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And the one that worked was like the marshmallow test.
"Cookie, if you can just nibble now,
you'll get a lot of good cookies to eat later."
And that was the one that did it for him.
That is a lesson in cognitive control
that's aimed at toddlers, because the way toddlers learn
is through modeling.
When little kids watch other kids or grownups operate,
their brain is taking that all in.
So if they see someone manifest cognitive control,
that helps them a little bit.
Older kids.
I was in PS 112 in Spanish Harlem in New York City.
And I watched the kids who are from a really
impoverished neighborhood.
Is East Palo Alto still poor?
Sort of?
Not like it used to be?
OK.
So-- anyway, in New York, it's a-- the kids
there live in a huge housing project next to the school.
The teacher in this classroom said, you know,
the other week, a child came in really upset.
And I said, what's wrong?
And she said, I saw someone who was shot.
And she said to the class, how many of you
know someone who's been shot?
Every hand went up.
That kind of childhood-- very traumatic, very difficult.
And typically you would find that kids
who come from such a chaotic background
manifest that in classroom.
But this classroom was absolutely calm and focused.
And I realized why when I saw them
do what they call "breathing buddies."
Breathing buddies happens every day.
Each child goes to their cubby and gets
their favorite little stuffed animal,
finds a place to lie down on the floor,
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We do it so crudely.
We could be much better at it.
There are wonderful models everywhere.
So that's another thought I had about what we could do,
reinvent everything.
Another thing I'd like to see is systems education
for kids in school, so that this way of thinkingcame naturally to kids
because it's
embedded in the curriculum, K through 12.
And LCA is part of your math.
You could be-- this whole science
could be part of all kinds of courses.
And the other solution, I don't know.
What do you think?
I'm just leaving you with a question.
Because, just to wrap it up, I went to a conference at MIT
on global systems.
And I struck by two things.
One was John Sterman, who's the head of the systems dynamic
unit at MIT, said, our biggest problem is system blindness.
And the other was what the Dalai Lama said.
He said, whenever we face a decision,
we should ask ourselves, who benefits?
Is it just me, or a group?
Just my group, or everyone?
Is it just for now, or for the future?
Thank you.
MENG TAN: OK, we have about ten minutes for questions.
Jordan, do you have the mic?
OK.
So Jordan has access to Dory.
He can ask the first couple questions.
And then the rest, if you have questions,
you can queue up behind Jordan.
JORDAN: Hello.
What's the relationship between focus and creativity?
Often, if I pour all my focus into a problem,
I fail to see better solutions that
are obvious when stepping back a bit.
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for example.
You need to understand what's happening
with the technologies.
You need to understand what's happening with the economy.
You need to understand the larger systems
that your organization operates in.
And so, for example, with the economic problem,
a lot of companies promoted people
who were very good at getting the numbers
but really trampled on people.
And now they're realizing that that lack of empathy
is costing organizations.
So what I'm arguing is that leaders need all three
in balance.
Will that do?
JORDAN: One more.
People with ADD are told that they are most effective when
they follow their impulses, instead of forcing themselves
to control their attention in a top-down manner.
How does this fit into your model?
DANIEL GOLEMAN: So ADD is a big problem during the school
years, when there's a premium on being
able to focus on what the teacher's saying and so on.
ADD also means that people's minds
wander more, which is why it's a problem during the school
years.
But it turns out that people with ADD tend on,
average, to be more creative than other people.
They are more naturally entrepreneurs, for example.
JORDAN: Does anyone else have questions?
DANIEL GOLEMAN: Someone's behind you here.
AUDIENCE: So my question is about cognitive control.
And you mentioned a lot of studies
where certain children or certain people
had better cognitive control than others.
And my question is, what factors affect that?
Do you think it's something people are born with?
And is it affected by things like their socioeconomic
situation, by culture, by the education
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or something else?
DANIEL GOLEMAN: Angry and tearful, I don't know.
There's a wonderful book coming out
by Dan Siegel called "Brainstorms."
It'll be out December 26.
And it's about the adolescent brain.
It's actually written for teenagers and their parents
to read together.
But one of the things he talks about
is the phenomenon that during adolescence, there's
a wider discrepancy than at any other point in life
between two neural systems.
One is the system for instant gratification, which
surges ahead, and the other is for delaying gratification,
which lags a little behind.
And so individual teens may differ
in the gap between that circuitry,
but I've heard a definition of maturity
as widening the gap between impulse and action.
AUDIENCE: Thank you very much, Mr. Goleman,
for this incredible lecture.
I'm wondering with this structure
that you have here and traditional medicine
and what they look at in the mind.
And as far as I can tell, being an epileptic,
this really doesn't apply much to us.
We have cognitive problems that cannot be corrected and have
been heavily-- heavy medication has been used.
I'm on medications that are very dangerous.
And I'm working with a couple neuros,
a Jim Fallon-- I don't know if you know Jim, he's a guy--
and I'm told that I don't have much
of a chance of doing a lot of this stuff.
And for me to focus actually takes a lot of work.
And I was wondering if you have any suggestions for epilepsy?
DANIEL GOLEMAN: I'm not a neurologist, not a specialist.
I have friends who are in the same situation.
But I think that-- one of the things I didn't mention
is that there's a decline in cognitive control with aging.
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