unintended effects of mindfulness for children | Mind the Brain

ClassDojo has also hit on the contemporary perception of child fragility and vulnerability among educational practitioners and policymakers as a market opportunity, one its investors have generously funded with millions of dollars in the hope of profitable future returns. It is designed to activate, reward and condition particular preferred emotions that have been defined by the experts of mindfulness, character and growth mindset, and that are increasingly coming to define educational policy discourse. The psycho-policy ideas ClassDojo has embedded in teachers’ pockets and habits across public education, through Silicon Valley venture capital support, are already prefiguring the imperatives of policymakers who are anxious about resolving the toxic effect of children’s negative emotions on school performance.

ClassDojo is simultaneously intoxicating teachers worldwide while seeking to detoxify the worst effects of education policy on children. In the process it-and the accelerated Silicon Valley mindset it represents-may be redefining what counts as a valuable measure of a good student or teacher in a ‘happier classroom community,’ and building a business plan to profit from their feelings.

Psycho-policy, then, is the use of psychology to impose well-being and activate positive feeling in individuals, and thereby to enrich social well-being at large. In this context, as the sociologist William Davies has argued, the use of mobile ‘real-time mood-monitoring’apps is increasingly of interest to companies and governments as technologies for measuring human emotions, and then of intervening to make ‘that emotion preferable in some way.’ As a pocket policy diffuser of such positive psychological concepts as mindfulness and growth mindset into schools, the ClassDojo app and platform can therefore be seen as part of a loosely-coordinated, multi-sector psycho-policy network that is driven by aspirations to modify children’s emotions to become more preferable through imposing positive feelings in the classroom.

Viewing ClassDojo as a pocket precursor of potential educational psycho-policies and practices of social-emotional learning in schools raises some significant issues. Mindfulness itself, the subject of ClassDojo’s latest campaign, certainly has growing popular support in education. Its emphasis on focusing meditatively on the immediate present rather than the powerful emotional ‘Beast’ of ‘anger, fear and anxiety,’ however, does need to be approached with critical social scientific caution.

‘Much of the interest in “character,” “resilience” and mindfulness at school stems from the troubling evidence that depression and anxiety have risen rapidly amongst young people over the past decade,’ William Davies argues. ‘It seems obvious that teachers and health policy-makers would look around for therapies and training that might offset some of this damage,’ he continues. ‘In the age of social media, ubiquitous advertising and a turbulent global economy, children cannot be protected from the sources of depression and anxiety. The only solution is to help them build more durable psychological defences.’

According to this analysis, school-based mindfulness initiatives are based on the assumption that young people are stressed, fragile and vulnerable, and can benefit from meditative practices that focus their energies on present tasks rather than longer-term anxieties caused by uncontrollable external social processes. James Reveley has further argued that school-based mindfulness represents a ‘human enhancement strategy’ to insulate children from pathologies that stem from ‘digital capitalism.’ Mindfulness in schools, he adds, is ‘an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers.’ It trains young people to become responsible for augmenting their own emotional wellbeing and in doing so to secure the well-being of digital capitalism itself.

According to Davies, however, much of the stress experienced by children is actually caused more mundanely by the kinds of testing and performance measurement pressures forced on schools by current policy priorities. ‘The irony of turning schools into therapeutic institutions when they generate so much stress and anxiety seems lost on policy-makers who express concern about children’s mental health,’ he argues.

It is probably a step too far to suggest that ClassDojo may be the ideal educational technology for digital capitalism. However, it is clear that ClassDojo is acting as a psycho-policy platform and a channel for mindfulness and growth mindsets practices that is aimed at pathology-proofing children against anxious times through the imposition of positive feelings in the classroom. While taming ‘the Beast’ of his uncontrollable emotions of ‘anger, fear and anxiety’ through mindfulness meditation, ClassDojo’s Mojo mascot is both learning the lessons of positive psychology and acting as a relay of those lessons into the lives of millions of schoolchildren. Its model of pocket-based psycho-policy bypasses the kind of slow-paced bureaucracy so loathed in the fast-paced accelerationist culture of Silicon Valley, and imposes its preferred psychological techniques directly on the classroom at global scale.

Source: ClassDojo app takes mindfulness to scale in public education | code acts in education

But on the face of it, mindfulness might seem counterproductive in a workplace setting. A central technique of mindfulness meditation, after all, is to accept things as they are. Yet companies want their employees to be motivated. And the very notion of motivation – striving to obtain a more desirable future – implies some degree of discontentment with the present, which seems at odds with a psychological exercise that instills equanimity and a sense of calm.

To test this hunch, we recently conducted five studies, involving hundreds of people, to see whether there was a tension between mindfulness and motivation. As we report in a forthcoming article in the journal Organizational Behavior and Human Decision Processes, we found strong evidence that meditation is demotivating.

Among those who had meditated, motivation levels were lower on average. Those people didn’t feel as much like working on the assignments, nor did they want to spend as much time or effort to complete them. Meditation was correlated with reduced thoughts about the future and greater feelings of calm and serenity – states seemingly not conducive to wanting to tackle a work project.

Then we tracked everyone’s actual performance on the tasks. Here we found that on average, having meditated neither benefited nor detracted from a participant’s quality of work. This was bad news for proponents of meditation in the workplace: After all, previous studies have found that meditation increases mental focus, suggesting that those in our studies who performed the mindfulness exercise should have performed better on the tasks. Their lower levels of motivation, however, seemed to cancel out that benefit.

Source: Opinion | Hey Boss, You Don’t Want Your Employees to Meditate – The New York Times

James Reveley has further argued that school-based mindfulness represents a ‘human enhancement strategy’ to insulate children from pathologies that stem from ‘digital capitalism.’ Mindfulness in schools, he adds, is ‘an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers.’ It trains young people to become responsible for augmenting their own emotional wellbeing and in doing so to secure the well-being of digital capitalism itself. 

According to Davies, however, much of the stress experienced by children is actually caused more mundanely by the kinds of testing and performance measurement pressures forced on schools by current policy priorities. ‘The irony of turning schools into therapeutic institutions when they generate so much stress and anxiety seems lost on policy-makers who express concern about children’s mental health,’ he argues.

Source: ClassDojo App Takes Mindfulness To Scale in Public Education (Ben Williamson) | Larry Cuban on School Reform and Classroom Practice

Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard Stiegler’s Platonic depiction of the ambiguousness of all attention channelling mechanisms as pharmaka-containing both poison and cure-to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether young people can use the Internet’s political potentialities to mitigate the exploitation of their unpaid online labour time.

Source: School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View: Educational Philosophy and Theory: Vol 47, No 8

Newly published research finds mindfulness meditation makes us more likely to “recall” something that never actually happened.

“By embracing judgment-free awareness and acceptance, meditators can have greater difficulty differentiating internal and external sources of information,” writes a research team led by University of California-San Diego psychologist Brent Wilson. “Their reality-monitoring accuracy may be impaired, increasing their susceptibility to false memories.”

But observing thoughts “without judgment or reaction” apparently eliminates these valuable cues, making it harder to later discriminate between things we encountered and things we merely imagined. In this way, they conclude, “mindfulness meditation appears to reduce reality-monitoring accuracy.”

Source: The Downside of Mindfulness – Pacific Standard

See also,

Equity Literacy and Psychological Safety

Equity literacy and psychological safety, not behaviorism and mindset marketing.

On Twitter, that’s one line standing alone. On a blog, a reductionist aphorism can show its work.

Equity Literacy and Structural Ideology

Psychological Safety

Behaviorism and Mindset Marketing

I updated “Design is Tested at the Edges: Intersectionality, The Social Model of Disability, and Design for Real Life ” with selections from “Basic Principles for Equity Literacy”.

The Direct Confrontation Principle: There is no path to equity that does not involve a direct confrontation with inequity. There is no path to racial equity that does not involve a direct confrontation with interpersonal, institutional, and structural racism. “Equity” approaches that fail to directly confront inequity play a significant role in sustaining inequity.

The “Poverty of Culture” Principle: Inequities are primarily power and privilege problems, not primarily cultural problems. Equity requires power and privilege solutions, not just cultural solutions. Frameworks that attend to diversity purely in vague cultural terms, like the “culture of poverty,” are no threat to inequity.

The Prioritization Principle: Each policy and practice decision should be examined through the question, “How will this impact the most marginalized members of our community?” Equity is about prioritizing their interests.

The “Fix Injustice, Not Kids” Principle: Educational outcome disparities are not the result of deficiencies in marginalized communities’ cultures, mindsets, or grittiness, but rather of inequities. Equity initiatives focus, not on fixing marginalized people, but on fixing the conditions that marginalize people.

Source: Basic Principles for Equity Literacy