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“Reflections on Lifelong Learning and the Real Fountain of Youth” Elaine Rockwell
WE GATHER THIS MORNING, A COLLECTION OF UNIQUE INDIVIDUALS, MEMBERS, FRIENDS, VISITORS…
EACH WITH OUR PERSONAL CONCERNS,
EACH SEEKING TO BE COMFORTED OR ENCOURAGED OR INSPIRED BY THE PRESENCE OF OTHERS HERE.
EACH HEARTENED BY THE OPPORTUNITY TO CONNECT AND SHARE AND BE PART OF THE FABRIC OF OUR COMMUNAL LIFE.
IN GATHERING TOGETHER, LET US HEAR THESE WORDS FROM THE POET DAVID WHYTE.
THIS IS THE BRIGHT HOME IN WHICH I LIVE, THIS IS WHERE I ASK MY FRIENDS TO COME, THIS IS WHERE I WANT TO LOVE ALL THE THINGS IT HAS TAKEN ME SO LONG TO LEARN TO LOVE.
THERE IS NO HOUSE LIKE THE HOUSE OF BELONGING.
THIS IS THE TIME IN OUR SERVICE WHEN WE PAUSE TO PREPARE OURSELVES TO TRULY LISTEN.
WE SETTLE BACK IN OUR CHAIRS, WE CLOSE OUR EYES, AND LISTEN TO THE SUBTLE SOUNDS AROUND US.
MAYBE WE HEAR THE SOUNDS OF OUR BREATH; THE COOING OF AN INFANT WHO IS STAYING CLOSE TO MOM OR DAD THIS MORNING; THE RUSTLE OF OUR CLOTHING AS WE MOVE ABOUT, SETTLING IN.
WE LISTEN, AND WE LISTEN. WE REFUSE TO JUDGE. WE LISTEN. WE RESIST THE IMPULSE TO CRITIQUE THE SOUNDS AROUND US. THEY ARE ONLY SOUNDS, AFTER ALL. WE LISTEN. WE ACCEPT THE GRACE OF JUST BEING HERE NOW, QUIETLY TOGETHER IN SILENCE. LISTENING. LISTENING.
Silent Musical Meditation - Bruce Martin – It Was a Very Good Year
Reading
And now for the children among us, of any age, here is a tale of Cinderella Revisited, from an essay by UU Minister and Author Robert Fulghum in his book entitled “Uh-oh”…
A kindergarten teacher I know was asked to have class dramatize a fairy tale for a teacher’s conference. After much discussion, the children achieved consensus on that old favorite, “Cinderella.” The classic old “rags to riches” story that never dies. “Cream will rise” is the moral of this tale, some day you may get what you think you deserve. It’s why adults play the lottery with such passion.
“Cinderella” was a good choice from the teacher’s point of view because there were many parts and lots of room for discretionary padding of parts so that every child in the class could be in the play. A list of characters was compiled as the class talked through the plot of the drama. There was the absolutely ravishing Cinderella, the evil stepmother, the two wicked and dumb stepsisters, the beautiful and wise fairy godmother, the pumpkin, mice, coachman, horses, the king, all the people at the king’s ball – generals, admirals, knights, princesses, and, of course, that ultimate object of fabled desire, the Prince – good news incarnate.
The children were allowed to choose roles for themselves. As the parts were allotted, each child was labeled with a felt pen and paper, and sent to stand over on the other side of the room while casting was completed. Finally, every child had a part.
Except one.
One small boy. Who had remained quiet and disengaged from the selection process. A somewhat enigmatic kid – “different” – and because he was plump for his age, often teased by other children. “Well Norman, said the teacher., “who are you going to be?”
Well, replied Norman, “I am going to be the pig.”
“Pig? There’s no pig in this story.”
“Well, there is now.”
Wisdom was fortunately included in the teacher’s tool bag. She looked carefully at Norman. What harm? It was a bit of casting to type. Norman did have a certain pigginess about him, all right. So be it. Norman was declared the pig in the story of Cinderella. Nobody else wanted to be the pig, anyhow, so it was quite fine with the class. And, since there was nothing in the script explaining what the pig was supposed to do, the action was left up to Norman.
As it turned out, Norman gave himself a walk-on part. The pig walked along with Cinderella wherever Cinderella went, ambling along on all fours in a piggy way, in a costume of his own devising – pink long underwear complete with trapdoor rear flap, pipe-cleaner tail, and a paper cup for a nose. He made no sound. He simply sat on his back haunches and observed what was going on, like some silently supportive Greek chorus. The expressions on his face reflected the details of the dramatic action. Looking worried, sad, anxious, hopeful, puzzled, mad, bored, sick, and pleased as the moment required. There was no doubt about what was going on, and no doubt that it was important. One look at the pig and you knew. The pig was so earnest. So sincere. So very “there.” The pig brought gravity and mythic import to this well-worn fairy tale.
At the climax when the Prince finally placed the glass slipper on the Princess’s foot, and the ecstatic couple hugged and rode off to live happily ever after, the pig went wild with joy, and broke his silence by barking.
In rehearsal the teacher had tried explaining to Norman that even if there was a pig in the Cinderella story, pigs don’t bark. But as she expected, Norman explained that THIS pig barked. And the barking, she had to admit, was well done.
The presentation at the teacher’s conference was a smash hit. At the curtain call, guess who received a standing ovation?
Of course, Norman the barking Pig – who was, after all, the REAL Cinderella story.
Special Music “Forever Young” by Bob Dylan with Kellie Patterson
May God bless and keep you always. May your wishes all come true. May you always do for others and Let others do for you. May you build a ladder to the stars And climb on every rung, And may you stay forever young.
May you grow up to be righteous. May you grow up to be true. May you always know the truth and see the light surrounding you. May you always be courageous, stand upright and be strong. And may you stay forever young.
Forever young, forever young, may you stay forever young.
May you stay forever young.
May your hands always be busy May your feet always be swift May you have a strong foundation when the winds of changes shift. May your heart always be joyful, may your song always be sung And may you stay forever young.
Forever young, forever young, may you stay forever young. May you stay forever young.
Sermon “Reflections on Lifelong Learning and the Real Fountain of Youth”
ROBERT FULGHUM DESCRIBES THE APPROACH HE USES WHEN HE WRITES ESSAYS OR SERMONS AS “CREATING LINES OF THOUGHT, MUCH AS A CONVERSATION IS CARRIED ON BETWEEN TWO PEOPLE. ONE THING LEADS TO ANOTHER, THERE’S A PAUSING NOW AND THEN, AND THE END OF A CONVERSATION ISN’T ALWAYS DIRECTLY CONNECTED TO THE BEGINNING. NOTHING DEFINITIVE IS INTENDED ON ANY SUBJECT.”
HE SAYS:
“MY OWN MOVEMENT OF THOUGHT IS NOT MEANT TO BE A STRAIGHT POINT-TO-POINT, LINEAR LINE OF MARCH, BUT A HORIZONTAL EXPLORATION FROM ONE AREA OF INTEREST TO ANOTHER. THERE IS NO ULTIMATE DESTINATION. NOFINISH LINE TO CROSS; NO FINAL CONCLUSION TO BE REACHED. IT’S THE WAY I FEEL ABOUT DANCING. YOU MOVE AROUND A LOT, NOT TO GET SOMEWHERE, BUT TO BE SOMEWHERE ...”
YOUR ORDER OF SERVICE SAYS I’M GOING TO TALK ABOUT “LIFELONG LEARNING AND THE REAL FOUNTAIN OF YOUTH.”
USING THE FULGHUM METHOD, I’M GOING TO GIVE YOU SOME THOUGHTS THAT HAVE OCCURRED TO ME LATELY ABOUT TIME AND GETTING OLDER – OLDER THAN I WAS LAST YEAR, WAY OLDER THAN I WAS FIVE YEARS AGO, AND, WAY OLDER THAN I AM NOW…IF I AM GIVEN THAT PRIVILEGE.
AND THESE THOUGHTS ARE TOSSED TOGETHER WITH SOME OF THE THINGS I’VE BEEN LEARNING ABOUT THE SUBJECT OF ADULT LEARNING AS A CURRENT GRADUATE STUDENT AT DRAKE UNIVERSITY.
SOME TIME AROUND SEVEN MINUTES BEFORE TEN THIRTY (OR TWELVE O’CLOCK) I’LL FINISH - I PROMISE - AND YOU CAN HAVE YOUR SAY OVER COFFEE. HOW DOES THAT SOUND?
HERE WE GO. ------ HOW OLD ARE YOU?
THERE. I’VE ASKED THAT RUDE QUESTION, AND I AM NOT ABOUT TO ANSWER IT MYSELF.
HAVE YOU NOTICED THAT WHEN YOU ASK A CHILD THAT QUESTION, YOU ARE LIKELY TO HEAR SOMETHING LIKE: “FIVE AND A HALF”; “ALMOST TEN”; THEY ANSWER WITH GLEEFUL ANTICIPATION OF THE NEXT MILESTONE.
OR MAYBE SOMETIMES YOU ASK A MORE LOADED VERSION OF THE QUESTION: “AREN’T YOU OLD ENOUGH TO KNOW BETTER?”
HOW OLD IS THAT, BY THE WAY? HOW OLD IS OLD ENOUGH TO KNOW BETTER?
ON ONE OF MY MORE RECENT BIRTHDAYS A FRIEND GAVE ME A BOOK MARK THAT READS:
WE ARE ALWAYS THE SAME AGE “INSIDE”.
SO, LET ME ASK AGAIN…HOW OLD ARE YOU – REALLY -- INSIDE? WHAT AGE IS IT THAT YOU SETTLE ON WHEN YOU ANSWER THAT QUESTION? WHAT WAS THE YEAR – SO FAR, ANYWAY -- YOU HAD “THE TIME OF YOUR LIFE?”
WAS IT A VERY GOOD YEAR, WHEN YOU WERE SEVENTEEN? OR, DID LIFE REALLY SUCK?
WAS IT GREAT TO BE ALIVE WHEN YOU WERE TWENTY FIVE?
OR IS THERE NOW TOO MUCH TO DO WHEN YOU ARE 52?
HAVE THE DAYS GONE BY, AND YOU’RE IN THE AUTUMN OF YOUR YEARS…
DO YOU REMINISCE ABOUT THE LOVES YOU KISSED WHEN YOU WERE SIXTY SIX?
DO YOU HOPE TO THRIVE, WHEN YOU ARE NINETY-FIVE?
OR IS THIS YEAR YOUR YEAR? RIGHT NOW…TODAY…IS THIS A VERY GOOD YEAR FOR YOU?
THROUGH THE MIRACLE OF MODERN ADVERTISING, WE ARE CONTINUOUSLY GIVEN A MULTITUDE OF METHODS FOR TURNING BACK THE CLOCK …FIGURATIVELY DRINKING FROM THE FOUNTAIN OF YOUTH. I USED TO LAUGH AT THOSE GERITOL COMMERCIALS, NOW I WONDER, DO THEY STILL MAKE THAT STUFF AND DOES IT WORK?
AH YES, THE FOUNTAIN OF YOUTH.
IN 1493, A 33-YEAR-OLD SPANIARD BY THE NAME OF JUAN PONCE DE LEONE ACCOMPANIED CHRISTOPHER COLUMBUS ON HIS SECOND VOYAGE TO AMERICA. LATER, MY ENCYCLOPEDIA SAYS, HE “CONQUERED THE ISLAND OF PUERTO RICO FOR SPAIN” AND WAS ITS GOVERNOR FOR TWO YEARS. DURING THAT TIME, HE HEARD TALES OF AN ISLAND WHICH REPUTEDLY POSSESSED A FOUNTAIN OF YOUTH, A SPRING WHOSE WATERS SUPPOSEDLY HAD THE POWER TO RESTORE YOUTH TO THE AGED.
IN 1512 HE RECEIVED PERMISSION FROM FERDINAND OF SPAIN TO DISCOVER, CONQUER AND COLONIZE THE ISLAND.
HE SET OFF AND MISTAKENLY CAME ASHORE ON A PENINSULA ON EASTERSUNDAY 1513, AND HE NAMED THE PLACE PASCUA FLORIDA – MEANING FLOWERY EASTER.
I DON’T KNOW ABOUT YOU, BUT IT STRIKES ME AS SOMEWHAT IRONIC, THAT THIS SUPPOSED LAND OF THE FOUNTAIN OF YOUTH TODAY HAS ONE OF THE LARGEST – IF NOT THE LARGEST -- POPULATION OF ELDERLY FOLKS OF ALL FIFTY STATES.
BUT I DIGRESS…
ALL MY LIFE I HAVE LISTENED TO PEOPLE OBSESSING OR JOKING OR LAMENTING ABOUT AGE.
THE ELDERLY GERMAN NEIGHBOR UP THE ROAD WHEN I WAS A CHILD HAD A PILLOW EMBROIDERED WITH THE WORDS “VE ARE TOO SOON OLDT UNDT TOO LATE SCHMART.”
MY GREAT AUNT HELEN WHO DIED EARLIER THIS YEAR , STARTED SUBTRACTING A YEAR FOR EVERY BIRTHDAY AFTER AGE 89. BY HER NEW MATH, SHE WAS 85 WHEN SHE DIED. SHE USED TO SAY “IT’S A GREAT LIFE IF YOU DON’T WEAKEN.”
WE’VE ALL HEARD COUNTLESS OTHER CLICHES. “LIVE AND LEARN” PEOPLE SAY TO ONE ANOTHER. OR “I WISH I KNEW THEN WHAT I KNOW NOW.” OR “YOUTH IS WASTED ON THE YOUNG.”
OUR CULTURE PLACES A LOT OF EMPHASIS ON YOUTH. WE GET LOTS OF MESSAGES REMINDING US THAT TIME IS PASSING AND AFTER A CERTAIN AGE WE ARE ALL DETERIORATING AT AN INCREASINGLY RAPID RATE.
I HAVE REACHED “A CERTAIN AGE.” THAT IS, THE BIRTHDAY WHEN WOMEN START SENDING ONE ANOTHER CARDS THAT SAY “A WOMAN ONLY BECOMES INTERESTING AFTER A CERTAIN AGE.” OR, “YOU’VE ONLY JUST BEGUN.”
IF WE ARE LUCKY, WE DO LIVE AND LEARN. WE DO NOT JUST LIVE AND LIVE, REPEATING THE SAME MISTAKES, THE SAME HABITUAL, INEFFECTIVE RESPONSES TO LIFE’S CHALLENGES. AND IF WE ARE LUCKY WE MASTER SOME SKILLS FOR OUR OWN SAKE THAT GIVE US JOY OR MAKE LIFE MORE PLEASANT FOR PEOPLE WE LOVE – AND MAY ACCIDENTALLY MAKE LIFE BETTER FOR PEOPLE WE DON’T EVEN LIKE.
WHEN MARGARET MEAD COINED THE TERM “GENERATION GAP” SOME THIRTY YEARS AGO, IT SOON CAME TO MEAN THE UNBRIDGABLE PSYCHOLOGICAL RIFT BETWEEN ADOLESCENTS AND THEIR PARENTS.
MEAD’S ORIGINAL OBSERVATION HOWEVER, WAS SOMETHING QUITE DIFFERENT: AS AN ANTHROPOLOGIST, SHE WAS OBSERVING THE RATE OF CHANGE IN EARLIER TIMES WAS SUCH THAT WHAT A PERSON NEEDED TO FUNCTION AS AN ADULT COULD BE LEARNED IN CHILDHOOD. WE ARE NOW LIVING IN A TIME IN WHICH THE THINGS OUR PARENTS KNEW ARE NOT ENOUGH TO ENSURE OUR SURVIVAL. WE HAVE TO CONTINUE TO LEARN ALL OUR LIVES.
WHEN I WAS GROWING UP, THE PREVAILING WISDOM WAS, YOU GO TO SCHOOL, GET YOUR EDUCATION, THEN YOU GO TO WORK. YOUR EDUCATION IS DONE.
EDUCATION WAS A “FRONT END” LOADING UP OF EVERYTHING YOU NEEDED TO KNOW. THERE WERE CORE COURSES IN COLLEGE, SOME GROUP OF VERY ERUDITE SCHOLARS DECIDED “WHAT EVERY EDUCATED PERSON NEEDED TO KNOW.” WE TOOK THE CLASSES, AND BABBLED BACK THE INSTRUCTOR’S WORDS ON EXAMS.
TIMES HAVE CHANGED. LIFELONG LEARNING IS THE LATEST BUZZ WORD. I’M NOT SURE, IT MAY BE OLD WINE IN NEW BOTTLES. I THINK WE ALWAYS HAVE BEEN LIFELONG LEARNERS. WE ARE ALL LEARNING SOMETHING ALL OF THE TIME. WE DON’T ALWAYS DO IT FORMALLY – IN A CLASSROOM. WE DON’T ALWAYS PAUSE TO NOTICE WE’RE DOING IT.
I FIRST BEGAN TO THINK ABOUT LIFELONG LEARNING A FEW YEARS AGO WHEN I WAS PLAYING THE FIRST EDITION OF TRIVIAL PURSUIT WITH MY ADULT SIBLINGS AND MY DAD . DAD IS A RETIRED DAIRY FARMER WITH A HIGH SCHOOL EDUCATION AND, GROWING UP, I THOUGHT HE KNEW EVERYTHING. I AM STILL CONVINCED HE COULD FIX ANY PIECE OF EQUIPMENT ON THE FARM WITH A TWO FOOT LENGTH OF BALING WIRE. HE WAS PERPLEXED BY THE GAME OF TRIVIAL PURSUIT, THOUGH --- ALL OF THOSE FACTS, AND HE SAID “HOW DO YOU KIDS KNOW ALL OF THAT STUFF?”
I REALIZED IN THAT MOMENT HE WAS BOTH PROUD OF US AND A LITTLE BIT WISTFUL, A LITTLE BIT SAD ABOUT WHAT HE DID NOT KNOW AND DIDN’T KNOW HOW TO LEARN. I WONDERED AT THE TIME, HOW DID I KNOW ALL OF THAT STUFF? SOME OF IT WAS COLLEGE, BUT MOST OF IT WAS JUST, STUFF. YEARS LATER SOMEONE COINED A TERM FOR THIS UNCONSCIOUS ACCUMULATION OF INFORMATION: “CULTURAL LITERACY.” THIS LEARNING BY OSMOSIS IS F FROM OUR EVERYDAY CULTURE, A BODY OF INFORMATION THAT IS THE CURRENCY OF DAILY INTERACTION, WHERE WHAT YOU DON’T KNOW BRANDS YOU AS AN OUTSIDER, A LESS THAN FULL PARTICIPANT.
I MENTIONED THAT I AM ENROLLED AT DRAKE. I AM STUDYING THE FIELD OF ADULT LEARNING IN A MASTER’S DEGREE PROGRAM.
I ENROLLED IN THE PROGRAM AFTER MY HUSBAND AL DIED TWO YEARS AGO.
AT THE TIME, I WAS LOOKING FOR A NEW STARTING POINT, NEW INFORMATION THAT MIGHT BUILD ON MY FORMER CAREER IN COMMUNICATION AND PUBLIC RELATIONS AND GIVE ME SOME NEW IDEAS ABOUT THE NEXT PHASE OF MY LIFE.
I WAS NUDGED IN THIS DIRECTION WHEN A FRIEND HAD ASKED ME TO FACILITATE RESOLVING SOME STAFF ISSUES AT HIS OFFICE. I HESITATED; I TOLD HIM I DIDN’T HAVE ANY CREDENTIALS FOR DOING THAT, BUT HE AND I HAD WORKED TOGETHER IN OTHER CONTEXTS AND HE HAD CONFIDENCEIN ME AND I TOOK THE JOB. I LIKED THE WORK. I LIKED GIVING PEOPLE TOOLS FOR MAKING DECISIONS ABOUT THEIR BEHAVIOR.
ABOUT THE SAME TIME, AN AD APPEARED IN THE REGISTER ABOUT DRAKE’S ADULT LEARNING DEGREE, WHICH INCLUDED CLASSES ON FACILITATION SKILLS. THESE SEEMED TO BE POSITIVE COINCIDENCES, SO I DECIDED JUST TO GO WITH THE FLOW, ENROLL AND SEE WHAT HAPPENED.
IT HAS BEEN A HUMBLING EXPERIENCE, RETURNING TO A FORMAL LEARNING SETTING. THE FIRST THING I LEARNED IS THAT THERE HAS BEEN A LOT OF RESEARCH DONE ON HOW PEOPLE LEARN SINCE I WAS LAST A STUDENT.
THE FORMAL EDUCATION SYSTEM MANY OF US GREW UP IN WAS A KIND OF “ONE SIZE FITS ALL” APPROACH – EVEN THOUGH IT DIDN’T IN FACT FIT MOST. IT REWARDED LEARNERS WHO WERE GOOD AT TEST TAKING AND INGORED THE LESS ACADEMICALLY GIFTED, MAKING MANY FEEL DESTINED FOR FAILURE, WASTING A LOT OF POTENTIAL.
SINCE THEN MANY OTHER THEORIES HAVE COME ALONG OT BETTER EXPLAIN HOW SO MANY ADULTS WHO DID POORLY OR WERE AVERAGE IN SCHOOL ARE FULLY CAPABLE OF OTHER LEARNING AND SUCCESS IN THE VARIOUS TESTS TOSSED AT THEM BY LIFE.
THINGS ARE CHANGING.
ONE THEORY CALLED THE THEORY OF MULTIPLE INTELLIGENCES SAYS THERE ARE 8 BASIC ABILITIES OR INTELLECTUAL WAYS YOUR HEAD MIGHT WORK. I WONDER IF THIS ISN’T SIMILAR TO WHAT USED TO BE CALLED APTITUDES. IF YOU’RE CURIOUS, THE 8 ARE:
LINGUISTIC INTELLIGENCE LOGICAL/MATHEMATICAL INTELLIGENCE MUSICAL INTELLIGENCE SPATIAL INTELLIGENCE BODILY/KINESTHETIC INTELLIGENCE INTERPERSONAL INTELLIGENCE INTRAPERSONAL INTELLIGENCE (THESE TWO TOGETHER SOUND LIKE “EMOTIONAL INTELLIGENCE” OR “E.Q.”) AND NATURALIST INTELLIGENCE.
OTHER RESEARCHERS FOCUS ON “LEARNING STYLES” – WHETHER YOU LEARN BEST BY SEEING/READING INFORMATION, OR BY HEARING A LECTURE OR BOOK ON TAPE, OR BY PHYSICALLY DOING SOMETHING SUCH AS WRITING NOTES OR MAKING A CAKE FROM A RECIPE RATHER THAN HAVING SOMEONE DESCRIBE HOW TO DO IT.
WE KNOW A LOT MORE NOW ABOUT HOW A BRAIN WORKS AND WE’VE SEEN SOPHISTICATED PICTURES OF HOW AND WHERE THE ELECTRICAL IMPUSLES FIRE IN THE BRAIN WHEN WE ARE LEARNING.
SO, THEN THE QUESTIONS BECOMES, “SO WHAT?” HOW DOES THIS AFFECT US? WHAT DOES IT HAVE TO DO WITH THE FOUNTAIN OF YOUTH?
WE ARE ALL LIVING LONGER THAN WE USED TO. IN THE LAST CENTURY, FROM 1900 TO 2000, LIFE EXPECTANCY NEARLY DOUBLED FROM 40 TO 76 YEARS. THE HUMAN LIFESPAN REMAINED CONSTANT AT 110 – 120 YEARS.
HOW MANY TIMES HAVE YOU HEARD THAT YOU CAN’T TEACH AN OLD DOG NEW TRICKS? WELL, HERE’S SOME GOOD NEWS. IT TURNS OUT RESEARCH IS SHOWING THAT ANY OLD DOG IS LIKELY TO BE JUST AS SMART AS HE OR SHE WAS AS A PUP. THAT’S RIGHT. IF YOU WERE A SMART YOUNG PUP, YOU’LL LIKELY BE A SMART OLD DOG. (OF COURSE, THE REVERSE IS ALSO TRUE.)
I FIND THIS VERY ENCOURAGING.
THE GOOD NEWS IS, THE CAPACITY TOLEARN STAYS RELATIVELY CONSTANT ALL YOUR LIFE.
THE CAPACITY TO LEARN STAYS RELATIVELY CONSTANT ALL YOUR LIFE.
THERE ARE THREE THINGS, CALLED THE THREE D’S OF ADULT LEARNING DECLINE, THAT COULD AFFECT YOUR CAPACITY AT ANY AGE. THEY ARE
DISEASE DISUSE AND DISINTEREST.
DISEASE – CARDIOVASCULAR/STROKE OR ALZHEIMER’S
DISUSE – USE IT OR LOSE IT – CHALLENGE WHAT YOU THINK YOU KNOW; MAKE LIFESTYLE CHOICES THAT FOSTER LEARNING.
DISINTEREST – LACK OF DESIRE. AT FIRST THIS BAFFLED ME. I’VE BEEN A READER ALL MY LIFE…DOESN’T EVERYBODY LOVE LEARNING? BUT THEN, IN MY ADULT LEARNING CLASSES I LEARNED THAT LEARNING IS A SYNONYM FOR CHANGE, IF YOU THINK ABOUT IT. DISCOVERING SOMETHING NEW REQUIRES THAT WE GIVE UP WHAT WAS AND EMBRACE WHAT IS NOW.
LEARNING EXACTS A PRICE – SO-CALLED UNINTENDED CONSEQUENCES. ONCE YOU KNOW BETTER, YOU’RE OBLIGATED TO DO BETTER.
IN ONE STUDY, RESEARCHERS STUDIED 5,000 ADULTS FOR OVER 30 YEARS. THEY FOUND LITTLE IF ANY INTELLECTUAL DECLINE UNTIL AFTER THE SUBJECTS REACHED THEIR MID-60’S. AND EVEN THEN THE AMOUNT OF DECREASE WAS SMALL UNTIL AGE 80 AND OVER. OTHER RESEARCH HAS CONFIRMED THIS AND ADDS “ANY DECREASE MAY NOT AFFECT ALL ABILITIES OR ALL INDIVIDUALS.
EVEN THOUGHOUR INTELLECTUAL CAPACITY CAN REMAIN CONSTANT, SOME THINGS ABOUT HOW OUR BODIES AGE DO LIMIT HOW WE CONTINUE TO LEARN.
- OUR ABILITY TO SEE AND HEAR DETERIORATES OVER TIME. THE FACT IS, THE LENSES IN OUR EYES THICKEN AND LOSE ELASTICITY. IT TAKES MORE LIGHT FOR US TO SEE CLEARLY, BECAUSE IT MUST PENETRATE A THICKER LENS. PERIPHERAL VISION, DEPTH PERCEPTION, COLOR VISION AND ADAPTATION TO THE DARK BECOME POORER, AND SENSITIVITY TO GLARE INCREASES WITH AGE.
- IN OUR 50’S AND 60’S WE BEGIN TO LOSE HEARING OF THE HIGHER PITCHES. ABOUT ONE THIRD OF ADULTS OVER AGE 70 HAVE HEARING LOSS, AND HALF OF ADULTS OVER AGE 80, MOST ARE MEN.
WHILE THESE CHANGES CAN BE FRUSTRATING, THEY CAN BE MITIGATED BY GLASSES, HEARING AIDS, AND CHANGES IN HABITS. OUR CAPACITY TO LEARN IS THE SAME, WE HAVE TO ADJUST OUR TOOLS FOR LEARNING.
PHYSICALLY, WE ALSO LOSE SOME OF OUR “WORKING MEMORY” AND “LONG TERM” MEMORY AS WE AGE. AGAIN, THE PRACTICAL IMPACT IS NOT THAT WE HAVE LOST INTELLECTUAL CAPACITY. IT JUST TAKES LONGER TO PROCESS COMPLEX INFORMATION.
LATELY MY FRIENDS AND I HAVE BECOME CLICHES, ALL MUTTERING ABOUT WANDERING FROM ROOM TO ROOM WONDERING WHERE WE PUT OUR CAR KEYS – OR OUR GLASSES – OR THE CAT.
SOME SAY THAT’S WHY OLDER WOMEN SHOULD NOT HAVE BABIES – WE WOULDN’T REMEMBER WHERE WE PUT THEM.
FORTUNATELY STUDIES HAVE ALSO IDENTIFIED 6 VARIABLES THAT CAN REDUCE THE RISK OF DECLINING INTELLECTUAL CAPACITY IN OLD AGE: - STAYING HEALTHY - LIVING IN A FAVORABLE ENVIRONMENT - STAYING ACTIVE - CHALLENGING YOURSELF TO THINK FAST - HAVING A SPOUSE WITH A STRONG INTELLECT - AND FEELING SATISFIED WITH YOUR LIFE.
SO, FROM ALL OF THIS, WE MIGHT CONCLUDE LIFELONG LEARNING IS A KIND OF FOUNTAIN OF YOUTH…AN OPPORTUNITY TO KEEP TIME ON OUR SIDE.
BUT, YOU KNOW, AFTER THINKING ABOUTALL OF THIS RESEARCH, I HAVE TO CONFESS, I DON’T CARE, REALLY ABOUT RESEARCH. IT’S MILDLY INTERESTING, EVEN REASSURING.
BUT, FOR ME, THE REAL FOUNTAIN OF YOUTH ISN’T ABOUT OUR PHYSICAL BEING OR OUR INTELLECT. FOR ME, THE REAL FOUNTAIN OF YOUTH IS LESS ABOUT THE FACTS AND MORE ABOUT BEING EMOTIONALLY ALIVE TO TRANSCENDANT MOMENTS.
BEING EMOTIONALLY ALIVE TO TRANSCENDANT MOMENTS.
REMEMBER NORMAN, THE LITTLE BOY WHO BECAME CINDERELLA’S PIG?
“At the climax when the Prince finally placed the glass slipper on the Princess’s foot, and the ecstatic couple hugged and rode off to live happily ever after, the pig went wild with joy, and broke his silence by barking.”
MAYBE IT’S TRUE THAT WE ARE ALWAYS THE SAME AGE INSIDE.
IF I AM LOOKING FOR THE REAL FOUNTAIN OF YOUTH, WHAT IF ICHOOSE TO REMEMBER THAT MOMENT IN MY LIFE WHEN I WAS MOST MYSELF?
WHAT IF WE CAN EACH CHOOSE TO FIND THAT MOMENT IN EVERY DAY?
WHATEVER YOUR AGE, GO AHEAD, BREAK YOUR SILENCE.
GO WILD WITHJOY!
BARK!
*Hymn #90 From All the Fret and Fever of the Day
Closing WordsMay your heart always be joyful, may your song always be sung And may you stay forever young.
Extinguishing the FlameAs we extinguish the visible flame of this community, may we carry its light with us into the world.
IN HONOR OF THE OBSERVANCE OF VETERANS DAY THIS WEEK, OUR CLOSING HYMN IS #159
Closing in SongHymn #159 - This Is My Song
GO NOW IN PEACE, TO ACT YOUR CHOSEN AGE. AND DON’T FORGET TO BARK.
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