Choices? Possibilities?

Dr Viktor Frankl (who lived in what can only be considered as impossible circumstances) and it is with this existential impossibility Dr Frankl profoundly informs us of the following:

• Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.
• When we are no longer able to change a situation, we are challenged to change ourselves.
• Each [person] is questioned by life; and he can only answer to life by answering for his own life; to life he can only respond by being responsible.

Stimulus-response behaviour?

Glasser (1999) argues that we need to move away from the stimulus-response (s-r) idea about behaviour; that is, the idea that an external stimulus is the total cause of specific behaviour and that it will inevitably lead to an automatic response on the part of the individual. According to Glasser, this is not the case; Glasser maintains that almost all behaviours are chosen.

I must answer the knock on the door

Glasser (1999) contends that the stimulus-response theory would have us believe that an external stimulus, such as (for example), a knock on a door, causes an individual to respond automatically by ‘answering the door’. Glasser makes it clear this is not the case. In this situation there are choices. The individual could answer the knock at the door or the person could ignore the knock at the door.

I must answer my ringing phone

There are choices. I can answer the phone or I can choose not to answer the phone.

I must use my phone and text as I drive

There are choices. There are, of course, other possibilities. There are consequences associated with the choices made. If you text and drive you are a danger to yourself and to society.

I must engage in cyber bullying

Why?

The irresistible force of a red-light traffic signal

What about the lawful, obligatory, and legislated stipulation that everyone must stop at a red traffic signal? When the red light is illuminated, does this mean the individual has no other choice except to stop? Is there an invisible, irresistible, or overpowering cogency that subjugates and conquers the will of the individual, or are there other choices?

Choices have consequences

The point to note here is that even though there are consequences for not stopping at a red traffic signal, this does not automatically mean the individual does not have a choice. The irrefutable fact is that the individual does have a choice in this situation. In this, the individual can choose to stop or not stop at the red light.

The action and the choice of stopping, and the action and the choice of not stopping, is just that, it is a choice! Whatever happens next (the consequences) is based on the choice made by the individual. The choice will have positive consequences. The choice of not stopping at the red light will have negative consequences.

I must have an inspirational teacher to learn. There is no other choice?

Two students are sitting side-by-side in the classroom. Both hear the same presentation. At the end of the end of the presentation the teachers instruct the class to select a section of reading, and from this to then present a writing which presents a constructive critique of the information in the text.

One of the two students listening to the teacher acts upon the advice of the teacher, the other states that the lesson is boring, the teacher is boring and not inspiring, and chooses not to follow the instructions of the teacher. Each choice will have a positive or negative consequence. It is the power of self-motivation which advances learning potential.

 Self-directed learning

Malcom Knowles (1975, p. 18), points out that self-directed learning is all about students being able to actively take the initiative, for their learning “with or without the help of others.” 

Self-regulation

Self-regulation is about being able to “exercise … influence over one’s own motivation, thought processes, emotional states and patterns of behavior” (Bandura, 1994, p. 1). The value and the significance of self-regulation, cognitive behaviour modification, self-directed learning and self-management are important to take into account when it comes to learning.

Self-management

Woolfolk (1998) notes that “the most recent application of behavioural views of learning emphasizes self-management” (p. 231). Self-management, in a school setting, is about informing students that if they wish to advance and progress in their studies, they need to take control of their own learning. Citing studies undertaken by

Manning and Payne (1996); Winne (1995); Zimmerman and Schunk (1989); Zimmerman (1990), Woolfolk points out that the “responsibility and the ability to learn” remains “within the student”, no one can actually “learn for someone else” (p. 231).

The engagement of learning is a self-directed action

The intention, the action and the engagement in learning is a journey of the self, by the self, for the self. “If one goal of education is to produce people who are capable of educating themselves, then students must learn to manage their own lives, set their own goals, and provide their own reinforcement…Life is filled with tasks that call for…self-management (Woolfolk, 1998, p. 232, citing Kanfer & Gaelick, 1986).Schools should therefore be aiming at developing self-motivated learners, who are self-directing, self-regulating and self-manging learners, which also brings with it the capacity of resilience.

Resilience

Young (2014, p. 10) citing Soanes and Stevenson (2006, p. 1498), points out that “resilience originates from the Latin verb resilire ‘to leap back’ or ‘rebound’ and is defined in the Oxford Dictionary of English in the following manner: resilience, where one is “‘able to withstand or recover quickly from difficult conditions’.”

Young (2014, p. 10) also refers to other definitions, which provides additional insights into understanding the action of resilience. The definition of resilience by Tugade and Fredrickson (2004, p. 320) states that resilience is about having “the capacity to move on in a positive way from negative, traumatic or stressful experiences.”

Rutter (1985, p. 599) maintains that resilience is about having “the ability to bounce back or cope successfully despite substantial adversity.” Young (2014, p. 10) citing Walsh (2003) proposes that “resilience refers to strengths under stress, in response to crisis, and forged through dealing with adversity”.

Young (2014) adds to this, with reference to the research by Jackson, Firtko and Edenborough (2007) that it is the experience of overcoming adversity is what provides the potential of learning about and then having the capacity of resilience. 

Young (2014, p. 10) also contends that by experiencing and overcoming negative experiences, this action of working to overcome a negative situation helps “some individuals to emerge stronger out of adversity, with capacities that they may not have otherwise have developed”. A negative thus becomes a potential positive.

About the author

Dr Ragnar Purje holds the position of Adjunct Lecturer School of Education and the Arts, Central Queensland University. Under the supervision of Professor Ken Purnell Ragnar’s thesis focussed on the success of his pioneering form of acquired brain injury complex movement therapy. The therapy is now referred to as CBBMMT (Complex Brain-Based Multi-Movement Therapy). Ragnar’s thesis has also added two new descriptors into the lexicon of human biology; these are neurofluidity and hólos. Neurofluidity are the neurological processes that lead to the condition of brain plasticity. Hólos is a descriptor which, for the first time in history (to the best of Ragnar’s research and understanding), provides a category which unifies the brain and the body, with one word. 

Prior to this the brain and the body had always been referred to as two separate entities, i.e. the brain and the body. Hólos derives from the Greek: ?λο? ? ? ólos. The English word holistic is derived from hólos. Holistic and hólos offer the same classification. Holistic and hólos incorporate the concept of holism.

Ragnar is the author of Responsibility Theory? (A new consideration in neuroeducation). A brain-based immersive systematic self-talk sequence learning program. The purpose of which is to empower teachers and transform students. Responsibility Theory? presents ten powerful precepts which provides teachers, educators, and parents with additional pedagogical and social tools, that fits in with any teaching style, any classroom behavior management program, and all school rules. The Responsibility Theory? program also fits in with all parental home rules.

Once teachers are informed about what Responsibility Theory? is and how it should be applied, the next stage is for the teachers, in accordance with their own personality and teaching styles, to begin introducing the program to their students. As part of this process the students are informed by their teacher that each student can immediately use this knowledge and power to take control of their thinking and behavior, which will help them to constructively advance their well-being, their social skills and academic potential; not only for today, but forever.

Associated with this is Ragnar’s Responsibility Theory? NeuroEducation Self-Empowerment Project. The Project is based on neuroscience and brain plasticity research. It is suitable for schools, colleges, corporations, or any organisation interested advancing personal and social wellbeing by constructively and systematically especially dealing with negative influences such as bullying, cyberbullying, or negative life-style choices and/or negative peer influence. If I can change my thinking, I can change my behaviour and my life.

Ragnar is the initiator of NeuroNumeracy?, an intensive self-motivating and transformative neuroscience brain-based numeracy learning program for children, the purpose of which is to enhance their skills, knowledge and understanding of the four operations in mathematics. Ragnar has completed three Master of Education degrees (one in education; one in guidance and counselling; and one in leadership and management). He has two Bachelor degrees (Physical Education and Psychology). He has also completed five Post-Graduate awards (education; sports science; exercise and the sports sciences; health counselling; and communication studies). Ragnar is a former Australian karate champion.