lisazwise – Page 7 – LisaZWise.com

The more we learn, the less we know?

When I first started learning taekwondo, I didn’t really think of myself as a “martial artist”, I didn’t feel like part of the martial arts community, nor did I see myself as a core part of my own taekwondo school. This is not a reflection on USMA or the people within it, because it is a most welcoming school for students of all ages and from all backgrounds. It is much more about the way in which I viewed myself, my capabilities, and my reasons for being there, compared with the way in which I viewed the other students in the school on these dimensions.

The initial phase of learning for me was very focussed on the pragmatic aspects of learning sequences of movements and techniques – where to put my hands and feet and how to coordinate the most basic of actions. A blog of my “journey in taekwondo” was really a bit like a homework diary on learning something as an outsider with no particular skill at it, and recording my experience in an easily accessible place in case other people like me wanted to know some of the things a novice might need to learn (eg what are the movements in 3 step sparring? what is the student oath? etc). I have received a few emails from complete strangers asking exactly these sorts of things.

However, as I mastered performance of these physical aspects to a greater or lesser degree, I began to understand how much more depth there is in each movement than just the basic physical execution. I also started to understand some of the theoretical aspects of the martial art and to start seriously considering the philosophical underpinnings of martial arts in general. This was in the context of my own research work in cognitive science, but also in the context of teaching and learning, and in terms of my own understanding of morality and social justice.

The “journey” stopped being a purely physical one in terms of how to kick and punch and learn my patterns and perform in front of an audience, and has become much more of a philosophical one focussed on how these things fit with in with “moral culture”, discipline and ways of thinking. I also started to get to know my fellow students and to become an insider within the school. I can no longer comment on martial arts as an outsider or observer, as I am now very much part of the USMA community, and through this association, with the broader taekwon-do community. I am no longer anonymous, and my views, while still my own, are no longer *just my own* – as an assistant instructor at USMA, even my personal views will reflect on the school itself, as will my personal conduct in the rest of my life. In particular, any views I have on instruction or hierarchy or NGBs or martial arts politics will to some extent be taken to reflect on my own Instructor irrespective of whether they align with his views. In any event, in the martial arts world it is probably not appropriate for a first dan to comment on such matters publically.

At this point in my “taekwon-do journey”, I see taekwon-do as a martial art, and see a martial art as a way of life which does not neatly turn off when I leave the dojang. Similarly, my professional life as a cognitive scientist and psychologist does not magically turn off outside the office and nor does the belief system and ethical position attached to it. And I remain a mother, daughter, friend and colleague for various people whether I’m in the dojang or my office or not. The trick is how to reconcile the disparate views of the world encompassed in these various roles and relationships and make an integrated whole. The more we learn, the more we see how different ideas might relate to each other and how much more there is to know in order to understand the world. The more people we know, the more we are exposed to different ways of looking at the world.

And the more we know people, the more we know the myriad ways we can be misunderstood, misinterpreted and misrepresented despite our best intentions, and the best intentions of others. Audience matters, and although I am willing to defend most of what I say in public or private, sometimes it is important to know the motivation and intent of the potential audience.

Of course, having said that, you might well ask why on earth I would keep a blog on the internet if I care about who might be in my audience? It’s a good question, and a difficult one to answer. Probably because I think it is important to hold our views up for scrutiny, even just the self-scrutiny involved in writing them down. And the web was the tool of a much smaller (mostly academic) community when I first started using it.

More importantly though, I think that I am identifying the fact that, as taekwon-do for me has moved from being an “activity” to a “way of life”, my taekwon-do blog has evolved from being a blog about “ooh wow, great excitement, I broke a board”, and “here are 5 2-step sparring drills to remember” to a blog of thoughts about how we live, how we learn, and how we relate to each other. These are much more personal insights which at some level involve other people in my life and so require a greater level of thought in terms of how (and whether) they should be written.

Perhaps as I start training seriously for my second dan grading, my taekwon-do views will become more focused on specifics that are more publically sharable. There’s nothing like a grading to focus the mind – and, as I write, I suspect the frequency of my blog posts is actually most closely related to the frequency of gradings … an self-insight that is worth re-considering in the broader context of teaching and learning.

More on “good enough”, creativity and blogging

Paul Buchheit (inventor of Gmail) captures one of the main blocks I have in terms of keeping my blog active:

“Every so often I have an idea or thought that might be worth sharing. But then I think of all the ways in which it could be misinterpreted or disputed, and then I think about how to better explain or justify myself, and then I’m just tired of all that thinking and so I don’t actually write anything.” more …

I visited his blog through a link from Michael Stillwell on writing webservers in bash (… it’s a lazy Sunday afternoon in Melbourne, it’s raining and I have a heap of housework and “real” work to do so I was procrastinating … What can I say?!) I don’t write webservers, and I don’t write bash scripts, but I very much enjoyed reading the other posts in his blog!

“Perfect” is the enemy of “good enough” goes one step further than most of my discussions on quality, to suggest that “good enough” is the enemy of “at all” in terms of creativity, (and I would add, learning).
Avoiding hard problems is a slightly different take on “good enough”, but would be a good read for people in the educational technology and simulation arenas.
And this piece on Mental Frames is well worth reading too.

There are also posts on database architecture and on comparisons of IBM, Microsoft, Google and Facebook (as instances of types) which have interesting things to say.

Watching your kids on the internet …

I was saddened to read of the deaths of two teenage girls in Melbourne, reported to be as a result of a suicide pact made online through MySpace. There has been a lot of mainstream media coverage of this tragedy, much of which is exhorting parents to monitor what their kids are doing online. There is an insidious element of implied criticism of the girls’ parents – seemingly suggesting that these parents were somehow negligent in not knowing what the kids were doing because they were doing it in secret on line rather than in the open spaces of the “real world”. There is a not-so-hidden implication that we are being irresponsible parents to allow our kids online for too long. As a mother of two adolescents (a girl and a boy) who each spend a reasonable amount of unsupervised time online, I am reading the coverage with some interest.

I am particularly bemused by the commentary by some of the supposed experts in adolescent psychology … adolescence is a tricky time, and one that we all hope our kids get through relatively unscathed … but I would have thought it is precisely the time when we should be allowing our kids room to explore the world. It is a world that has always had a dark side and has always involved kids exploring some of the things their parents told them not to do. Mostly they survive. Often, parental boundaries are set with the naive intention of avoiding their kids being exposed to the dangerous things they chose to do themselves as adolescents …

The thing about suicide is how unpredictable it can be – there is no way to predict what is the precursor to suicide, although there are many ways to see the evidence with 20/20 hindsight. Suicide leaves a devastating after-effect, including an increase of suicides among those affected. But surely drawing attention to the “likelihood” of copycat suicides is tantamount to giving permission to copycats to go ahead by normalising their action?

There is no doubt that when you are touched by someone’s death, it is a good time to hold your special people close and to remember to tell them that you love them. But it is not the right time to suffocate them and to stop trusting them because someone else has shown poor judgement.

The thing about the internet is how much opportunity it gives us to observe the things that would otherwise be transient and unobserved by anyone who wasn’t right there at the time. That is to say, in many ways we can see way more of what our kids are doing online than what they are doing offline … in our houses, we don’t monitor all the conversations our children have, and we don’t control who they interact with at school or elsewhere unless we take them everywhere … I even suspect there are quite a few grandparents whose main contact with their grandkids is online.

Which brings me back (in a somewhat rambling way) to the theme of watching your kids on the internet … my 15 yo son is an avid internet user and I drop by his website occasionally to see what he’s up to and who he’s “hanging out with”. My argument is that he is bringing these people “into my home” through the computer and I want to get a feel for who they are … I try not to hang around his site too much because, frankly, I don’t need to see the adolescent details of his life, just like I don’t need to sit with his friends in the school yard, or listen to the details of their conversations at parties, or read their “I’m bored” / “Me too” / “Me too me too” deep bonding (!!) … would I know if he was using drugs or deeply unhappy or doing evil and / or illegal things on the internet or in real life? I like to think so, but I suspect he could easily lead a double life without me knowing and vice versa if he were intent on so doing – he’s smart, and we just hope that he uses it for good not evil through the values we have offered him through our own example as family and friends.

For the past few days his Journal has had an “Emo” theme of “Going to die in 5 days” with something about it being his foray into attention-grabbing journal entries so he can say he’s tried out the genre … and his “mood” is listed as bored and, amongst other things on his profile, he watches “anything other than the news”. There were a whole string of fairly mundane comments and stuff from his friends associated with the journal entry – ie nothing other than the title to ring any alarm bells. He writes a bit of “dark” poetry occasionally along with lots of light creative things too. We talk sometimes, but not all the time, and we don’t share everything with each other although I like to think we have a healthy respect for each other.

So what is a responsible parent to do with something like that? Is it a joke? Is it a cry for help? Is it nothing? Is it something? Should I be reading his online journal (which is online and therefore presumably fair game for anyone to read including his mother (although I feel like I should knock first before entering as I would into his room if he had friends over))? And if it is something to worry about, how would confronting him be likely to help? Will it exacerbate his crisis or lead him to the sudden realisation that parental love solves everything? Should I put him on suicide watch, cancel all ground-leave, medicate him, take him to a psychiatrist, yell at him?

As it turned out (more than 5 days later … ;-)) – it was about as meaningful in terms of any imminent death as my saying “I’ll kill you if you eat my last chocolate teddy bear biscuit” … (and I leave it to the reader to ascertain the level of threat associated with eating the last chocolate biscuit in my household :-)). Since my son doesn’t watch the news or read the paper, he was completely unaware that it was an ‘insensitive’ journal entry to have made in terms of timing … It has since been edited to say “Going to HAVE A COOKIE in 5 days” … which shows just how inane the whole journal thing can be and why parents might tire of watching their children endlessly online …

So to make a long story even longer, I read the post a few days ago, raised my eyebrows, checked that my son didn’t seem too distressed or secretive and let it go at that. Then I started wondering whether I was being a bad parent, a lazy parent, too confident that I know my son, too insensitive to “see his pain” (ie see pain that is beyond what is bearable for any healthy adolescent) … and started asking myself the question of “how would I feel if I ‘missed the sign'”? … And if I be honest, I probably only asked my son about the entry because I was worried about how I would explain having “seen the sign” and ignored it … especially as a Registered Psychologist ™. But then again, maybe I should have trusted my instincts as a scientist a bit more – watching our kids too closely will also have effects, not all of which are straightforward or “good” no matter what our intent. Heisenberg or Einstein or Schroedinger or someone particularly clever with Quantum Physics said something about the nature of observations and how they relate to the longevity and well-being of cats, and I suspect, along with Kath and Kim, that it may also apply to humans …

I should now be smiling wryly and saying “better safe than sorry” but that actually misses an important point – if my son was seriously suicidal in a pre-meditated way, knew I was watching him, and did not want to talk to me about it, he would probably change his method not his mind. Sometimes we overestimate our power and influence as parents, and we misunderstand the value of our love – adolescents are not really ready to understand the nature of parental love – maybe they are completely used to it and do not actually understand its value, maybe they feel betrayed by some element of it that they don’t understand, maybe they feel smothered by it, maybe they have never experienced it … but many adolescents are betrayed or devastated or overwhelmed by relationships and experiences outside of the family which they feel they need to deal with outside of the family, and in these things we sometimes support our kids best by trusting them to be able to cope. We can not fix everything for our kids (or anyone else), bad stuff does happen, we are not responsible for other people’s happiness (although that’s not to say that we can aren’t sometimes responsible for their unhappiness …)

Suicide leaves a trail of devastation behind it, and loneliness and unhappiness can be relieved by people taking time to care for each other. But life does have ups and downs and perhaps we should embrace a broader range of life’s experience to become resilient to some of the bumps along the way. Perhaps rather than referring people to Lifeline too quickly, we can make it our own crusade to look after the people around us. I think I am understanding my grandmother’s saying “Charity begins at home” a little bit more …

Escher in Lego

From one Andrew Lipson:

“I’m very fond of Escher’s work, and I wondered for some time whether it would be possible to produce a plausible rendering of any of his pictures in LEGO bricks. Well…

Here’s the end-result, with the assistance of his friend Daniel Shiu:

Jakob Nielsen on Life-Long Computer Skills

Jakob Nielsen’s Alertbox on Lifelong Computer Skills reiterates the idea that education is about learning fundamental concepts rather than how to do specific things in a specific context.

Teaching life-long computer skills in our schools offers further benefit in that it gives students insights that they’re unlikely to pick up on their own. In contrast, as software gets steadily easier to use, anyone will be able to figure out how to draw a pie chart. People will learn how to use features on their own, when they need them — and thus have the motivation to hunt for them. It’s the conceptual things that get endlessly deferred without the impetus of formal education.

He goes on to list Search Strategies, Information Credibility, Information Overload, and sundry other things relating to creating and evaluating online content as the appropriate skills to be taught as the basics of information literacy.

Fashions in Cognitive Science

“Spring and Fall Fashions in Cognitive Science” is the text of the first presidential address given to the Cognitive Science Society in 1986 (twenty years ago). It was the 8th year of the Society and the address was given by Zenon Pylyshyn whose book on “Seeing and Visualizing” is my latest fave. This paper is reasonably short and, unlike most of Pylyshyn’s writing, reasonably accessible due to the fact that:

“It was an after-dinner talk and should be read in that spirit, even though there is a serious message hidden in there somewhere”.

The serious message is a very important one. (Pylyshyn’s work is only “inaccessible” due to the information density of each sentence – he writes clearly, concisely and pleasingly, but each paragraph has rich and deep concepts to be considered making it difficult to read quickly – and this is not a criticism by any stretch of the imagination !!!)

Fashions come around again, and just as clothes are moving through the 80’s cycle, so it appears, are issues in cognitive science. Although perhaps it would be fairer to say that it has taken twenty years for people to understand the nature of these issues sufficiently to begin to consider them.

Interestingly, I am also only just beginning to appreciate the real quality of the Monash Psychology Department in which I spent my formative academic years: it was a purely experimental department (ie had no clinical programs) and had the reputation of being focussed on “rats and stats”, but in reality, it was a true cognitive science department with strength across all the fields which would currently constitute cognitive science of the sort alluded to below.

Finally, my conclusion. What do I think of Cognitive Science, I heard you ask (didn’t you?). I have always found psychology depressing because I came into it from physics and engineering thinking that, since it experimentally studied the human mind it was a science. I soon realized that it was not a science but a catalog, and a methodology for adding to the catalog. I don’t doubt that it is a useful catalog: it’s certainly important to know such things as how to help people who are depressed or to understand how people’s memory or opinions can be changed in emotional contexts or by clever questioning (say in eyewitness testimony). But many of us had hoped that there was a theoretical science like physics or chemistry there somewhere and we were disappointed. I now believe that the problem is simply that there is no unitary subject matter for psychology — it is not a natural scientific domain. But I find renewed hope now that within psychology lies one or more natural scientific domains, and that cognition, suitably circumscribed to include those aspects that are explainable in terms of symbol processing operations (together with the nonsymbolic mechanisms required to support symbol processing) may be one of those natural scientific domains.

I think that Professor Ross Day, founding chair of the Monash Psych Department, did an excellent job in circumscribing a natural scientific domain as the focus of his experimental psychology department.

Website renovations and productivity tools

Well I think I’ve finally sorted out how to keep my website a bit more organised. I’m over “hand-crocheting” websites, although the USMA Taekwon-do site is still hand-done. I’m using WordPress for most of my writing these days, and Aperture to manage my photos and make web albums. I’m beginning to play with video editing, but I haven’t really had enough time to do too much other than minimal work using iMovie to archive to DVD.

I haven’t found MediaWiki to be as good for collaborative writing as I thought it would be – maybe because I don’t always have access to broadband internet in the way I have grown used to (and possibly because I destroyed my MediaWiki installation through trying to move the index page … D’oh!). But on mature reflection, the most likely explanation is simply that wikis have a much more limited niche than initially anticipated. The more successful wikis (eg WikiPedia, various codices) seem to be those in which specific agreed-on content (documentation) needs to be collated efficiently by a group of people with overlapping knowledge that is not controversial. I beginning to be convinced that wikis are just not the right medium for creative content that “belongs to an author”, and wikis are not as useful as I envisaged for evolving my own ideas. The refactoring process feels inefficient with multiple versions of, for example, a Word document, but that is because the inherent nature of task (organising ideas into some sort of framework) is an inefficient process.

Spookily, I’m actually finding M$ Word and Powerpoint to be useful individual work tools, especially with Word’s new Notebook layout and the much improved Powerpoint > HTML conversion. Maybe the honeymoon period will end soon and I will have another go at wikis, but M$ is certainly heading in the right direction in terms of creating a tool that synchs with the way I actually work and makes it easy to give a face-2-face presentation which can be also web-distributed with minimal overheads.

I must be getting old because I’m also finding that communication spaces have shifted recently – I no longer use goofey, that wonderful little instant messaging service run at Monash way before anyone much was using online chat. It was an extremely efficient collaborative work tool as well as being an active online community and there were quite a few people I got to know on goofey before meeting them face-to-face. I have cycled through MSN, ICQ and email depending on who was limited to what by their workplace firewalls. I recently had a bit of a love affair with my new phone (a Nokia 6280) – the 2MP camera is pretty effective, and with a 2GB memory card, I no longer feel a need for an iPod. Most of the people I want to talk to will now engage in text messaging, and it’s probably my instant messaging medium of choice.

Almost a year of working at DSTO on the restricted Defence Network has desensitised me to the inconvenience of having inconsistent email availability – I can’t access DSTO email from anywhere other than on-site, but while I am at DSTO I can’t reach any of my other email accounts. All-in-all, just as the rest of the world is catching up to the “always-online” expectation, I have moved away from it a bit. I have pretty much managed to avoid MySpace and YouTube and almost all my email is work-related. In fact I rather like the idea of postcards and letters.

Hopefully with a revamped site based around WordPress, a totally cool MacBookPro, a camera, phone and video camera, I’ll be able to create good contet a lot more productively now.

Simulations in aviation and medicine

I gave a talk last week on simulations in aviation and medicine as part of the MUVES seminar series at the University of Melbourne. It covers a wide range of ideas that I hope to capture better over the next few weeks and months.

– Link to powerpoint slides and notes

As an aside, I have recently installed Office 2004 for Mac and this is the first time I’ve used this version of Powerpoint – against all odds, I’m pretty impressed with the Presenter Tools which allow a timer, the notes and upcoming slides to show to the presenter while mirroring only the slideshow itself to the audience. I am also reasonably happy with the web output as per this link. It is now pretty straightforward to prepare a presentation, present it and post it on the web. And with the “save as picture” option for slides, Powerpoint becomes a fairly useful tool for preparing diagrams.

When the tool actually does the job I want it to, I am much less inclined to bag it – though I reserve the right to be deeply offended when people use the wrong tool for their job.