Sabtu, 22 Mei 2021

Podcast CM Indonesia #12 Pendidikan Mandiri melalui Narasi

 Children are born person. Sejak lahir dibekali akal budi. Sama seperti tubuh, pikiran juga mengalami pertumbuhan. Dan untuk bertumbuh matang, pikiran sudah mempunyai kemampuan mencerna maka sejatinya pendidikan datang dari dalam diri (mandiri).

Anak lahir dengan hasrat haus akan pengetahuan. Ia memiliki kodrat sebagai pembelajar alami. Bagian ortu adalah menyajikan ide-ide hidup dan melatih anak untuk menarasikan kembali ide tersebut. Anak belajar lebih tergugah / terpikat dengan ide-ide hidup. Dengan narasi, anak menceritakan kembali, menyusun kalimat dan mengeluarkan segala pengetahuan yang ia punya. Sehingga narasi perlu fokus dan perlu dilatih setiap hari.

Ketika narasi, anak yang berelasi dengan ide yang mana. Ortu tidak boleh memberi opini atau ceramah terlalu banyak. Dengan begitu akan ada penerimaan / respect terhadap pribadi anak. Dan itu membuat narasi bertumbuh. Apapun yang keluar dari anak, ortu terima saja. Karena bila kita interupsi, kita tidak respect pada anak. Percaya pada anak kalau dia mampu. Tugas kita adalah disiplin untuk menyajikan ide hidup dan melatih anak narasi.

Kalau buku ga hidup, gimana bisa narasi. Kalau fakta, akan jadi hapalan dan mental tidak bekerja. Buku yang hidup, akan menarik ortu menjadi suka, dan anak juga kerasa. Buku yang hidup berpengaruh pada cara kita membaca buku. Buku yang hidup membuat anak bisa narasi. Kalau susah narasi, gimana mau berelasi dengan ide hidup. Buku yang hidup akan kelihatan dari menjiwai cara membacanya.

Kita apresiasi karena anak mau bernarasi. Dengan narasi, kita jadi tahu anak paham sejauh mana. Kalau ada yang mengambang, bisa dijadikan diskusi sehabis narasi. Ada kalanya setelah narasi, tidak ada diskusi. Ide itu bisa mengeram di pikiran si anak, hingga pada waktunya ide itu keluar dan berelasi dengan pengetahuan yang lain.

Narasi dari CM Indonesia #12 Pendidikan Mandiri melalui Narasi (1 Agustus 2020)

Jumat, 07 Mei 2021

Towards a Philosophy of Education Chapter 1: Self-Education

 Self-Education

We go round the house and round the house, but rarely go into the House of Mind; we offer mental gymnastics, but these do not take the place of food, and of that we serve the most meagre rations, no more than that bean a day! Diet for the body is abundantly considered, but no one pauses to say, “I wonder does the mind need food, too, and regular meals, and what is its proper diet?”

I should like to emphasize quantity, which is as important for the mind as the body; both require their ‘square meals.’

What else are we saying when we run after educational methods which are purely sensory? Knowledge is not sensation, nor is it to be derived through sensation; we feed upon the thoughts of other minds; and thought applied to thought generates thought and we become more thoughtful. No one need invite us to reason, compare, imagine; the mind, like the body, digests its proper food, and it must have the labour of digestion or it ceases to function.

No one knoweth the things of a man but the spirit of a man which is in him; therefore, there is no education but self-education, and as soon as a young child begins his education he does so as a student. Our business is to give him mind-stuff, and both quality and quantity are essential. Naturally, each of us possesses this mind-stuff only in limited measure, but we know where to procure it; for the best thought the world possesses is stored in books; we must open books to children, the best books; our own concern is abundant provision and orderly serving.

"Children are born persons,” is the first article of the educational credo in question. The response made by children (ranging in age from six to eighteen) astonished me; though they only shewed the power of attention, the avidity for knowledge, the clearness of thought, the nice discrimination in books, and the ability to deal with many subjects, for which I had given them credit in advance. I need not repeat what I have urged elsewhere on the subject of ‘Knowledge’ and will only add that anyone may apply a test; let him read to a child of any age from six to ten an account of an incident, graphically and tersely told, and the child will relate what he has heard point by point, though not word for word, and will add delightful original touches; what is more, he will relate the passage months later because he has visualised the scene and appropriated that bit of knowledge. A rhetorical passage, written in ‘journalese,’ makes no impression on him; if a passage be read more than once, he may become letter-perfect, but the spirit, the individuality has gone out of the exercise.

People are naturally divided into those who read and think and those who do not read or think; and the business of schools is to see that all their scholars shall belong to the former class; it is worth while to remember that thinking is inseparable from reading which is concerned with the content of a passage and not merely with the printed matter.

In urging a method of self-education for children in lieu of the vicarious education which prevails, I should like to dwell on the enormous relief to teachers, a self-sacrificing and greatly overburdened class; the difference is just that between driving a horse that is light and a horse that is heavy in hand; the former covers the ground of his own gay will and the driver goes merrily. The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.

Saduran dari: Mason, Charlotte. 1922. Towards a Philosophy of Education (Chapter 1).

Podcast CM Indonesia #11 Belajar yang Efektif di Era Pandemi

 Belajar yang efektif di era pandemi

Situasi pandemi membuat sekolah diliburkan, anak-anak belajar dari rumah. Guru kerepotan mempersiapkan materi daring, orang tua kesulitan dan stres mendampingi prose belajar daring, dan anak-anak protes karena materi kebanyakan.

Hal ini selaras dengan psikologi kedukaan Elisabeth Kübler-Ross, dimana pandemi ini menyebabkan proses belajar yang selama ini berjalan seperti mengalami kehilangan. Pertama, tahap penyangkalan, semua orang mengeluhkan mengapa ini bisa terjadi. Kedua, tahap marah, orang tua frustasi bahkan bisa ngamuk. Bila ini tidak teratasi, bisa terjadi tahap depresi. Yang dikuatirkan disini kesehatan mental setiap orang. Tahap terakhir yaitu menerima situasi, tidak mudah terjadi, karena butuh self-awareness. Butuh latihan untuk tahu apa yang kita rasakan. Kita perlu berefleksi.

Banyak orang stres dengan ketakutan imajiner seperti takut anaknya bodoh, ketinggalan pelajaran, yang dalam doktrin utilitarian, akan takut nanti anaknya tidak bisa dapat kerja. CM menanyakan mengapa kita menjalani apa yang kita jalani, tujuannya buat apa, ketakutan apa, apa yang dikerjakan buat menyelesaikan ketakutan.

Pada ortu yang mengerti apa hakekat dan tujuan pendidikan, situasi pandemi ini bisa dipandang berbeda. Dengan belajar daring, ortu bisa menggunakan waktu membangun kedekatan bersama anak. Anak juga dapat belajar hal-hal baru dari pekerjaan sehari-hari di rumah. Karena pendidikan tidak sekedar hal akademis, sehingga ortu tidak perlu pusing dengan hal-hal yang teknis. Tanggung jawab pendidikan utama di rumah ialah bersama ortu. Nietzsche mengatakan, "He who has a why to live can bear almost any how." 

Realitas hidup ini gak pernah mulus. Orang zaman modern sudah mengalami penurunan dalam kemampuan menanggung hidup karena semua sudah serba artifisial dan dibantu teknologi. Pada zaman dulu, manusia harus menghadapi macan, perubahan drastis, dan bencana. Hal ini menuntut kita bahwa hidup punya kejutan, dan memaknai ulang setiap krisis. Memiliki ketangguhan emosional dengan tetap tenang dalam situasi krisis.

Reframing, sudut pandang bisa berubah. Ortu bisa bersyukur. Emosi negatif menjadi positif. Jalan lebih ringan, ortu bisa lebih happy.

Efektif ialah tentang melakukan hal yang benar. Efisien ialah tentang melakukan dengan cara yang benar. Modern itu efisien, seperti mesin cuci, menbuat kita lebih mudah dalam mencuci pakaian. Belajar yang efektif adalah belajar yang sesuai dengan tujuan pendidikan yang benar. Filosofi pendidikan itu ada dua. Pertama, anak itu kodratnya apa. Kedua, anak di dunia ini mau ngapain. Dari kedua hal ini, proses belajar mau ke arah mana.

CM bilang anak kodratnya lahir sebagai pembelajar. Belajar yang efektif inisiatifnya datang dari si anak. Banyak ortu menganggap belajar itu berarti mengerjakan banyak tugas dan PR. CM bilang education is science of relations, anak belajar bisa mengaitkan hidup dengan pengetahuan yang disampaikan. Kita lihat bayi, sibuk bergerak kesana kemari, ingin tahu ini dan itu, motivasi datang dari dalam. Karena anak di dalam dirinya sejatinya adalah pembelajar.

Jawaban dan penjelasan tentang sebuah pelajaran akan berguna bila ada pertanyaan dari si anak. Maka dalam belajar daring, dorong anak untuk bertanya, bercerita. Bukan ortu apalagi guru yang sibuk dan pusing dengan pengetahuan yang datang dari diri anak. CM bilang kalau anak melihat ortu sudah bisa mengurus segala sesuatu, ia dengan senang hati menyerahkan tanggung jawabnya ke ortu. CM beri amaran jangan kita ambil alih pembelajar dari anak. Tugas ortu adalah menyajikan pengetahuan yang kaya, beragam dan hidup. Ortu tidak menjadi penengah antara anak dan pengetahuan. Bagian anak adalah aktif mencerna pengetahuan.

Ortu dapat meminta anak menarasikan kembali. Dan juga yang tidak kalah penting, apa yang keluar dari anak harus dihargai. Narasi anak tidak bisa muncul saat itu. Di lain waktu ia bisa ceritakan kembali yang terluput kemarin. Karena pengetahuan sudah mengeram di dalam dirinya.

Jadi ortu gak perlu stres. Belajar percaya pada anak, percaya pada hasrat belajarnya. Ortu/guru belajar seni menyingkir. Biarkan anak berjumpa dengan pengetahuan. Lakukan dialog sokratik, kita sebagai fasilitator membuat anak merefleksikan pengetahuan yang dimilikinya. Bukan tentang ceramah, tapi berdialog pengetahuan yang menjadi miliknya. 

Refleksi dari CM Indonesia #11 Belajar yang Efektif di Era Pandemi (25 Juli 2020)

Rethinking School Chapter 3: You can't make the earth go around the sun faster

 You can't make the earth go around the sun faster

If your child is struggling, there may simply be an incompatibility between the child's maturity level, and the grade/year of school in which they're placed.

Even the most rudimentary observations of the natural world reveal that biological organisms mature at widely varying rates.

We've been so conditioned to accept the pattern of infancy, toddler, preschool, elementary, middle, high school, college that it's almost impossible for us to break out of it and think: What makes me think that this tiny human being should mature on the exact same schedule as the rest of the tiny human beings born at the same time?

Why age = grade? It's Prussia's fault.

Beforw about 1850, teachers in American schools taught mixed-age groups together, in one room, with no standard curriculum. Students just moved to more difficult material when they were ready, at widely varying times. But over in Prussia, a new system had been instituted in the early 1800s: smaller classrooms where students were grouped by age and led by a single teacher. This strategy wasn't driven by educational research; it was an attempt to try to restore Prussian military might, after a humiliating defeat by Napoleon. Struggling to rebuild, Prussian statesmen decide to organize schools like military units, in order to instill the will to fight and build pride in Prussia's pugnacious national culture. Students were organized into platoons by age and assigned to a single 'squadron leader," a system that made the transition into military service quite straightforward.

In 1843, Horace Mann, Secretary of Education for the state of Massachusetts, visited Prussia to tour its schools. At that time, multi-age classrooms required huge resources, and scores of talented, energetic, and flexible teachers. The Prussian system struck Mann as the perfect answer: the very best way to channel a large number of diverse students into a single institution with maximum efficiency. With Mann's support, the Prussian system was introduced to Massachusetts in 1847, when the Quincy Grammar School was built with twelve separate classrooms, each room for a single, age-graded class, led by a single teacher.

The new plan did indeed turn out to be highly efficient (factories generally are), and age-graded schools were soon spreading. By the turn of the century, age-grading was the norm in almost all of the nation's "common schools."

Here's your first task: Try to put aside your Prussianized assumptions about grade level, and ask yourself, "Does my child belong in another grade?"

Three questions for evaluating maturity

When confronted with schoolwork, does your child shut down, show anger, cry?

Does your child struggle in some areas and sail through in others?

Is your child small or large for his or her age?

Age-grading is based in a mean, mean is simply one way to express "average." In math, you find the mean by adding a list of numbers together and dividing then by the number of numbers. Here's what's important about that: Often, the mean is a number that didn't even appear on the original list. There may be no students who are actually at this mean. 

Action plan

Forget about a single age-grade calculation, and take some time to think carefully about your child's maturity levels. (Use Bauer's Maturity Levels Table).

Consider your options for single-subject acceleration or deceleration.

Consider your options for "gapping" your child.

It's much better, both for the child's self-esteem and overall development, if you can allow them to step completely out of the system for one year and do something else, and then guide them back into it with an additional year of maturity. A gap year is not the same as being "held back"; it is a positive step forward.

Saduran dari: Bauer, Susan Wise. 2018. Rethinking School: How to Take Charge of Your Child's Education (Chapter 3).

Bapa segala dusta

 Bapa segala dusta

Kendali Iblis atas umat manusia dimulai ketika ia berhasil memperdaya pikiran Adam dan Hawa untuk melawan Allah. Supaya berhasil, ia mengucapkan dusta tentang Allah kepada mereka.

Tentang siapa Allah.

Tentang kebaikan Allah.

Tentang firman Allah.

Tentang maksud Allah.

Iblis masih memakai cara lamanya tersebut sampai saat ini. Buktinya? Ketika masalah mengusik hidup kita, ia akan mengucapkan dusta:

Kita merasa Allah jauh dari hidup kita. 

Kita mempertanyakan kebaikan Allah.

Kita meragukan apakah firman-Nya dapat dipercaya.

Kita meragukan maksud baik Allah.

Bukan hanya waktu susah, waktu senang pun, iblis juga mengucapkan dusta:

Kita merasa kita yang mengusahakan keberhasilan, posisi, dan kesejahteraan kita.

Kita melupakan Allah dan kebaikan-Nya.

Kita tidak lagi merenungkan firman-Nya.

Kita tidak mencari maksud kekekalan Allah di balik segala apa yang kita punya.

Masalahnya, bahwa kita, lebih percaya kepada ucapan Iblis. Dan ketika kita terperdaya dan jatuh, kita melemahkan kesetiaan kita kepada Allah. Ketika kita di puncak, kita melupakan Allah dan menganggap pencapaian ini adalah usaha kita.

Yesus berkata bahwa ketika iblis "berkata dusta, ia berkata atas kehendaknya sendiri, sebab ia adalah pendusta" (Yoh 8:44).

Perkataan siapakah yang anda simak akhir-akhir ini? Semoga kita dimampukan untuk percaya Allah, bukan dari ucapan, tapi karena melihat Allah dalam hubungan pribadi yang akrab.

Rethinking School Chapter 2: The three biggest myths about school

 The three biggest myths about school

My kids should attend an accredited schools.

The US Department of Education doesn't recognize, on a national level, any K-12 accreditation. Accreditation of elementary and secondary schools is purely a state issue. No state requires private schools (or home educators) to be accredited, which means private and home schools do not have to meet state or Common Core standards of learning.

My child has to take English, math, science, and social studies every year.

Actually, it doesn't matter what specific classes your student takes before high school. Nor does it matter what the final grades are. Or even if there are grades. Transcripts and records from grades 1-8 are only useful for students and teachers within the secondary system, as a way of evaluating whether students are ready to move on to the next level. Even state and Common Core standards of learning don't mandate particular classes -- they only define skills that students should master, not courses that need to be taken. Elrmentary school is even simpler. Elementary students need to know how to read, write, do arithmetic, and carry out basic critical thinking skills. There are no particular classes that elementary students have to take.

My high-schools student needs to earn a diploma.

A diploma is supposes to certify that you've fulfilled standards set for graduation -- but the United States has no national high-school graduation standards. College admissions officers look at transcripts and test scores. They don't give a flip whether a diploma has been issued.

Saduran dari: Bauer, Susan Wise. 2018. Rethinking School: How to Take Charge of Your Child's Education (Chapter 2).

Kecil berdaya mulia

 Kecil berdaya mulia

Kecil sama artinya dengan belum cukup, perlu lebih. Pendapat umum menganggap bahwa tidak banyak yang bisa dicapai dengan sesuatu yang kecil. Bentuk yang kecil, uang kecil, jumlah yang kecil, waktu yang kecil, dan lain-lain.

Kita cenderung yakin kalau lebih banyak hal yang dapat kita lakukan, jika kita mempunyai sumber dana yang besar, tenaga kerja yang banyak, dan ide-ide yang beraneka ragam.

Sayang, apa yang diyakini kita hanyalah sebatas kekuatan manusia, dan sering pula percaya apa kata manusia yang telah mencapai tingkat yang bukan kecil-kecilan.

Namun, hal-hal itu tidaklah benar seluruhnya. Bahkan tidak berarti apa-apa. Apabila kita sanggup mengarahkan mata kita kepada siapa yang menciptakan kehadiran dan kehidupan kita satu per satu, yaitu Allah.

Mari kita lihat 2 kisah yang akan menunjukkan bahwa kecil di mata manusia, menjadi besar ketika Allah ada di dalamnya.

Kisah pertama, adalah kisah seorang yang hampir tidak dikenal bahkan mungkin tidak diketahui yakni Samgar. Pernah dengar? Semoga iya. Pekerjaannya hanyalah beternak lembu di padang rumput. Tetapi zaman dimana ia hidup, adalah zaman yang tidak kondusif, ada ancaman dari orang luar yang dapat menjarah, ada peperangan antar bangsa, dan tiadanya pemimpin yang mengayomi kehidupan warga seperti Samgar. Inilah kisah orang Israel mula-mula berada di Tanah Perjanjian. Belum ada raja. Sering diserang bangsa Filistin. Terlebih perampokan dan penjarahan. Tapi sebuah kisah ditulis pastilah ada makna bagi yang menemukannya.

Tokoh yang kurang dikenal seperti Samgar berhasil melepaskan Israel dari cengkeraman bangsa Filistin seorang diri. Bagaimana caranya? Buku Hakim-Hakim 3:31 mencatat ia mendapat kemenangan besar dengan membinasakan 600 orang Filistin dengan hanya memakai tongkat penghalau lembu lawan senjata pedang tombak. Bisakah akal manusia mencerna kemustahilan ini? 1 lawan 600. Tongkat penghalau lembu lawan senjata pedang tombak. Kecil lawan besar.

Kisah kedua, kisah yang hampir diketahui siapa saja. Untuk mengeluarkan bangsa Israel dari Mesir, Allah mengutus Musa, tapi ia kuatir mereka tidak mau mendengarkan atau menurutinya. Kitab Keluaran 4:2 mencatat, Allah berfirman, "Apakah yang ada di tanganmu itu?". Jawab Musa, "Tongkat." Lalu kita seharusnya tahu Allah memakai tongkat di tangan Musa untuk meyakinkan orang Israel supaya mengikutinya. Sebuah tongkat kecil. Mengubah air sungai Nil menjadi darah. Mendatangkan wabah penyakit pandemi hebat di Mesir. Membelah Laut Merah. Melakukan banyak perkara mukjizat di padang gurun belantara. Kecil berdampak besar.

Gila enggak? Hal ini di luar akal kepintaran manusia. Melampaui pengalaman orang yang paling senior sekalipun. Kecil tapi skalanya besar banget. Kita jangan lihat bendanya, tetapi lihat Allah-Nya kita. Barulah hal-hal yang kecil akan dimultiplikasikan begitu powerful.

Tongkat Samgar dan tongkat Musa, ketika dipersembahkan bagi Allah, telah menjadi media yang luar biasa. Ini menolong kita, bahkan sangat menolong kita untuk melihat, bahwa Allah dapat memakai hal kecil apa pun yang ada di tangan kita, yang kita miliki, untuk melakukan hal-hal yang luar biasa, ketika hal itu diserahkan kepada-Nya.

Allah tidak mencari orang yang berpunya, juga tidak pada orang yang bermodal besar, tidak pada orang yang berkemampuan hebat. Melainkan mencari mereka yang memberikan diri dan apa yang dimilikinya untuk mengikuti dan menaati Allah. Semoga kita dimampukan untuk percaya dan taat, trust and obey, for there is no other way.

Rethinking School Chapter 1: The way we do school

 The way we do school

By "school," I don't simply mean the buildings where children go to sit in a physical classroom and learn. I mean our entire K-12-plus system, the one that we tend to think of as normal: Classify yourself by the month and year in which you were born; group yourself with those born within twelve months of you; study seven or eight unrelated subjects in blocks, four or five times per week; do this for twelve or so years, but not usually during the summer; at least once a year (usually much more often), fill out lots of bubble sheets with a #2 pencil; after twelve years of this, go away and live in a group home with others born within four years of you, while attending lectures and choosing a major that doesn't necessarily line up with any particular adult pattern of life.

The physical institutions of local elementary, middle, and high schools add an additional layer of artificiality: Leave home and travel to a place, where you sit in a room with that group of others who were born within twelve months of you; do this from September to June, unless it snows; study your subjects in fifty-minute blocks, four or five times per week; listen to someone at the front of the room, and then go home and complete a series of randomly assigned tasks.

This has nothing to do with the way that actual human beings acquire knowledge. Realize that the way we do school is entirely unnatural.

"Only a few children in school," wrote John Holt, "ever become good at learning in the way we try to make them learn. Most of them get humiliated, frightened, and discouraged." 

If your child falls anywhere on this mismatch spectrum, there's a very good chance that the problem is school, not your child.

Our current school system, as Sir Ken Robinson explains in his wildly popular TED talk "Do Schools Kill Creativity?," was designed to produce good workers for a capitalistic society. Deep in "the gene pool of public education," is the unquestioned premise that "there are only two types of people -- academic and nonacademic; smart people and non-smart people. And the consequence of that is that many brilliant people think they're not, because they've been judged against this particular view of the mind ... this model has causes chaos in many people's lives. It's been great for some; there have been people who have benefitted wonderfully from it. But most people have not. Instead, they suffer."

Conversations about school reform have to keep happening. But as of right now, only a few innovative schools seem able to movr ahead with them. If your child, right now, weeping in frustration over homework, or staring blankly into space, switched off, I can guarantee you that school reform isn't going to happen soon enough to make a difference to you and your child. Instead, you're going to have to take control of the K-12 years yourself, and use your own ingenuity to bend the system to fit your child.

Saduran dari: Bauer, Susan Wise. 2018. Rethinking School: How to Take Charge of Your Child's Education (Chapter 1).

Pondasi CM Indonesia #9 Mengatur Tanpa Menjadi Diktator

 Mengatur tanpa menjadi diktator

Perhatikan ini:

Ortu tidak boleh diktator, tapi anak tidak boleh dimanjakan.

Ortu tidak boleh semena-mena, tapi anak tidak boleh suka-suka. 

Bagaimana caranya?

Ini dinamakan principle-centered education. Tidak berat sebelah atau tidak memihak pola parent-centered dan children-centered.

Namun kesulitan principle-centered ini ada satu.

Bagaimana pikiran (logika) dengan perasaan (emosi) bisa selaras.

Mengapa bisa sukar?

Ortu mendidik anak ikut tradisi. Ikut-ikut pola asuh orang sekitarnya. Ikut-ikut pola asuh figur/tokoh, terlebih selebriti.

Ortu zaman sekarang individualis, semua belajar sendiri-sendiri. Sehingga cara asuh masing-masing sudah pasti beda.

Dapat info sana sini, jadi conflicting belief sehingga kacau sendiri dalam prakteknya mendidik anak.

Satu pertanyaan penting misalnya: menurut anda boleh atau tidak ortu menyuruh anak sesuatu yang anak ga suka? Sederhananya makan sayuran, tapi si anak ga mau. Sudah dinasehatin makan sayuran itu bagus buat kesehatan dan tubuh, anak tetap ga mau. Disuruh makan, si anak berseru mama jahat, mama tukang maksa dan lain-lain.

CM bilang kalau sudah hukum alam mesti ditegakkan. Makan sayur itu sehat, sudah pasti hukum alam. CM juga peringatkan kehendak anak itu lemah, yang dia tahu hanya suka dan tidak suka.

Di lapangan banyak ortu takut atau ragu-ragu jadinya karena takut dicap diktator. Ortu alergi disebut diktator. Jadinya semua berbasis kesepakatan. Oke kalau kamu tidak mau makan sayur ga apa-apa. Oke deh masih kecil kasihan anaknya. Oke deh masi belum ngerti sayuran itu untuk apa. Dan lain sebagainya.

Sekarang ortu sama anak setara ga sih?

Dalam mendidik anak, ortu memberikan perintah, anak menjalankan perintah. Ortu ga boleh bingung anak setara atau ga setara. CM bahkan menyebut keluarga seperti monarki, bukan demokrasi. Lalu sepintas langsung orang alergi dengar monarki, karena trauma masa lalu, karena pernah penyalahgunaan kekuasaan. Ortu adalah otoritas tertinggi bagi anak dalam keluarga. Tuhan menitipkan anak, dan ortu diberi tanggung jawab untuk mendidik anak. Monarki yang dimaksud CM dalam hal ini: aturan yang sifatnya prinsip harus ditegakkan, sedangkan kesepakatan untuk yang sifatnya non prinsip. Belajar dari monarki yang ada di dunia ini, ada catatan mendidik anak supaya berjalan baik. Raja harus bijak juga mengayomi rakyat. Bila sebaliknya, akan merugikan rakyat dan terjadi kediktatoran. Kita ingat pernyataan Raja Perancis Louis IV: L'État, c'est moi (negara adalah saya). Ini preseden monarki yang buruk. Karena menganggap diri adalah sumber kebenaran, tidak melihat Tuhan sebagai otoritas tertinggi, mencatut nama Tuhan untuk meninggikan diri, anti kritik, dan otokratis. Bedakan otokratis dan otoritatif. Otokratis sama dengan diktator. Otoritatif sama dengan tegas, punya tanggung jawab menegakkan hukum Tuhan. 

Apakah CM anti demokrasi? Demokrasi berarti menghargai setiap pribadi, menjadi tuan atas dirinya sendiri. CM sendiri setuju bahwa children are born person. Ortu jangan menindas apalagi mengeksploitasi anak. Kita ini pribadi, tapi bukan apa yang kita mau, yang menjadi kebenaran. Kita mesti berpegang pada prinsip, bukan figur. Ortu cuma perwakilan, anak taat pada hukum Tuhan. Sehingga otoritas melekat hanya pada kebenaran. Siapa yang berpengetahuan/bijak, yang memimpin. Siapa yang tidak berpengetahuan/ kurang bijak, yang dipimpin. Lalu siapa yang memimpin siapa? Ada waktunya bila anak lebih berpengetahuan, kita ortu jangan sungkan untuk mendengar dan belajar dari anak. Anak semakin dewasa, bisa setara dengan ortu. CM tidak menolak demokrasi, dengan catatan: prinsip kebenaran dan persyaratan harus dijalankan baru bisa yang ideal menyesuaikan di lapangan. 

Kesimpulan, principle-centered berarti ortu dan anak tunduk pada prinsip yang sama, hukum Tuhan. Prakteknya, menjalankan aturan dengan tegas dan menghormati kepribadian anak.

Refleksi dari CM Indonesia #9 Mengatur Tanpa Menjadi Diktator (4 Juli 2020)

Sungguh aku sepakat

 Sungguh aku sepakat

Dapatkah seorang sepakat dengan dirinya sendiri? Persentase besar jawabannya dapat.

Dapatkah seorang sepakat dengan orang lain?

Kemungkinan bisa ya, bisa tidak.

Dapatkah seorang suami sepakat dengan seorang istri?

Untuk menjawab pertanyaan ini, mari saya ajak kita melihat sebuah kisah di zaman peperangan. Ini bukan perang suami istri. Ini perang besar. Perang bangsa-bangsa. Perang yang berlangsung berabad-abad.

Bahkan sampai sekarang terus berperang. Tidak ada ujung, dan tidak ada siapapun yang bisa meramalkan kapan bakal berhenti, kecuali dunia ini sudah mati. Ini kisah perang nyata, tercatat 2 bangsa yang pelosok daerah pun bakal mengetahui namanya.

Bangsa Israel dan Filistin sedang berperang saat itu. Saul, raja pertama Israel, sedang bersantai di bawah pohon delima bersama para pengikutnya. Tapi anaknya, Yonatan bersama bujang pembawa senjatanya diam-diam meninggalkan perkemahan. Untuk apa? Mereka mau pergi ke kemah Filistin untuk berperang. 2 orang hendak melawan ribuan tentara? Apa yang ada di isi kepala kedua orang ini?

Lagipula, antara kedua kemah masing-masing, mereka harus menyeberangi suatu pelintasan yang diapit dua bukit karang. Dan pasukan musuh bersenjata berkumpul di atas bukit pada kedua sisinya. Sebuah posisi yang menguntungkan, kalau Suntzu menamainya posisi pasti menang.

Lagipula Yonatan, sekalipun anak raja, hanya didampingi pembawa senjata. Pembawa senjata bukanlah orang yang mempunyai skill tempur di arena perang. Ia tugasnya membawa senjata tuannya. Senjata tuannya juga bukan satu. Sang tuan pasti berbekal senjata utama pada dirinya sendiri, jadi pembawa senjata membawa senjata tambahan, seperti tameng, baju zirah, tombak, pisau dan lain-lain. Mungkin ia bisa mengayunkan senjata tapi kalau ia punya skill tempur, maka ia sudah pasti jadi orang-orang yang mendampingi raja. Katakanlah dalam kisah ini ia dapat melawan musuh, tapi sudah tentu ia bukan barisan terdepan di medan perang.

Hanya saja, ada satu hal yang amat membuat saya terkesan, yaitu Yonatan dan bujangnya sepakat. Kalau tuannya A, ia ikut A. Mau B, ia ikut B. Apa resep bujang ini mau sepakat sama tuannya? Kitab 1 Samuel 14 mencatat bahwa tuannya ini bukan orang gegabah, bukan pamer atau ingin cari panggung. Tetapi dicatat bahwa Yonatan mencari tahu apakah Tuhan akan bertindak bagi mereka, dengan percaya bahwa "bagi Tuhan tidak sukar untuk menolong, baik dengan banyak orang maupun dengan sedikit orang". Maka dengan bulat bujangnya mendukungnya "Lakukanlah niat hatimu itu... Sungguh aku sepakat"

“Do all that you have in mind,” his armor-bearer said. “Go ahead; I am with you heart and soul.”

Maka Yonatan baru bergerak dan menyerang musuh. Bujangnya mengikuti dari belakang dan membunuh setiap musuh yang telah dilukai Yonatan.

Apa kaitannya dengan suami dan istri?

Bukankah Yonatan adalah kiasan dari suami, dan bujangnya adalah kiasan dari istri.

Keluarga membutuhkan suami tangguh untuk menghadapi 'peperangan' hidup baik jasmani maupun rohani, tetapi suami tidak dapat dibiarkan sendirian dalam menghadapinya. Mereka memerlukan pertolongan dan dukungan dari istri yang dapat menjadi 'pembawa senjata' yang setia dan bersedia untuk bergabung bersama suami dalam pertempuran melawan musuh-musuh.

Dewasa ini, suami istri hanya diberitakan seputar romantisme dan hedonisme. Mereka tidak lagi membangun kebersamaan yang berpedoman pada prinsip-prinsip Tuhan: kesetiaan, melayani, mengasihi, mengampuni, memberi, dan sebagainya. Dunia dicemari dengan realita perceraian, perebutan harta, perzinahan dengan pasangan yang bukan seharusnya, keberpihakan pada pihak keluarga masing-masing, dan masih banyak lagi. Menjadi suami istri tantangannya dibumbui ketakutan, karena lupa akan siapa mereka dan siapa Tuhan atas hidup mereka.

Tuhan berfirman, apa yang dipersatukan Allah mengandung berkat. Berkat atas multiplikasi dan otorisasi. Tetapi dosa mengacaukan fakta, seperti ular yang memperdaya manusia, hari-hari inipun banyak berkat suami istri dicuri.

Dalam bahtera keluarga, ada masa dimana suami istri berperang sebagai satu tim. Sepakatlah sebagaimana Tuhan berbicara. Pandanglah kembali Tuhan yang atas-Nya kita sebagai suami istri mau dengar-dengaran. Dan pandanglah wajah suami/istri kita dan ingat kembali berkat pernikahan yang Tuhan sudah siapkan dalam kesepakatan kita.

Semoga kita dimampukan menjadi sepakat sebagai suami istri, mau bagaimanapun masalah dapat terjadi, sungguh alangkah indahnya dan betapa eloknya tetap sepakat di dalam Tuhan!


Narasi Fondasi Pendidikan CM Batch 7

 Apakah ide bagi akal budi?

Sehingga lapar akan esensi

dan haus gagasan hidup yang berisi

Ia yang tak kasat mata tampak

Merasuk tinggalkan jejak

Membuat raga bergerak


Kemanakah ide pergi mencari jalan

Sekian lama lenyap dari pendidikan

Tanpanya naskah rasanya tawar bukan

Kumpulan fakta tanpa pertumbuhan

Mengembara sepanjang kehidupan

Tetap saja tak tergantikan zaman

Takkan terkalahkan oleh aneka perubahan


Kala Sang Pencipta bersabda

Bukankah ide tercipta

Sebagai api yang menyala

Hukum yang alami senantiasa

Berikan melimpah kepadanya

Jangan khamiri ia dengan opini belaka

Ia jadi rusak tak bernyawa

Padahal ia sejatinya kaya

Biarkan ia dipilih di antara semua

Selama ia dan pribadi kecil berjumpa

Bermanifestasi seluruh indera

Ia akan terdidik berdaya


Pendidik siapakah kamu?

Kenalkah pribadi dewasa di depan cerminmu?

Kenalkah keturunan yang hadir di tengah-tengahmu?

Jangan sampai keliru apalagi berseteru

Sampai kamu berdamai seperahu

Jadilah insan nirmala yang berpadu


Pendidik, kenalkah pikiran dengan sejuta pusaka?

Dua kekuatan besar yang tak binasa

Sadar dan nir sadar terasa

Aman bak melata

Nyaman bak vertebrata

Ada kebenaran bak manusia seutuhnya


Latihlah pikiranmu

Berlaga dengan ide yang tak semu

Jauhlah daripada ambigu

Pendidik yang berdaya siapakah kamu?

Carilah ia di sekelilingmu

Atmosfir, disiplin dan hidup niscaya selalu

Dimitri Ivanovich Mendeleyev

 Dimitri Ivanovich Mendeleyev



Ilmuwan Rusia ini memiliki kisah yang jarang diketahui banyak orang, termasuk juara Olimpiade Sains atau mungkin para mahasiswa jurusan IPA. 

Rupa yang penuh dengan lebatnya rambut, perawakan macam Rasputin, mata yang sendu ala Peter the Great, dan kombinasi moral kedua tokoh terakhir.

Mendeleyev pernah mengancam bunuh diri bila seorang perempuan muda tidak mau menikah dengannya, padahal si gadis setuju sekalipun si gadis miskin, tapi terhambat karena Mendeleyev statusnya bukan sedang melajang, sehingga hukum pada saat itu melarang demikian. Akibatnya ia dikeluarkan dari Russian Academy of Sciences.

Malahan di luar dinding kampus itulah, Mendeleyev secara individu menyusun dasar ilmu kimia yang wajib dipelajari hingga saat ini: Periodic Table of the Elements - Sistem Periodik Unsur-Unsur (SPU), dalam 7 kelompok yang berulang.

Sistem Mendeleyev ini sangat jenius, karena:

1. Mampu mengelompokkan setiap atom unsur yang telah dikenal dengan karakter tertentu,

2. Mampu memberi ruang bagi setiap atom unsur yang masih baru atau belum ditemukan dalam kelompok tertentu.

Tetapi kejeniusan Mendeleyev ternyata bukan di SPU, tapi bagaimana ia mampu menemukan gagasan pada waktu tidurnya!

"Contemplating the nature of the universe while playing solitaire one evening, he nodded off. When he awoke, he knew how all of the atoms in the universe were organized, and he promptly created his famous table."

Jadi dari kisah Mendeleyev, kita belajar memahami peran mengistirahatkan tubuh (tidur) sangat penting untuk otak baik pencarian maupun penjelajahan.

Semoga kita dimampukan untuk beristirahat dan ingat bahwa tidur adalah berkat yang diberikan Tuhan bagi orang yang dikasihi-Nya juga. 

(Terlebih bila kita mampu mengingat SPU Mendeleyev ala jembatan keledai)

Kurang Berambisi

 Kurang Berambisi

Ini bukanlah pernyataan yang ingin anda lihat dalam tinjauan kinerja atau evaluasi performance anda. Dan sering sekali dunia mendoktrin kalau orang yang kurang berambisi pastilah jarang mendapat kesempatan untuk dipromosikan ke level yang lebih tinggi.

Kita mau menjadi yang nomor satu. Kita mau menjadi yang terdepan. Kita mau menjadi pemimpin. Lalu kita merasa tanpa ambisi tidak mungkin bisa mencapai kesana. Sayangnya terlalu ambisi sering membuat orang meninggikan diri sendiri dan bukannya mencapai sesuatu yang bermanfaat bagi orang lain.

Kita lihat kisah Saul, sang raja pertama bangsa Israel. Ia mulai memerintah dengan kerendahan hati, tetapi kemudian ia memegang jabatan sebagai milik pribadi, sebagai hak miliknya, bukan milik-Nya lagi. Ia lupa kalau ia berada di kursi orang nomor satu karena ia menerima tugas istimewa dari Allah untuk memimpin bangsa dan menuntunnya kepada Allah. Akhirnya, ketika Allah menolak Saul sebagai raja, yang dipedulikan Saul hanyalah kepentingan dirinya sendiri.

Di dunia ini, ambisi sering mendorong orang untuk melakukan apapun demi naik ke suatu posisi yang terpandang, dikagumi dan disanjung, dan berkuasa atau suatu area. Tidak perlu dipertanyakan, ambisi ini sudah melekat pada daging tubuh kita dan semakin menjerat kita ketika kita berpikir segalanya mesti tentang aku. Kita menyombongkan diri. Dan ini ialah dosa.

Jika anda ingin menjadi seseorang yang naik ke puncak, biarlah ambisi anda adalah untuk senantiasa rela mengasihi dan melayani Allah dengan segenap hati, jiwa dan raga, akal budi, dan kekuatan anda.

Semoga kita dimampukan untuk memiliki ambisi yang memandang terus tertuju kepada Allah.

Refleksi Kitab 1 Samuel 15 (3 April 2021)

Podcast CM Indonesia #8 Apakah Anak Harus Selalu Bahagia?

 Apakah anak harus selalu bahagia?

Sejauh mana orang tua melindungi anak agar hatinya tidak terluka?

Sering kita dengar interview dengan tokoh-tokoh populer, atau kita bahkan, ditanya anak mau jadi apa? Terserah anak mau jadi apa, yang penting bahagia.

Bahagia itu ukuran cita-cita kah?

Lagipula masa depan siapa yang bisa meramal kalau anak kita akan bahagia?

Lihat kisah Albert Schweitzer, musisi jenius tapi menemukan panggilan menjadi dokter di Afrika. Lihat kisah Che Guevara, calon dokter tapi menemukan panggilan menjadi gerilyawan revolusi di Amerika Selatan.

Kalau demikian orang tua gak akan nyangka banget kok anaknya jadi begini. Tapi apakah kita tahu si anak yang menjalani panggilannya: bahagia?

Anak mau jadi apapun terserah yang penting bahagia. Seberapa terserah?

Kita lihat definisi bahagia itu apa? 

Kalau bahagia diartikan apapun hanya seputar perasaan, apakah sudah bisa dijadikan patokan benar dan salah?

CM bilang kita hidup di dunia terikat akan sebuah hukum-hukum alam yang lebih besar dari kita. Terikat akan sang pencipta kita. Sehingga mendidik anak ikuti hukum sang pencipta, bukan perasaan.

CM bilang ide apa yang masuk dalam diri anak untuk menjalani panggilan. Mau profesi apa yang penting profesi itu baik, profesi itu bermoral. Kepada anak, ortu bilang kamu itu bebas, tapi untuk berbuat baik. Bebas untuk bahagia selama dalam koridor moral. Bahagia tapi bukan untuk kebaikan haruslah ditinggalkan.

It is right because it is good.

It is good because it is right.

Yang benar itu seperti apa? Apakah yang senang sesaat tapi dampaknya ga baik? Apakah sulit di awal tapi mesti dilakukan karena itu baik? Kalau itu benar, harus dilatih.

Dalam riset psikologi, bahagia itu tidak  konstan, bisa naik bisa turun. Dan tergantung pula pada situasi, tempat, waktu, dan orang lain.

Orang akan senang kalau dia capai target. Cuma kelihatan dari luar sudah mencapai target, tapi belum tentu bahagia. Wanita karir dari luar terlihat mapan, tapi belum tentu bahagia, bisa saja dia memasang target ingin menimang anak seperti ibu-ibu rumah tangga lainnya. Sebaliknya, ibu rumah tangga yang mengurus anak terlihat sudah lengkap, tapi belum bahagia karena dia ingin seperti wanita karir yang bebas dan berpenghasilan sendiri. Inilah paradoks kebahagiaan sebatas perasaan senang dan sebatas target.

Kalau bicara target, manusia tidak bisa bahagia. Karena manusia secara daging, tidak pernah merasa puas, targetnya terus naik dan tidak pernah selesai. Kita punya ego, dan kalau ego dijadikan pusat segalanya tentang aku, aku dan aku; maka kita tidak akan bahagia.

Kita perlu menundukkan diri, mengabdi pada sesuatu yang lebih besar yaitu sang pencipta kita dan kehidupan. Disanalah mungkin hidup kita gak selalu terlihat hebat, tapi kita merasakan puas karena kita tahu apa panggilan kita.

Kalau semakin banyak orang yang ego, hidup di masyarakat akan ngeri.

Pendidikan yang berpusat pada perasaan senang atau tidak bisa menjadikan anak berpusat pada perasaannya sendiri dan pada akhirnya hidupnya tidak memuaskan selamanya.

Zaman dulu, dihajar sama dengan diajar. Ortu keras mendidik anak (dalam koridor mendisiplinkan anak secara benar).

Sekarang, ortu demikian dikecam, dihakimi netizen, diancam UU Perlindungan Anak. Anak sekarang dipuja ortu, atau ortu bersujud kepada anak pokoknya selama anak senang. Anak demikian jadi tidak memiliki aturan hingga kelak dewasa. Dibanding zaman dulu, ortu diktator masih mending, anak masih mengerti bahwa ada namanya aturan yang  perlu diikuti.

Ada juga kondisi ortu zaman sekarang yang dulunya saat menjadi anak dididik keras, sekarang sudah menjadi ortu dan punya anak, memanjakan anaknya. Ada luka batin sehingga jangan sampai anaknya ikut trauma seperti ia dahulu.

Cara membesarkan anak CM bilang tidak condong ke salah satu : parent-centered atau child-centered. Tetapi berpusat kepada sebuah kebenaran atau prinsip. Kebenaran ini datangnya dari otoritas tertinggi yaitu sang pencipta.

Anak boleh bahagia tapi bukan semata karena ego atau kesenangan pribadi.

Anak bahagia karena mampu melakukan hal yang benar secara prinsip.

Semoga kita dan anak kita dimampukan untuk mengalami kebahagiaan ini. 

Refleksi dari CM Indonesia #8 Apakah Anak Harus Selalu Bahagia? (27 Juni 2020)


Papa In Memoriam

 In Memoriam

Papa
Rest in peace...





Brain Rules Chapter 12: We are powerful and natural explorers

 We are powerful and natural explorers

Babies are the model of how we learn -- not by passive reaction to the environment but by active testing through observation, hypothesis, experiment, and conclusion.

Specific parts of the brain allow this scientific approach. The right prefrontal cortex looks for errors in our hypothesis ("The saber-toothed tiger is not harmless"), and an adjoining region tells us to change behavior ("Run!").

We can recognize and imitate behavior because of "mirror neurons" scattered across the brain.

Some parts of our adult brains stay as malleable as a baby's, so we can create neurons and learn new things throughout our lives.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #12).

Brain Rules Chapter 11: Male and female brains are different

 Male and female brains are different

The X chromosome that males have one of and females have two of -- though one acts as a backup -- is a cognitive "hot spot," carrying an unsually large percentage of genes involved in brain manufacture.

Women are genetically more complex, because the active X chromosomes in their cells are a mix of Mom's and Dad's. Men's X chromosomes all come from Mom, and their Y chromosome carries less than 100 genes, compares with about 1,500 for the X chromosome.

Men's and women's brains are different structurally and biochemically -- men have a bigger amygdala and produce serotonin faster, for example -- but we don't know if those differences have significance.

Men and women respond differently to acute stress: Women activate the left hemisphere's amygdala and remember the emotional details. Men use the right amygdala and get the gist.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #11).

Brain Rules Chapter 10: Vision trumps all other senses

 Vision trumps all other senses

Vision is by far our most dominant sense, taking up half of our brain's resources.

What we see is only what our brain tells us we see, and it's not 100 percent accurate.

The visual analysis we do has many steps. The retina assembles photons into little movie-like streams of information. The visual cortex processes these streams, some areas registering motion, others registering color, etc. Finally, we combine that information back together so we can see.

We learn and remember best through pictures, not through written or spoken words.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #10).

Brain Rules Chapter 9: Stimulate more of the senses

 Stimulate more of the senses

We absorb information about an event through our senses, translate it into electrical signals (some for sight, others from sound, etc.), disperse those signals to separate parts of the brain, then reconstruct what happened, eventually perceiving the event as a whole.

The brain seems to rely partly on past experience in deciding how to combine these signals, so two people can perceive the same event very differently.

Our senses evolved to work together -- vision influencing hearing, for example -- which means that we learn best if we stimulate several senses at once.

Smells have an usual power to bring back memories, maybe because smell signals bypass the thalamus and head straight to their destinations, which include that supervisor of emotions known as the amygdala.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #9).

Brain Rules Chapter 8: Stressed brains don't learn the same way

 Stressed brains don't learn the same way

Your body's defense system -- the release of adrenaline and cortisol -- is built for an immediate response to a serious but passing danger, such as a sabre-toothed tiger. Chronic stress, such as hostility at home, dangerously deregulates a system built only to deal with a short-term responses.

Under chronic stress, adrenaline creates scars in your blood vessels that can cause a heart attack or stroke, and cortisol damages the cells of the hippocampus, crippling your ability to learn and remember.

Individually, the worst kind of stress is the feeling that you have no control over the problem -- you are helpless.

Emotional stress has huge impacts across society, on children's ability to learn in school and on employees' productivity at work.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #8).

Brain Rules Chapter 7: Sleep well, think well

 Sleep well, think well

The brain is in a constant state of tension between cells and chemicals that try to put you to sleep and cells and chemicals that try to keep you awake. 

The neurons of your brain show vigorous rhythmical activity when you're asleep -- perhaps replaying what you learned that day. 

People vary in how much sleep they need and when they prefer to get it, but the biological drive for an afternoon nap is essential. 

Loss of sleep hurts attention, executive function, working nemory, mood, quantitative skills, logical reasoning, and even motor dexterity.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #7).

Brain Rules Chapter 6: Remember to repeat

 Remember to repeat

Most memories disappear within minutes, but those that survive the fragile period strengthen with time. 

Long-term memories are formed in a two-way conversation between the hippocampus and the cortex, until the hippocampus breaks the connection and the memory is fixed in the cortex -- which can take years. 

Our brains give us only an approximate view of reality, because they mix new knowledge with past memories and store them together as one. 

The way to make long-term memory more reliable is to incorporate new information gradually and repeat it in timed intervals. 

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #6).


Brain Rules Chapter 5: Repeat to remember

 Repeat to remember 

The brain has many types of memory systems. One type follows four stages of processing: encoding, storing, retrieving, and forgetting. 

Information coming into your brain is immediately split into fragments that are sent to different regions of the cortex for storage. 

Most of the events that predict whether something learned also will be remembered occur in the first few seconds of learning. The more elaborately we encode a memory during its initial moments, the stronger it will be. 

You can improve your chances of remembering something if you reproduce the environment in which you first put it into your brain.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #5).


Brain Rules Chapter 4: We don't pay attention to boring things

 We don't pay attention to boring things

The brain's attentional "spotlight" can focus on only one thing at a time: no multitasking. 

We are better at seeing patterns and abstracting the meaning of an event than we are at recording detail. 

Emotional arousal helps the brain learn. 

Audiences check out after 10 minutes, but you can keep grabbing them back by telling narratives or creating events rich in emotion.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #4).


Brain Rules Chapter 3: Every brain is wired differently

 Every brain is wired differently

What you do and learn in life physically changes what your brain looks like, it literally rewires it. 

The various regions of the brain develop at different rates in different people. 

No two people's brains store the same information in the same way in the same place. 

We have a great number of ways of being intelligent, many of which don't show up on IQ tests.

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #3).

Brain Rules Chapter 2: The human brain evolved, too

 The human brain evolved, too

We don't have one brain in our heads; we have three. We started with a "lizard brain" to keep us breathing, then added a brain like a cat's, and then topped those with the thin layer of Jell-O known as the cortex - the third, and powerful, "human" brain.

Meet your brain

Your most ancient neural structure is the brain stem, or "lizard stem." It controls most of your body's housekeeping chores. Its neurons regulate breathing, heart rate, sleeping, ans waking.

The second brain like Paleomammalian brain appears in you the same way it does in many mammals. It has more to do with your animal survival than with your human potential. Its functions involve what some researchers call the "four-F's": fighting, feeding, fleeing and ... reproductive behavior.

The third brain is your "human brain," the cortex. Latin for "bark," the cortex is the surface of your brain.


We took over the Earth by adapting to change itself, after we were forced from the trees to the savannah when climate swings disrupted our food supply. Going from four legs to two to walk on the savannah freed up energy to develop a complex brain.

Symbolic reasoning is a uniquely human talent. It may have arisen from our need to understand one another's intentions and motivations, allowing us to coordinate within a group.


Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #2).




Brain Rules Chapter 1: Exercise boosts brain power

 Exercise boosts brain power

Our brains were built for walking - 12 miles a day! 

To improve your thinking skills, move. 

Exercise gets blood to your brain, bringing it glucose for energy and oxygen to soak up the toxic electrons that are left over. It also stimulates the protein that keeps neurons connecting. 

Aerobic exercise just twice a week halves your risk of general dementia. It cuts your risk of Alzheimer's by 60 percent. 

Saduran dari: Medina, John. 2008. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Rule #1).

Kamis, 06 Mei 2021

Atomic Habits Chapter Conclusion: The secret to results that last

 There is an ancient Greek parable known as the Sorites Paradox, which talks about the effect one small action can have when repeated enough times. One formulation of the paradox goes as follows: Can one coin make a person rich? If you give a person a pile of ten coins, you wouldn't claim that he or she is rich. But what if you add another? And another? And another? At some point, you will have to admit that no one can be rich unless one coin can make him or her so.

We can say the same about atomic habits. Can one tiny change transform your life? It's unlikely you would say so. But what if you made another? And another? And another? At some point, you will have to admit that your life was transformed by one small change.

The holy grail of habit change is not a single 1 percent improvement, but a thousand of them. It's a bunch of atomic habits stacking up, each one a fundamental unit of the overall system.

Success is not a goal to reach or a finish line to cross. It is a system to improve, an endless process to refine.

Small habits don't add up. They compound.

Rabu, 05 Mei 2021

Atomic Habits Chapter 20: The downside of creating good habits

 The downside of creating good habits


However, the benefits of habits come at a cost. At first, each repetition develops fluency, speed, and skill. But then, as a habit becomes automatic, you become less sensitive to feedback. You fall into mindless repetition. It becomes easier to let mistakes slide. When you can do it "good enough" on autopilot, you stop thinking about how to do it better.

The upside of habits is that we can do things without thinking. The downside of habits is that you get used to doing things a certain way and stop paying attention to little errors. You assume you're getting better because you're gaining experience. In reality, you are merely reinforcing your current habits -- not improving them. In fact, some research has shown that once a skill has been mastered there is usually a slight decline in performance over time.

However, when you want to maximize your potential and achieve elite levels of performance, you need a more nuanced approach. You can't repeat the same things blindly and expect to become exceptional. Habits are necessary, but not sufficient for mastery. What you need is a combination of automatic habits and deliberate practice.
Habits + Deliberate Practice = Mastery

Mastery is the process of narrowing your focus to a tiny element of success, repeating it until you have internalized the skill, and then using this new habit as the foundation to advance to the next frontier of your development. Old tasks become easier the second time around, but it doesn't get easire overall because now you're pouring your energy into the next challenge. Each habit unlocks the next level of performance. It's an endless cycle. The solution? Establish a system for reflection and review.

Reflection and review is a process that allows you to remain conscious of your performance over time. Reflection and review enables the long-term improvement of all habits because it makes you aware of your mistakes and helps you consider possible paths for improvement. Without reflection, we can make excuses, create rationalizations, and lie to ourselves. We have no process for determining whether we are performing better or worse compared to yesterday.

Improvement is not just about learning habits, it's also about fine-tuning them. Reflection and review ensures that you spend your time on the right things and make course corrections whenever necessary. You don't want to keep practicing a habit if it becomes ineffective.

James Clear's annual review:
1. What went well this year?
2. What didn't go so well this year?
3. What did I learn?

James Clear's intergrity report:
1. What are the core values that drive my life and work?
2. How am I living and working with integrity right now?
3. How can I set a higher standard in the future?

In the beginning, repating a habit is essential to build up evidence of your desired identity. As you latch on to that new identity, however, those same beliefs can hold you back from the next level of growth. When working against you, your identity creates a kind of "pride" that encourages you to deny your weak spots and prevents you from truly growing. This is one of the greatest downsides of building habits.

The more sacred an idea is to us -- that is, the more deeply it is tied to our identity --- the more strongly we will defend it against criticism. You see this in every industry. The tighter we cling to an identity, the harder it becomes to grow beyond it.

One solution is to avoid making any single aspect of your identity an overwhelming portion of who you are. In the words of investor Paul Graham, "keep your identity small." The more you let a single belief define you, the less capable you are of adapting when life challenges you.

When you spend your whole life defining yourself in one way and that disappears, who are you now?

The following quote from the Tao Te Ching encapsulates the ideas perfectly:
Men are born soft and supple; dead, they are stiff and hard.
Plants are born tender and pliant; dead, they are brittle and dry.
Thus whoever is stiff and inflexible is a disciple of death.
Whoever is soft and yielding is a disciple of life.
The hard and stiff will be broken.
The soft and supple will prevail.
-- Lao Tzu

A lack of self-awareness is poison. Reflection and review is the antidote.

Saduran dari: Clear, James. 2018. Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones (Chapter 20).

Atomic Habits Chapter 19: The Goldirocks rule: How to stay motivated in life and work

 The Goldirocks rule: How to stay motivated in life and work


The human brain loves a challenge, but only if it is withing an optimal zone of difficulty. If you love tennis and try to play a serious match against a four-year-old, you will quickly become bored. It's too easy. You'll win every point. In contrast, if you play a professional tennis player like Roger Federer or Serena Williams, you will quickly lose motivation because the match is too difficult.

The Goldirocks Rule states that human experience peak motivation when working on tasks that are right on the edge of their current abilities. Not too hard. Not too easy. Just right.

Improvement requires a delicate balance. You need to regularly search for challenges that push you to your edge while continuing to make enough progress to stay motivated. Behaviors need to remain novel in order for them to stay attractive and satisfying. Without variety, we get bored. And boredom is perhaps the greatest villain on the quest for self-improvement.

What do the really successful people do that most don't? He mentioned the factors you might expect: genetics, luck, talent. But then he said something I wasn't expecting: "At some point it comes down to who can handle the boredom of training every day, doing the same lifts over and over and over.

The greatest threat to success is not failure but boredom. We get bored with habits because they stop delighting us. The outcome becomes expected. And as our habits become ordinary, we start derailing our progress to seek novelty. Perhaps this is why we get caught up in a never-ending cycle, jumping from one workout to the next, one diet to the next, one business idea to the next. As soon as we experience the slightest dip in motivation, we begin seeking a new strategy -- even if the old one was still working. As Machiavelli noted, "Men desire novelty to such an extent that those who are doing well wish for a change as much as those who are doing badly." Perhaps this is why many of the most habit-forming products are those that provide continuous forms of novelty. Video games provide visual novelty. Porn provides sexual novelty. Junk foods provide culinary novelty. Each of these experiences offer continual elements of surprise.

As habits become routine, they become less interesting and less satisfying. We get bored. If you're already interested in a habit, working on challenges of just manageable difficulty is a good way to keep things interesting. Variable rewards or not, no habit will stay interesting forever. At some point, everyone faces the same challenge on the journey of self-improvement: you have to fall in love with boredom.

Anyone can work hard when they feel motivated. It's the ability to keep going when work isn't exciting that makes the difference.

Professionals stick to the schedule; amateurs let life get in the way. Professionals know what is important to them and work toward it with purpose; amateurs get pulled off course by the urgencies of life. Professionals take action even when the mood isn't right. They might not enjoy it, but they find a way to put the reps in.

The only way to become excellent is to be endlessly fascinated by doing the same thing over and over. You have to fall in love with boredom.

Saduran dari: Clear, James. 2018. Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones (Chapter 19).

Atomic Habits Chapter 18: The truth about talent (when genes matter and when they don't)

 The truth about talent (when genes matter and when they don't)


The secret to maximizing your odds of success is to choose the right field of competition. The people at the top of any competitive field are not only well trained, they are also well suited to the task. And this is why, if you want to be truly great, selecting the right place to focus is crucial. In short: genes do not determine your destiny. They determine your areas of opportunity. As physician Gabor Mate notes, "Genes can predispose, but they don't predetermine." The areas where you are genetically predisposed to success are the areas where habits are more likely to be satisfying. The key is to direct your effort toward areas that both excite you and match your natural skills, to align your ambition with your ability.

Pick the right habit and progress is easy. Pick the wrong habit and life is a struggle. Your genes are operating beneath the surface of every habit. Indeed, beneath the surface of every behavior.

Genes cannot be easily changed, which means they provide a powerful advantage in favorable circumstances and a serious disadvantage in unfavorable circumstances.

Habits are easier when they align with your natural abilities. Choose the habits that best suit you.

Bundled together, your unique cluster of genetic traits predispose you to a particular personality. Your personality is the set of characteristics that is consistent from situation to situation. The most proven scientific analysis of personality traits is known as the "Big Five," which breaks them down into five spectrums of behavior:
1. Openness to experience: from curious and inventive on one end to cautious and consistent on the other.
2. Conscientiousness: organized and efficient to easygoing and spontaneous.
3. Extroversion: outgoing and energetic to solitary and reserved (you likely know them as as extroverts vs. introverts).
4. Agreeableness: friendly and compassionate to challenging and detached.
5. Neuroticism: anxious and sensitive to confident, calm, and stable.

The takeaway is that you should build habits that work for your personality. People can get ripped working out like a bodybuilder, but if you prefer rock climbing or cycling or rowing, then shape your exercise habit around your interests. If your friend follows a low-carb diet but you find that low-fat works for you, then more power to you.

In the beginning of a new activity, there should be a period of exploration. In relationships, it's called dating. In college, it's called the liberal arts. In business, it's called split testing. The goal is to try out many possibilities, research a broad range of ideas, and cast a wide net. After this initial period of exploration, shift your focus to the best solution you've found -- but keep experimenting occasionally. The proper balance depends on whether you're winning or losing. If you are currently winning, you exploit, exploit, exploit. If you are currently losing, you continue to explore, explore, explore.

As you explore different options, there are a series of questions you can ask yourself to continually narrow in on the habits and areas that will be most satisfying to you:
What feels like fun to me, but work to others?
What makes me lose track of time?
Where do I get greater returns than the average person?
What comes naturally to me?

Play a game that favors your strengths. If you can't find a game that favors you, create one. Scott Adams, the cartoonist behind Dilbert, says, "Everyone has at least a few areas in which they could be in the top 25% with some effort. In my case, I can draw better than most people, but I'm hardly an artist. And I'm not any funnier than the average standup comedian who never makes it big, but I'm funnier than most people. The magic is that few people can draw well and write jokes. It's the combination of the two that makes what I do so rare. And when you add in my business background, suddenly I had a topic that few cartoonists could hope to understand without living it."

When you can't win by being better, you can win by being different. By combining your skills, you reduce the level of competition, which makes it easire to stand out. You can shortcut the need for a genetic advantage (or for years of practice) by rewriting the rules. A good player works hard to win the game everyone else is playing. A great player creates a new game that favors their strengths and avoids their weakness. Specialization is a powerful way to overcome the "accident" of bad genetics. The more you master a specific skill, the harder it becomes for other to compete with you.

It's more productive to focus on whether you are fulfilling your own potential than comparing yourself to someone else. The fact that you have a natural limit to any specific ability has nothing to do with whether you are reaching the ceiling of your capabilities. People get so caught up in the fact that they have limits that they rarely exert the effort required to get close to them.

Genes do not eliminate the need for hard work. They clarify it. They tell us what to work hard on.

Saduran dari: Clear, James. 2018. Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones (Chapter 18).

Atomic Habits Chapter 17: How an accountability partner can change everything

 How an accountability partner can change everything


The inversion of the 4th Law of Behavior Change is make it unsatisfying.

We are less likely to repeat a bad habit if it is painful or unsatisfying. If a failure is relatively painful, it gets fixed. If a failure is relatively painless, it gets ignored.

An accountability partner can create an immediate cost to inaction. We care deeply about what others think of us, and we do not want others to have a lesser opinion of us.

A habit contract can be used to add a social cost to any behavior. It makes the costs of violating your promises public and painful.

Knowing that someone else is watching you can be a powerful motivator.

How to create a good habit
The 4th law: Make it satisfying
4.1 Use reinforcement. Give yourself an immediate reward when you complete your habit.
4.2 Make "doing nothing" enjoyable. When avoiding a bad habit, design a way to see the benefits.
4.3 Use a habit tracker. Keep track of your habit streak and "don't break the chain."
4.4 Never miss twice. When you forget to do a habit, make sure you get back on track immediately.

Inversion of the 4th law: Make it unsatisfying
4.5 Get an accountability partner. Ask someone to watch your behavior.
4.6 Create a habit contract. Make the costs of your bad habits public and painful.

Saduran dari: Clear, James. 2018. Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones (Chapter 17).

Atomic Habits Chapter 16: How to stick with good habits every day

How to stick with good habits every day

One of the most satisfying feelings is the feeling of making progress.

A habit tracker is a simple way to measure whether you did a habit -- like marking an X on a calendar.

Habit trackers and other visual forms of measurement can make your habits satisfying by providing clear evidence of your progress.

Don't break the chain. Try to keep your habit streak alive.

Habit tracking is powerful because it leverages multiple Laws of Behavior Change. It simultaneously makes a behavior obvious, attractive, and satisfying.

#1 Habit tracking is obvious. Recording your last action creates a trigger that can initiate your next one. It also keeps you honest. When the evidence is right in front of you, you're less likely to lie to yourself.

#2 Habit tracking is attractive. When we get a signal that we are moving forward, we become more motivated to continue down that path. Each small win feeds your desire.

#3 Habit tracking is satisfying. It feels good to watch your results grow and if it feels good, then you're more likely to endure. It also helps keep your eye on the ball: you're focused on the process rather than the result. Furthermore, habit tracking provides visual proof that you are casting votes for the type of person you wish to become, which is a delightful form of immediate and intrinsic gratification.

What can we do to make tracking easier? First, whenever possible, measurement should be automated. Second, manual tracking should be limited to your most important habits. It is better to consistently track one habit than to sporadically track ten. Finally, record each measurement immediately after the habit occurs. The completion of the behavior is the cue to write it down.

The habit stacking + habit tracking formula is: After [CURRENT HABIT], I will [TRACK MY HABIT].
Example: After I hang up the phone from a sales call, I will move one paper clip over.

Never miss twice. If you miss one day, try to get back on track as quickly as possible. The first mistake is never the one that ruins you. It is the spiral of repeated mistakes that follows. Missing once is an accident. Missing twice is the start of a new habit. This is a distinguishing feature between winners and losers. Anyone can have a bad performance, a bad workout, or a bad day at work. But when successful people fail, they rebound quickly. The breaking of a habit doesn't matter if the reclaiming of it is fast.

Another potential danger -- especially if you are using a habit tracker -- is measuring the wrong thing. Measurement is only useful when it guides you and adds context to a larger picture, not when it consumes you. Each number is simply one piece of feedback in the overall system. In our data-driven world, we tend to overvalue numbers and undervalue anything ephemeral, soft, and difficult to quantify. Just because you can measure something doesn't mean it's the most important thing.

Saduran dari: Clear, James. 2018. Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones (Chapter 16).