Category Archives: Education

Learning to Say What You Mean: Parenting 101

I’ve been a parent now for a few years. In fact, I’ve been writing about Christine Gross-Loh’s book for nearly as long as I’ve been a parent. Certainly, there’s lots to learn about being a parent and lots that one can learn from being a parent. To date, there’s one salient lesson that stands above the rest: intentional speech.

Whenever I’m speaking to my kid (or any kid, for that matter), I’m always acutely aware of the words that are coming out of my mouth. For one, this little person is still learning the language, so it’s important that I be as precise as possibly can (within reason). In particular, I’m thinking about idioms.

If you’ve travelled to different parts of the country (or different parts of the world), undoubtedly you’ll have come across some phrases that might sound… odd. For instance, I bet you’ve probably let the frog out of your mouth on an occasion or two (Finnish idiom to say the wrong thing). Or when giving directions, has anyone ever told you that the place you’re trying to go is just a cat’s jump away from the museum (German idiom for something that’s not too far away). Or maybe, you and your friend are walking around a new part of town and your friend says to you, “I sense owls in the moss,” (Swedish idiom for finding/seeing something suspicious).

I could go on, but the point here is that cultures from around the world have created phrases to say something (when they really mean something else) and the same thing has happened in our culture. Have you ever done something at the drop of a hat or met someone who was all bark and no bite? Do you find your boss tends to beat around the bush or maybe sometimes add fuel to the fire? Have you ever wished that someone would break their leg?

Think about what these phrases might sound like to someone who’s just learning English. Break a leg. How rude. Or what about saying that to do something is a piece of cake? What the heck is that supposed to mean? Do I need to eat a piece of cake before you tell me how to drive to the airport or will there be cake at the airport?

For toddlers, it’s hard enough to learn how to maneuver one’s body and learn a “foreign language” (learning one’s first language is *kind of* like learning a foreign language, if you think about it). So, why would we compound the difficulty by simultaneously teaching them idioms? There’ll be plenty of time for them to learn how to feed the donkey sponge cake (thanks Portugal!).


Do You Have Ideas? Great, Write About Them

I came across a great post recently that you might say, is one of my guiding principles here — everyone should write:

You don’t talk about these ideas, even in your own head, because you’ve never put them into words. […] We’re all brimming with opinions on these topics that we may never discuss, even with ourselves. […] Writing crystallizes ideas in ways thinking on its own will never accomplish.


Sometimes writing is encouraging. You realize you understand a topic better than you thought. The process flushes out all kinds of other ideas you never knew you had hiding upstairs. Now you can apply those insights elsewhere.

Other times it’s painful. Forcing the logic of your thoughts into words can uncover the madness of your ideas. The holes. The flaws. The biases. Thinking “I want this job because it pays a lot of money” is bearable. Seeing the words on paper looks ridiculous. Things the mind tends to gloss over the pen tends to highlight.

These are exactly some of the reasons that I write. Sometimes, you think you have this grand idea and you’ve been carrying it around for months. You think, “if only they would have done it like this, things would be so much better.” However, when you take 10 minutes to sit down and try and write about this thought, you realize, there are a thousand different reasons why they didn’t do it the way you thought and are instead, doing it the way they are doing it.

Of course, there are also those times that when you do sit down to write, you realize that your idea is even better than you had originally thought. OK, maybe that doesn’t happen as often, but fleshing out ideas is an important step in the creative process.

Another important reason why I like to write is because I find that if I keep the ideas in my mind, they continue to swirl around. By extension, this doesn’t leave “room” for other ideas to float in. I know this is kind of limiting, but sometimes, I feel like I need to get the ideas out of my head and onto the page, so that new ideas can make their way in. It seems absurd that there is a “finite” amount of space inside one’s mind, but as it happens, we tend to think about the same stuff over and over. Additionally, I thought I had come across something from Einstein, Franklin, or one of the other famous creatives on the importance of writing everyday (for this very purpose), but I can’t seem to find it. Either way, that’s not what’s important. What’s important – writing something. So, get on with it – write something!

You don’t have to publish what you write, though I find that it helps me to be a bit more focused. If I know that there’s a chance that someone might read what I’m writing (eventually) I’m motivated to be at least a little polished. I know errors will still make it through, but on the whole, the meaning still gets through.

Alright, your turn…

Children are Finland’s Most Precious Resource: Parenting Without Borders, Part 8

In the Introduction, we broached the idea that the way other cultures parent might be more “right” than the way that the culture in North America parents, as discussed in the book Parenting Without Borders. In Part 1, we looked at some of the different cultural thoughts around sleep. There was also that stunning example of how it’s normal for babies in Scandinavia to be found taking a nap on the terrace in the dead of winter! In Part 2, we explored “stuff” and how having more of it might not be best for our children. In Part 3, we looked at how different cultures relate to food in the context of parenting. In Part 4, we looked at how saying “good job” to our little ones might not have the effect we think it does. In Part 5, we talked about the virtues of allowing our little ones the space to work through problems on their own.In Part 6, we examined the importance of unstructured “play.” In Part 7,  we explored what education is like in East Asia and in Part 8, we’ll look at education in Finland.

There are many fascinating aspects to education in Finland, especially because they’re so counter to many of the ways we understand education in North America (and East Asia, given the last post in this series, for that matter). Here’s the underlying ideal that guides Finnish education [Emphasis Added]:

Children learn best when they are motivated and when they’re given tools to make responsible and effective choices. Teachers and other adults strive to help kids reach their potential by connecting with them, respecting them, and creating optimal conditions for learning. In Finland, children are regarded as the nation’s most precious resource.

In reading the first part of the quote, it might seem strange that other adults also strive to help kids learn, but as the quote closes, it makes sense. If children are the most important aspect to a country, of course all adults would make strive to foster the development of children.

If you’ve ever come across one of those articles that ranks the education systems of different countries, you should be quite familiar with some of the unorthodox methods used in the Finnish education system. For instance: children don’t begin “academic” education until they’re seven years old; every hour is split into 45 minutes for ‘education’ and 15 minutes for recess (even into high school!); Finnish children spend approximately 300 hours (or ~6 weeks) fewer in elementary school than their counterparts in the USA; and they often have no homework. Oh, don’t forget that there aren’t any specialized programs for gifted children, there aren’t private schools, and there aren’t any high-stakes standardized tests (like the gaokao).

When put in that context, it seems extraordinary that Finns consistently are at the top of global rankings in education. It’s not surprising then, that Gross-Loh dedicated an entire chapter to exploring some of the underlying reasons why this might be the case. She found three “secrets”:

  1. Cultivating High-Quality Teaching
  2. A Variety of Classes Enhance Creativity
  3. The Importance of Setting Up Every Kid for Success

Let’s start with the first one — high-quality teaching. Right off the bat, it’s not easy to become a teacher in Finland. Since the 1970s, all teachers were required to have a Master’s degree. Since the 1970s! If we try and equate that to today’s society, that would be like requiring a PhD. Can you imagine if every teacher in the US had to obtain a PhD before being able to teach (even primary school students!)?

If that analogy isn’t enough, how about this one: “Teachers in Finland are as highly respected as medical doctors in the United States.”

Naturally, it follows that Finland invests quite a bit in their teachers — $30 million a year on professional development. Teachers are continually renewing themselves, which kind of reminds me of the self-cultivation piece of East Asian education.

In the second “secret,” there were two pieces that I found particularly important — Finns want their children to be good at learning how to learn and the emphasis on creative study. In high schools, all Finns must take: Finnish, Swedish, English, math, chemistry, physics, biology, geography, history, social studies, handcrafts, arts, home economics, music, and sports. Not only are Finns educated in science (and foreign languages — sheesh, three languages!?), but there is time and emphasis placed on creative subjects. These topics are emphasized just as much as the sciences because, “teachers believe that creative study transfers to a child’s performance in all subjects.”

The opening sentence from the last ‘secret’: “We can’t afford to waste a brain.” Further to that, in Finland, ‘school readiness’ means that the school is ready to receive and meet the needs of the children (rather than the kids needing to be “ready for school”).

The Finnish way of setting up kids for success means trusting them with many responsibilities even in primary school, so they feel a sense of ownership over their own lives and their education.

An excellent example of this, Gross-Loh has a conversation with a student in Grade 5 who is well-versed in matters of the school budget! If I think back to when I was in Grade 5, I don’t even think I knew what a “budget” was, much less that my school had one, and that I could know about its inner workings.

Two last things I wanted to mention —

Near the end of the chapter, there’s a quote that reminded of an image I’ve seen floating around social media: “Instead of emphasizing global competitiveness, or high individual achievement, the concept guiding almost every educational reform and decision [in Finland] has been equity.”

And finally, in case you want to dismiss the achievements in Finland as being impossible to port to the USA, consider that Finland has the same population as the state of Minnesota.

Confucianism and the Drive for Self-Cultivation: Parenting Without Borders, Part 7

[Note: This series started two years ago! I had hoped to finish it last summer, but packing/moving made that a bit more complicated than I thought. I finally finished reading this book this past weekend, so I’m confident that the last several posts in this series will be published in the coming weeks. Thanks for sticking around!]

In the Introduction, we broached the idea that the way other cultures parent might be more “right” than the way that the culture in North America parents, as discussed in the book Parenting Without Borders. In Part 1, we looked at some of the different cultural thoughts around sleep. There was also that stunning example of how it’s normal for babies in Scandinavia to be found taking a nap on the terrace in the dead of winter! In Part 2, we explored “stuff” and how having more of it might not be best for our children. In Part 3, we looked at how different cultures relate to food in the context of parenting. In Part 4, we looked at how saying “good job” to our little ones might not have the effect we think it does. In Part 5, we talked about the virtues of allowing our little ones the space to work through problems on their own. In Part 6, we examined the importance of unstructured “play.” In Part 7, we’ll explore what education is like in East Asia.

Early on in this chapter, Gross-Loh explained that Confucianism has a big influence in China and South Korea. In particular, learning isn’t seen as a means to an end, necessarily. Rather, learning is a way to better one’s self through self-cultivation. While my understanding might be somewhat limited to my experience, I don’t know that I’ve met many people through my extensive education in North America where the goal was self-cultivation and not a means to an end (i.e. get the degree and get out). That’s not to say that that’s necessarily a bad way of looking at education, but just to highlight possible differences.

There’s one passage that emphasizes this ideal of self-cultivation. Gross-Loh is visiting an elite boarding school in China. As her trip is wrapping up, she was meeting with some of the people at the school:

On our last day in China, I met with Gao Chen, head of the entire school, with two teachers and interpreters. After our conversation, something happened that really surprised me. Gao Chen asked my advice, my thoughts, on learning, on how to raise children to become successful in life. The moment I began to cobble together a hesitant answer, every person in the room bent her head down to the table and began writing down every word I said. No one, not even the illustrious head of one of the most elite schools in China, was going to let a potential opportunity for learning and self-improvement pass by.

Even these experts in education, at a well-regarded institution, thought that they could still learn something from their humble guests. How wonderful!

Earlier on in the chapter, we learn the importance that East Asian cultures place on learning “skills.” For instance, in the school discussed above, every student must be skilled in Chinese, math, and science. This ideal is shared amongst East Asian cultures, too. The quote that hammers home this idea of the importance of skills:

No one thinks it’s interesting if a calligrapher breaks rules of calligraphy that he has not totally, and utterly, mastered. Once he has mastered the rules, that’s when thinking outside the box is interesting.

There’s certainly merit to that. Sometimes, it takes knowing a topic inside and out before you’re able to see it from a different angle and appreciate that different angle.

As the chapter comes to a close, there’s a discussion about the level of children’s responsibility through adolescence. In North America, children feel a decreasing sense of obligation to “hang out with their family,” whereas in East Asia, this doesn’t happen. In thinking about the two different cultures, there appears to be a logical reason.

North America tends to be “individualistic” and so it’s natural that as children make their way through adolescence, they would stretch the boundaries of the individualistic culture. Similarly, East Asian cultures tend to be “collectivistic,” so you’d expect that there’d be a strong sense of family and community that continues as children mature.

The key difference in the research shows that this hands-off approach in North America might not be what’s best for children still trying to internalize goals and expectations:

Research on American adolescents’ drug and alcohol use shows that teens who are emotionally close to their parents and know they disapprove of substance use are more likely to abstain.

The researcher quoted goes on to note that there’s a dearth of research on what happens to children after early adolescence who’ve had a closer connection with their family.

“I think we could use a little Chinese parenting, and they could use a little American,” she said with a laugh.

The Most Commonly Spoken Languages in Canada, Besides English and French

A couple of years ago, I came across an map that I found fascinating. It showed the most commonly spoken languages in the US (after English and Spanish). Some were fairly intuitive (French in Louisiana, Arabic in Michigan, etc.), but some forced me to think about the history (recent and past!) of a given state. For instance, I wouldn’t have guessed Chinese as the most commonly spoken language after English and Spanish in New York! I probably would have guessed Italian or Polish in thinking about the early immigrants to Ellis Island.

After seeing that post, it made me wonder what the most commonly spoken languages in Canada were (after English and French, of course). Sadly, my Google Fu kept turning up ‘snake eyes.’ It wasn’t until early last year that I saw tweet from Conrad Hackett, a demographer with the Pew Research Center, that linked to the very map I was looking for the year before. However, this map is even better, because it’s interactive!

The US map I linked to above shows the most commonly spoken language (after English/Spanish) by state. The map for Canada allows you to zoom in and look at specific areas within Canada. For instance, instead of grouping all of Ontario into one bucket, you can see some differences, depending upon which part of Ontario you’re viewing. For instance, in the Census Division (er, Census Division in Canada is kind of like “County” in the US) or York and Toronto, the most commonly spoken language after English/French is Chinese. However, in Peel, it’s Punjabi. Having lived in all three of those areas, those would have been my guesses.

However, I’ve also lived in Victoria and I’m not sure what I would have guessed. The answer is Chinese and I suppose that’s somewhat intuitive given that many immigrants from China choose BC (Vancouver or Victoria) as their place to call home). Similarly, right now, I live in Ottawa and I wouldn’t have guessed Chinese, nor would I have guessed Arabic for Gatineau (which is part of the National Capital Region).

One thing that should be immediately striking about the map is how much “Aboriginal” there is. It appears to be the account for the most land size. It’s probably not fair to group all the Aboriginal languages into one, so here’s a note on the methodology from the creators of the map:

We thought about this a lot when creating the map, and the primary reason is that there are simply not enough colours in the visual spectrum to use a distinct colour (and texture) for each language so that the map is actually visually pleasing and comprehensible. The editorial decision was made to combine the Aboriginal languages into a single colour (while retaining the distinctions and language-specific details when hovering). Why do we think this was a good decision? Almost all of the feedback we’ve received has been “Wow, I’m so happy there’s so much purple, it’s so great how much of Canada is dominated by indigenous languages!”. The purple wave is so striking, so visually stunning, and it clearly communicates the strength of the Aboriginal population across much of Canada — this effect would have been lost if we had selected different colours, and it would look just like everyone else. So we believe we struck a good balance.

One other part of the country that stands out is the Northwest Territories (near the top of the map). You probably could have given me a dozen guesses and I wouldn’t have said “Arabic” as the most commonly spoken language after English/French.


Read as if You’re Presenting: A Backdoor Argument for Oral Exams

In my experience, the best way to retain the material you’re reading is to be giving a presentation on said material. That might sound a little odd, but consider it for a moment. If you have to present on a topic, when you’re reading about that topic, you (should be) reading just a little bit closer and maybe a little bit harder such that when you’re up in front of a crowd, you’ll be more inclined to remember what you read.

It turns out, this anecdotal experience has been studied:

A recent study in the journal Memory & Cognition showed the effect that reading with intention and purpose can have. Two groups were given the same material to read—one was told they’d have a test at the end, while the others were told they’d have to teach someone the material.

In the end, both groups were given the same test. Surprisingly, the group that was told they’d have to teach the material (rather than be tested on it) performed much better:

When compared to learners expecting a test, learners expecting to teach recalled more material correctly, they organized their recall more effectively and they had better memory for especially important information.

Having a clear question in mind or a topic you’re focusing on can make all the difference in helping you to remember and recall information.

Intuitively, this should make sense. When some folks read “for the test,” they’re not necessarily reading with the intention that they’re going to remember the information after the test. Put differently, they’re almost always not reading the material for an oral exam. This reminds me of something I wrote a few years ago:

Presumably, the students could get through the entire semester and finish with an “A” in the class without having to say anything. I realize that a great deal of communication in today’s world is completed online and through writing, but isn’t our ability to communicating orally important, too? At least, shouldn’t there at least be some time spent on it?

In that post, I was suggesting that there be a rebalance from written exams to oral exams — in part — because in my experience, there’s a deficit in the oratory skills of students in university. Even if we ignore the epidemic of fear of public speaking, most students don’t get nearly as much time practicing their oratory skills as they do their writing skills.

As luck (?) would have it, should there be this shift from written exams to oral exams, not only would the education system be strengthening people’s ability to communicate, but there would also be an effect in having people better remember some of the things that they’re learning.


To be honest, when I sat down to write this post, I had no idea that I was going to be strengthening my argument for having more oral exams in university and that’s — in part — one of the arguments from the article I initially referenced:

Association is a peg upon which you hang a new idea, fact, or figure. When you know where the peg is located, it’s a lot easier to find what you’ve hung upon it. As you read and come across new ideas and thoughts, you’ll want to connect and associate these with familiar memories as a means of creating a bond between old and new. There are many different ways to create associations in your mind, from pairing new thoughts with familiar objects, to creating acronyms.

So, next time you sit down to read your saved article on Pocket, catch up on a book on your Kindle, or read the Sunday Times, consider that the best way to retain some of the things you’re about to read might be if you were to pretend you were going to be giving a presentation on the material.

The Complications of Spoken Confidence

Sometime last year, I came across a speech from the 2015 Toastmasters World Champion, Mohammed Qahtani. If you have a few minutes, I really suggest you take the time to watch it. OK, let’s say you only have a couple of minutes: just watch the introduction.


While I’m not a fan of Qahtani’s parenting style (either option), I’m going to skip over that for now, as it’s not the main reason for writing this post. I’m also going to skip over the stereotypical portrayal of scientists, again, as it’s not the main reason for writing this post (but I will say that I’ve never meant a scientist who confirms that ‘stereotypical portrayal’). The main reason for writing this post is the first few minutes of the video. The startling anecdote that Qahtani shares about smoking and diabetes. Be honest — did you believe him when he said, “the amount of people dying from diabetes is three times as many dying from smoking?” Based on the audience’s response, I suspect that there are probably — at least — some of you who didn’t know this. To be clear, it’s not my aim to make you feel bad about this. If this isn’t a piece of data you’ve been exposed to at some point in your life, you probably have little reason to know. (Unfortunately, smoking is part of my family history, so I knew Qahtani was up to something when I heard him make that statement. Oh, and if you’re curious, WHO posits that smoking is the leading cause of death where 1 in 10 adults worldwide [!] die as a result of it, whereas diabetes is ‘only’ the 7th leading cause of death in the US.)

Circling back to the video… conviction. Did you notice the conviction with which Qahtani parroted the statistics about diabetes and smoking? He said it so assuredly that it almost makes you want to believe him (or at a minimum, question whether what you thought you knew about those two pieces of statistics was true or not). When I saw him do this, it reminded me of the hundreds of articles you see published each year that advise people on how to sell themselves or their company. The infamous elevator pitch.

Invariably, when you read articles (or books!) about how to give a good elevator pitch, you’re going to find that it’s very common that one of the most important things you can do in that elevator pitch is to be confident (or passionate or some other synonym that fits nicely into the author’s acronym). Don’t get me wrong, confidence is certainly important when it comes to making your elevator pitch, but in seeing Qahtani express himself with an air of confidence, it made me wonder about the human fallibility, with regard to elevator pitches.

Sure, I suspect that for people who’s job it is to listen to elevator pitches on a constant basis will tell you that they have a finely tuned BS-detector, but what about the rest of us who haven’t spent 10,000 hours listening to elevator pitches? I bet you’re thinking that you don’t have to worry about that when it comes to your field because you’re an expert. OK. Let’s accept for a moment that you are — what about all the other fields that you haven’t achieved “expert” status in — what do you do there? Well, I suppose you/we could perfect y/our BS-detector, but I suppose there’s still the possibility that you might make a type I/II error (depending upon your perspective). That is, there’s still the possibility that you might miss the BS for what it is and it’s also possible that you might incorrectly assess something as BS when it’s actually gold!

On that note, I want to leave you with the powerful words of Dr. Maya Angelou, on words: