WEBVTT - 2-10-26 Sloan with Christine Miles

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<v Speaker 1>Don't be flowny. Here on seven hundred wlw's schools across

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<v Speaker 1>America locking up, snatching up kids cell phones like their

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<v Speaker 1>hot Contra band. So you got bell de Belle bands,

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<v Speaker 1>you got the big mad Night of pousage. You got

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<v Speaker 1>confiscation policies. Ohio, Kentucky, Indiana all requires school districts to

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<v Speaker 1>implement policies banning those phones during instructional class time. And

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<v Speaker 1>each state's so a little bit different than that every

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<v Speaker 1>but largely most states have this conon policy. But here's

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<v Speaker 1>the question.

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<v Speaker 2>You're ready for the question.

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<v Speaker 1>Here's the question no one's asking us. So new studies

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<v Speaker 1>come out, and not just new, but preceding studies have

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<v Speaker 1>come out. The shows teachers spend somewhere between twenty five

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<v Speaker 1>and thirty something percent of their day, so between a

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<v Speaker 1>quarter and a third of their instructional day trying to

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<v Speaker 1>get kids to listen despite strict cell phone bands.

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<v Speaker 2>That hasn't changed.

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<v Speaker 1>So our phones the core problem or is it just

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<v Speaker 1>a scapegoat?

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<v Speaker 2>On that?

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<v Speaker 1>Christine Miles, she's a psychologist and works with school systems

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<v Speaker 1>across the country. Founder of the Listening Past. Christine, welcome,

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<v Speaker 1>how are you?

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<v Speaker 2>I'm great I'm so glad we're talking about this, so

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<v Speaker 2>thanks for having me on.

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<v Speaker 1>Yeah, you know, I was thinking about this before a conversation,

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<v Speaker 1>and you know I was not. I don't know about you,

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<v Speaker 1>but I was not part of the cell phone generation. Obviously.

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<v Speaker 1>I had my mobile now and had it for a

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<v Speaker 1>look for twenty thirty years. But I look back and go, wow,

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<v Speaker 1>we didn't have this problem when I was a kid.

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<v Speaker 1>As most parents and grandparents certainly say, things are different.

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<v Speaker 1>Of course they're supposed to be different. That's how the

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<v Speaker 1>world this is, That's how America's designed. I guess this

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<v Speaker 1>would be like what if I in school, if I

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<v Speaker 1>were allowed to bring my TV with a cable on

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<v Speaker 1>it and I could watch MTV. What that would do

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<v Speaker 1>for my ability to learn? It's the same thing, right

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<v Speaker 1>it really.

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<v Speaker 2>That's that's beautifully said. That's exactly what it is. We

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<v Speaker 2>don't need it. We just don't need the cord.

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<v Speaker 1>Yeah.

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<v Speaker 2>So so, but I so appreciate the question because it

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<v Speaker 2>is a big it is a big, big problem, and

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<v Speaker 2>I'm so glad the school's are fine. We're taking a step.

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<v Speaker 2>I mean, we know better, we do better. I mean,

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<v Speaker 2>I remember I grew up when smoking was allowed in

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<v Speaker 2>most places, but then we realized it was harmful for

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<v Speaker 2>your health, so we took it outside and we made

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<v Speaker 2>smoking areas and things like that. So setting some limits

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<v Speaker 2>is similar to that, because I think this is like

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<v Speaker 2>that the ships sailed before we knew what the repercussions were.

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<v Speaker 2>And I don't think it's the root cause. It's just

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<v Speaker 2>that in gasoline to the already raging fire. In terms

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<v Speaker 2>of the problem of kids struggling to listen, there's also

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<v Speaker 2>some rebound effects here. So you take the phones out

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<v Speaker 2>of the schools, and attention spans are still harder to

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<v Speaker 2>come by because when if they're on their phones and

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<v Speaker 2>on devices, which the numbers are kind of staggering. You know,

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<v Speaker 2>these are spending nine hours plus a day outside of

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<v Speaker 2>school work. That's a lot of time. So it's not

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<v Speaker 2>like your brain's going to recover just because you don't

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<v Speaker 2>have it in school. But again we're still it's still

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<v Speaker 2>not the root cause, in my opinion, is that we're told,

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<v Speaker 2>not taught, and this is a problem since the documents

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<v Speaker 2>since the nineteen fifties.

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<v Speaker 1>Yeah, I was making that case and this kind of

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<v Speaker 1>a theme show today on this I had earlier we're

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<v Speaker 1>talking about the social media liability trial. It's about to

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<v Speaker 1>happen that social media and TikTok and snapchat and instant

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<v Speaker 1>all those platforms are addictive by design and will ruin

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<v Speaker 1>your kid's life. Yeah, if they go uncheck, if they're

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<v Speaker 1>completely fear al online with no roadblocks up. But that's

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<v Speaker 1>on the parent. I don't think that's on the company.

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<v Speaker 1>Also made the case that the social is not the problem.

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<v Speaker 1>The phone itself is the problem. It is like literal,

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<v Speaker 1>I mean, it's it's like bringing it's a handheld Damn

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<v Speaker 1>casino is what it is. Right, It's like I've got

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<v Speaker 1>everything out there. It's not social. It's I can message,

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<v Speaker 1>I can look at videos, i can watch porn, I

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<v Speaker 1>can check sports, I can bet online, I can I

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<v Speaker 1>can do all of these things in the problem in

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<v Speaker 1>my hand. That's really it's not social. It's the phone.

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<v Speaker 2>Well, it's it's all the things that are coming. It's

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<v Speaker 2>the world coming at kids, not the world, you know,

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<v Speaker 2>not kids exploring the world and what's finding them. You know. Again,

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<v Speaker 2>there's could be a lot of debate about algorithms and

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<v Speaker 2>how we're targeting, just because we could have debates our

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<v Speaker 2>cigarette companies targeting the brain and making things addictive. So

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<v Speaker 2>there's there's It's a very complex issue, and I think yes,

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<v Speaker 2>parental control is important. Schools taking these steps is important

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<v Speaker 2>when again, when we know better, we do better, and

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<v Speaker 2>we still need. One of the things taking this time

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<v Speaker 2>away in schools is that it forces us to do

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<v Speaker 2>something else. So you know, I've I've talked with parents

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<v Speaker 2>as you know, a family therapist and one time a

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<v Speaker 2>parents said to me, what if my child won't eat anything,

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<v Speaker 2>drink anything but soda? And I said, well, if you

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<v Speaker 2>take soda away in the house, they'll get thirsty eventually.

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<v Speaker 2>So you know they'll eventually drink water if water is

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<v Speaker 2>all there is. So what will happen is kids will

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<v Speaker 2>start to reacclimate towards socializing with each other more than

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<v Speaker 2>they will to the phones when the phones aren't in

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<v Speaker 2>front of them. But it's two attempting. So we need

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<v Speaker 2>to remove those barriers. But then we also got to

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<v Speaker 2>give them the skills. I mean, we've been telling we've

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<v Speaker 2>been telling people to listen kids starting with kids from

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<v Speaker 2>like I said, this is a problem documented back to

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<v Speaker 2>the nineteen fifties where we don't have formal listening, education

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<v Speaker 2>and classrooms. So we tell them expecting the ears to

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<v Speaker 2>do the work instead of building this as a skill,

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<v Speaker 2>which is what it is.

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<v Speaker 1>Yeah, yeah, I mean I saw we should be addressing

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<v Speaker 1>in stool. She's a schools that's Christine Mouse, psychologist. Let's

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<v Speaker 1>back up a little bit. What goes on in the

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<v Speaker 1>adolescent brain from a developmental psychology perspective, what's actually happening

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<v Speaker 1>when their kids are always on their phone and you

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<v Speaker 1>met you know, nine, ten, twelve or more hours a day.

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<v Speaker 2>Well, so I will say that I can talk about

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<v Speaker 2>this from the This is not my core expertise on

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<v Speaker 2>a system's family therapist, but what I do know and

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<v Speaker 2>what the research is, it's just it's a dopamine hit.

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<v Speaker 2>It's a constant dopamine hit. It is. It is asking

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<v Speaker 2>like a drug. Now we can talk about that from

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<v Speaker 2>an adult perspective, and we know how difficult that is.

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<v Speaker 2>You talked about family, you talked about form. These are

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<v Speaker 2>things for adults that they struggle with in terms of

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<v Speaker 2>the time on the phone. When your brains developing, we're

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<v Speaker 2>in a whole different round here, So we were not

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<v Speaker 2>forming the pathways that need to be formed in early

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<v Speaker 2>childhood and in adolescence, which is really why it's so dangerous,

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<v Speaker 2>because we're changing those neual pathways we're getting they're having

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<v Speaker 2>a hard time self soothing, They're having a hard time

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<v Speaker 2>you know. This is why we know the mental health

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<v Speaker 2>issues are spiking, not just the attention issues. This is

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<v Speaker 2>very well documented now in the in the literature.

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<v Speaker 1>Okay, but there's also a separation factor here. I guess,

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<v Speaker 1>for lack of a better word, we're seeing some students

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<v Speaker 1>are you know, they're experiencing genuine anxiety and panic attacks

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<v Speaker 1>when they're separated from their phones during these bands. Is

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<v Speaker 1>that a clinical concern we should take seriously or is

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<v Speaker 1>that a warning for everyone else?

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<v Speaker 2>Well, I think it's a withdrawal issue. I think this

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<v Speaker 2>is exactly you know what, Let's go back to something simple.

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<v Speaker 2>You know, we give kids a pacifier because it helps

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<v Speaker 2>them sue themselves. When when it's time, when the parents go, okay,

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<v Speaker 2>it's time to now wean off of that. There's some

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<v Speaker 2>fears that when we have to say goodbye to something

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<v Speaker 2>that was helping us south just because it helps us

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<v Speaker 2>suit doesn't mean it's good for us. This is not

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<v Speaker 2>how we want we want kids to regulates through a

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<v Speaker 2>device and through having to have constant you know, attention

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<v Speaker 2>coming at us, so that our constant stimulus. So we're

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<v Speaker 2>we're not thinking, feeling, or even operating in the present,

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<v Speaker 2>and that's the danger zone. So this is where but

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<v Speaker 2>we've got to fill that gap so that they're not

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<v Speaker 2>as anxious. Again, this is where the socialization is the answer.

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<v Speaker 2>It's not just take it away. It's the only way

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<v Speaker 2>to stop the behavior to start a new one. So

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<v Speaker 2>you take the phones away, now you have to replace

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<v Speaker 2>it with more socialization. We're skill building around listening, which

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<v Speaker 2>is why again teachers have been telling kids to listen

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<v Speaker 2>in the classrooms for you know, decades, and this is

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<v Speaker 2>a constant battle because it's hard to pay attention for

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<v Speaker 2>eight hours a day, especially if you don't have the skill.

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<v Speaker 2>If I said, you go run a marathon, that you

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<v Speaker 2>know how to run, but get into the get to

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<v Speaker 2>the end of the race, you got to train, you

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<v Speaker 2>gotta build the muscle. And so this is our opportunity

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<v Speaker 2>is to finally solve this problem, which is what I'm

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<v Speaker 2>committed to doing, is to is to provide education from

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<v Speaker 2>elementary classrooms to corporations because it doesn't matter what age

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<v Speaker 2>you are. You only, you know, a very small percentage,

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<v Speaker 2>less than two percent have any formal listening trading.

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<v Speaker 1>Yeah, she is Christine Miles. She's a psychologist of what

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<v Speaker 1>it's cost to you not to listen to the founder

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<v Speaker 1>of the listening path or talking about school cell phone

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<v Speaker 1>and then we have that in Ohio, Kentucky, Indiana to

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<v Speaker 1>a large degree. But the question nobody's asking that I'm

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<v Speaker 1>bringing in this morning is their studies are coming out

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<v Speaker 1>and they're showing that teachers still spend a corner or

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<v Speaker 1>more of their workday, of their instruction day, just trying

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<v Speaker 1>to get kids to listen. Then that was before and

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<v Speaker 1>now after cell phone bands. So our cell phone is

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<v Speaker 1>really the problem. They really wreck kids lives. I've also

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<v Speaker 1>seen studies that pointed out earlier said that, you know,

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<v Speaker 1>the extreme is if you spend all your time on

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<v Speaker 1>the phone, it's really really bad for you. I mean,

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<v Speaker 1>it's horrible for your development, all these things we're talking about.

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<v Speaker 1>That's absolutely true. But kids who do aren't on social

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<v Speaker 1>or don't have phones, who don't use them aren't allowed

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<v Speaker 1>to tend to also suffer some of those same symptoms.

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<v Speaker 1>Maybe not the extreme we're talking about with over usage,

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<v Speaker 1>but under usage. There's a sweet spot right in the middle.

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<v Speaker 1>And when I hear that, I go, Okay, kids if

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<v Speaker 1>they're exposed a little social media and able to congregate

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<v Speaker 1>online with friends, because that's how kids socialized today. I

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<v Speaker 1>was a kid where we'd socialized at the mall or

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<v Speaker 1>the arcade, and kids today do it digitally. So we

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<v Speaker 1>have to lean into that. Is this just a lesson

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<v Speaker 1>that we are woefully behind how we educate kids in

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<v Speaker 1>America still today because we're teaching them like we did

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<v Speaker 1>a couple hundred years ago. There's a you know, maybe

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<v Speaker 1>it's instead of a blackboard, it's a whiteboard or a smartboard,

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<v Speaker 1>but you're still at rote memorization. It's all these things

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<v Speaker 1>we've taught kids largely the same way. If phones and

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<v Speaker 1>social media, Christine are changing kids' brains, shouldn't we be

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<v Speaker 1>adopting the school curricula to meet the way kids learn

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<v Speaker 1>now as opposed to how they did a couple hundred

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<v Speaker 1>years ago.

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<v Speaker 2>Well, you're this is such a good point. I mean,

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<v Speaker 2>we we know that just what we know about the

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<v Speaker 2>neurodivergency and the way kids learn that. Look, we're you

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<v Speaker 2>know you and I could go back and say, well,

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<v Speaker 2>you know, if somebody was this lessacker, had genuinely had

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<v Speaker 2>a d D or things like that, this wasn't necessarily

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<v Speaker 2>talked about or diagnosed to the same degree. We once

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<v Speaker 2>could argue that, you know, not everybody has add that,

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<v Speaker 2>but it is real. It is a real thing. So

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<v Speaker 2>we just know that teachers have a lot of divergent

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<v Speaker 2>learning needs and so it's really about meeting kids where

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<v Speaker 2>they are, which is part of why the listening is

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<v Speaker 2>hard too, because kids needs are different. Yes, which is

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<v Speaker 2>why this is a this you're the point you're making

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<v Speaker 2>is I think, which is where my heart and soul

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<v Speaker 2>is is this is a systemic problem. We're not going

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<v Speaker 2>to fix this with one thing. Again, we know that

0:11:08.720 --> 0:11:13.400
<v Speaker 2>phones that what we're trying to prevent is is keeping

0:11:13.400 --> 0:11:17.280
<v Speaker 2>them off of engaging with each other, engaging with the future,

0:11:17.360 --> 0:11:20.720
<v Speaker 2>and engaging with the with the core curriculum. Like you said,

0:11:20.720 --> 0:11:23.560
<v Speaker 2>take the TV out of the classroom, that's just common sense.

0:11:23.679 --> 0:11:26.120
<v Speaker 2>Right then, we have the issue of what we do

0:11:26.160 --> 0:11:28.440
<v Speaker 2>at home and how we limit time. We know that

0:11:28.480 --> 0:11:31.960
<v Speaker 2>past the screen time, the scrolling, the doom scrolling, that's

0:11:32.040 --> 0:11:36.000
<v Speaker 2>not super productive, and that can get that's very addictive. Well,

0:11:36.080 --> 0:11:38.880
<v Speaker 2>you know, then there's some socialization. How can you mitigate

0:11:38.920 --> 0:11:41.200
<v Speaker 2>that with socialization? And then you get to the But

0:11:41.320 --> 0:11:43.440
<v Speaker 2>you take all that and you cure all that, you

0:11:43.520 --> 0:11:46.000
<v Speaker 2>still have this learning problem and you still have this

0:11:46.120 --> 0:11:52.600
<v Speaker 2>listening problem to systemic communication problem. We focus on speaking, telling, knowing,

0:11:53.080 --> 0:11:57.040
<v Speaker 2>and test scores versus how we're learning. And that's what AI,

0:11:57.920 --> 0:11:59.720
<v Speaker 2>in my opinion, is going to come in and change.

0:12:00.520 --> 0:12:02.800
<v Speaker 2>You know, we had the calculator. Now we have something

0:12:02.840 --> 0:12:05.320
<v Speaker 2>that could do the formulators, but that formulas, But how

0:12:05.360 --> 0:12:08.520
<v Speaker 2>can you explain it? How can you make sense out

0:12:08.520 --> 0:12:10.679
<v Speaker 2>of it? How can you show up as a person

0:12:10.720 --> 0:12:12.800
<v Speaker 2>that knows how to collaborate? And these are all the

0:12:12.920 --> 0:12:15.240
<v Speaker 2>skills that are at the core of what's going to

0:12:15.240 --> 0:12:19.360
<v Speaker 2>make somebody successful in the future. Starting we got to

0:12:19.400 --> 0:12:22.360
<v Speaker 2>start teaching that at a very early age, as early

0:12:22.440 --> 0:12:24.960
<v Speaker 2>as first grade, so that they're ready. And this is

0:12:25.000 --> 0:12:27.640
<v Speaker 2>where we have to fix this systemically, so that we're

0:12:27.640 --> 0:12:30.599
<v Speaker 2>teaching the skills so everybody is a common language. Is

0:12:30.679 --> 0:12:33.120
<v Speaker 2>how you listen so they can understand.

0:12:33.160 --> 0:12:35.160
<v Speaker 1>So there's another factor here in my mind that this

0:12:35.240 --> 0:12:37.839
<v Speaker 1>whole thing and I get it, there's a lot of

0:12:37.840 --> 0:12:41.320
<v Speaker 1>talk about phones descrying attention spans, and the argument is

0:12:41.320 --> 0:12:43.040
<v Speaker 1>whether the phone is the cause or just the most

0:12:43.080 --> 0:12:46.120
<v Speaker 1>convenient delivery system for a culture that's already dopamine driven

0:12:46.160 --> 0:12:49.120
<v Speaker 1>and overstimulate. I mean, you know, parents are were upset

0:12:49.120 --> 0:12:50.640
<v Speaker 1>with the cell phone bands because they want to be

0:12:50.679 --> 0:12:52.720
<v Speaker 1>able to get a hold of their kid instantly at

0:12:52.760 --> 0:12:55.800
<v Speaker 1>any time during an emergency. But as an excuse to go,

0:12:55.960 --> 0:12:58.319
<v Speaker 1>I can text you during class because parents are also

0:12:58.400 --> 0:13:01.000
<v Speaker 1>anxious all the time. Well, and it trickles down that

0:13:01.040 --> 0:13:04.040
<v Speaker 1>we're all anxiously all the time. But I think it's interesting,

0:13:04.120 --> 0:13:07.880
<v Speaker 1>is that. So the way to beat this whole thing

0:13:08.000 --> 0:13:11.240
<v Speaker 1>is to simply use AI and use the algorithms for

0:13:11.320 --> 0:13:13.160
<v Speaker 1>good as opposed to evil. If you want to call

0:13:13.200 --> 0:13:16.559
<v Speaker 1>social media evil, and that is educators and the system

0:13:16.640 --> 0:13:21.160
<v Speaker 1>should be creating platforms much like TikTok and snapchat and

0:13:21.280 --> 0:13:24.199
<v Speaker 1>install that feed that that feeds a student a steady

0:13:24.240 --> 0:13:27.280
<v Speaker 1>diet of what they're interested in to learn that continues

0:13:27.280 --> 0:13:29.400
<v Speaker 1>to push stuff towards them and challenge them and learn

0:13:29.480 --> 0:13:32.040
<v Speaker 1>what their likes and dislikes are and try and strengthen

0:13:32.120 --> 0:13:36.520
<v Speaker 1>those dislikes and make everything better. Use use the technology

0:13:36.600 --> 0:13:39.320
<v Speaker 1>for good instead of social media. But the problem with

0:13:39.400 --> 0:13:41.360
<v Speaker 1>that is now you're going to replace all of these

0:13:41.400 --> 0:13:45.160
<v Speaker 1>teachers and all these administrators in the schools with something

0:13:45.200 --> 0:13:48.600
<v Speaker 1>that's digital. That means now that threatens the teachers unions,

0:13:48.720 --> 0:13:52.840
<v Speaker 1>that threatens the administrators and the whole construct of schools

0:13:52.840 --> 0:13:55.240
<v Speaker 1>in general, because guess what if I can do this

0:13:55.280 --> 0:13:58.160
<v Speaker 1>with my phone, much like we've seen you know, broadcast TV,

0:13:58.280 --> 0:14:01.120
<v Speaker 1>go away radio, everything else, newspaper press for example. Because

0:14:01.120 --> 0:14:04.400
<v Speaker 1>of the digital age, that now threatens the livelihood of

0:14:04.440 --> 0:14:08.079
<v Speaker 1>the education class. And we can't have that in America.

0:14:08.400 --> 0:14:10.720
<v Speaker 1>And so what winds up happening is this distonect between

0:14:10.760 --> 0:14:12.240
<v Speaker 1>the kids in the classroom. Am I wrong?

0:14:13.679 --> 0:14:18.319
<v Speaker 2>Well, here's what I think. I so, you know, I yes. Again,

0:14:18.480 --> 0:14:20.360
<v Speaker 2>the it's just like we could be saying the same

0:14:20.400 --> 0:14:23.440
<v Speaker 2>thing about corporate America, the road. The road things can

0:14:23.480 --> 0:14:26.640
<v Speaker 2>be replaced, well, can't be replaced by the human skills.

0:14:26.880 --> 0:14:30.560
<v Speaker 2>And that's one of the things that I think teachers

0:14:30.560 --> 0:14:34.400
<v Speaker 2>are getting away from, and not by the doing because

0:14:34.480 --> 0:14:39.160
<v Speaker 2>there's so much pressure to teach to these core ideas

0:14:39.200 --> 0:14:42.840
<v Speaker 2>and curriculum and the standards, is that they're getting away

0:14:42.880 --> 0:14:45.920
<v Speaker 2>from the human part of the job, which is really

0:14:45.960 --> 0:14:48.680
<v Speaker 2>how we develop kids, how we nurture kids, and so

0:14:48.840 --> 0:14:52.000
<v Speaker 2>this is going to be the heart of what happens

0:14:52.000 --> 0:14:54.240
<v Speaker 2>in the school and what teachers love to do and

0:14:54.280 --> 0:14:57.080
<v Speaker 2>why most teachers get into the work. So I think

0:14:57.400 --> 0:14:59.440
<v Speaker 2>it's not that they'll be replaced as to what the

0:14:59.520 --> 0:15:02.760
<v Speaker 2>emphasis is that needs to change. And that's the same

0:15:02.800 --> 0:15:05.640
<v Speaker 2>thing that I see on the corporate side that if

0:15:05.680 --> 0:15:08.000
<v Speaker 2>you want to you have to drive that value as

0:15:08.000 --> 0:15:11.960
<v Speaker 2>a what in your job because some of the redundancies

0:15:12.280 --> 0:15:15.400
<v Speaker 2>can be replaced. And so the answer isn't more time

0:15:15.440 --> 0:15:19.280
<v Speaker 2>on screen. The answer is more connection in terms of

0:15:19.320 --> 0:15:21.520
<v Speaker 2>how we raise the kids and how we teach them

0:15:21.800 --> 0:15:26.240
<v Speaker 2>and how we help them connect through language and through interaction,

0:15:26.760 --> 0:15:30.280
<v Speaker 2>so that everything they learn in this kind of this

0:15:30.400 --> 0:15:33.440
<v Speaker 2>fast paced digital world and what's coming at them, they

0:15:34.080 --> 0:15:37.040
<v Speaker 2>can manage their emotions, They can manage the emotions of others,

0:15:37.120 --> 0:15:39.760
<v Speaker 2>they can develop empathy. They have the things that the

0:15:39.800 --> 0:15:42.920
<v Speaker 2>AI and the machines don't have. And that's the risk

0:15:43.080 --> 0:15:46.080
<v Speaker 2>is that we're tipping over into too much of the

0:15:46.080 --> 0:15:46.680
<v Speaker 2>screen time.

0:15:47.040 --> 0:15:50.360
<v Speaker 1>Right. She is Christine Miles psychologist. Her book is What

0:15:50.480 --> 0:15:53.280
<v Speaker 1>Is Costing You Not to Listen? Founder of the Listening Past,

0:15:53.400 --> 0:15:54.520
<v Speaker 1>Christine miles. Thanks of the time.

0:15:54.520 --> 0:15:58.840
<v Speaker 2>I appreciate it, appreciate the conversation. It's really really helpful.

0:15:59.280 --> 0:16:02.520
<v Speaker 1>I think I just made the case here teachers can

0:16:02.560 --> 0:16:05.920
<v Speaker 1>be replaced. This is not believe me, this is like,

0:16:06.960 --> 0:16:11.600
<v Speaker 1>this is dangerous territory. If you could come up with

0:16:12.080 --> 0:16:14.680
<v Speaker 1>an algorithm, and it's easy to do because we've seen

0:16:14.680 --> 0:16:17.600
<v Speaker 1>this replicated Tom and Tom again, that would teach kids

0:16:17.880 --> 0:16:20.080
<v Speaker 1>on their level, meaning it feeds them a steady die.

0:16:20.160 --> 0:16:22.400
<v Speaker 1>The algorithm feeds them a steady die of things they're

0:16:22.440 --> 0:16:25.880
<v Speaker 1>interested in and expands their knowledge base in learning and

0:16:26.000 --> 0:16:27.640
<v Speaker 1>kind of sort of tricks them into learning where it

0:16:27.720 --> 0:16:30.560
<v Speaker 1>becomes fun and engaging on a personal level, just like

0:16:30.600 --> 0:16:33.080
<v Speaker 1>social media is. And now they're hooked on this, and

0:16:33.120 --> 0:16:35.560
<v Speaker 1>you put that in the classroom and ban the phone

0:16:35.840 --> 0:16:38.120
<v Speaker 1>and give them a device that is the alternate to

0:16:38.400 --> 0:16:41.480
<v Speaker 1>social media and all the stuff coming at you. And

0:16:41.520 --> 0:16:44.040
<v Speaker 1>that's how kids learn today. They learn on social media,

0:16:44.080 --> 0:16:46.720
<v Speaker 1>they learn through digital interaction. If you do that in

0:16:46.760 --> 0:16:51.920
<v Speaker 1>the classroom, kids now become smarter, more engaged, more learned.

0:16:52.560 --> 0:16:57.640
<v Speaker 1>But what happens to the educational system the computer replaces

0:16:57.800 --> 0:17:01.120
<v Speaker 1>the teacher. Can't have that in America?

0:17:01.160 --> 0:17:01.480
<v Speaker 2>Can we?

0:17:01.800 --> 0:17:05.080
<v Speaker 1>Because of what's at stake? There's also the is she

0:17:05.160 --> 0:17:09.159
<v Speaker 1>mentioned important too? The social interaction thing? But is this

0:17:09.359 --> 0:17:13.639
<v Speaker 1>like the it's like clickbait right, This is what the

0:17:14.119 --> 0:17:17.160
<v Speaker 1>educational system doesn't want you to know, This one weird

0:17:17.200 --> 0:17:20.239
<v Speaker 1>old trick for saving us a lot of money and

0:17:20.280 --> 0:17:24.800
<v Speaker 1>getting a better student Thoughts afternoons here Scontzerland continues on

0:17:24.800 --> 0:17:25.800
<v Speaker 1>seven hundred ww