Tag: marilee sprenger

The Implications of Worry

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The Implications of Worry: A Biblical and Research Discussion
By Shelli S. Prindle, M.A. Educational Leadership

Current brain research demonstrates that students under the distress of anxious thoughts do not learn as well as is possible. Stress and worry have a distinct negative impact on a person’s ability to process and work properly with new information. In fact, Willis (2006) notes in regard to PET scans and fMRI scans,

    [These] reveal significant disturbances in the brain’s learning circuits and chemical messengers when subjects are studied in stressful learning environments. In particular, the amygdala becomes overstimulated by stress, and in that hypermetabolic state, information cannot pass from sensory awareness into the memory connection and storage regions of the brain. (58)

Research is making clear that stress is a disruptor, causing a break in the normal processes of learning. If you will, it is as if the brain process becomes broken when anxiety appears on the scene. The emotional state rises to prominence, and deep and rational connections cannot be made. As Sprenger (2005) notes, “The brain is captivated by the emotion and turns attention to it. When these emotions capture the brain’s attention, working memory is flooded and cannot be effective in working with the task at hand.” In fact, Willis (2006) posits,

    If the state of anxiety and stress is prolonged, it can lead to destruction and loss of critical connecting dendrites and synapses in the hippocampus. This means that new information does not reach the brain regions where it needs to be processed, associated with previous knowledge and experience, and stored for later recall. (60)

Obviously, then, heightened and prolonged anxiety inhibits true learning. Our bodies are designed for optimal learning when a general sense of peace and safety is present. My mind goes to Adam and Eve in the garden, as they were given the entire created world to explore and learn and work. While walking unhindered with their Creator, this process was a beautiful one. However, human rebellion against our God has brought disruption and misery to all the processes of life. This world is now broken; and so are we and all the functions of body and life. Fear floods in when a heart completely yielded to God goes out.

Jesus instructs His followers in Matthew 6:25 (NASB), “Do not be worried about your life, as to what you will eat or what you will drink; nor for your body, as to what you will put on.” The Greek word for worry in this quote comes from a root that means “to be drawn in different directions; to be divided, separated into parts, or cut in pieces.” Wow; to be worried is essentially to have a divided mind! That is precisely what worrying feels like – our mind is cut in pieces so that we cannot stay focused on what matters. We are distracted and irritable and may even begin to feel hopeless. The mind was not meant to be divided, but whole.

Recall that brain research informs us of the dividing nature of anxiety. Students who are under stress simply cannot learn well because the entire process of learning becomes broken. Recall also Jesus’ answer to worry in our lives: “But seek first [God’s] kingdom and His righteousness, and all these things will be added to you” (Matthew 6:33). Jesus tells us here to not allow our minds to be divided by giving undue attention to the basic needs of life. The stress of worrying about these things slices our minds and hearts into distracted pieces; we are no longer able to do what ought to be done – focus on God.

Worry is sin because it goes against the will of God for us. We are designed by God to seek His kingdom and righteousness with all our heart. Jesus proclaims the cure for worry is to unite our mind under one goal: Him! In fact, God promises to add to our life all that we need for daily living as we commit to an undivided heart and mind. If we seek His kingdom first, then He will properly align the needs of life for us underneath the main goal. I have sketched below a picture of the concept. On the left is a worried person having his mind divided by many future cares. On the right is a person trusting in God and focusing on His kingdom. Noticeably, the needs of life are brought to this trusting person by God.

As brain research tells us about classroom learning, so it goes with thinking for all of life. If my mind is to be used for God’s glory – focused on His Word and His will – my mind needs to be united and peaceful. The division of worry destroys the purpose for which the mind was created – to grow in God’s kingdom.

I submit to you another Biblical example of the truth concerning worry and learning. When Jesus spoke to His disciples about their future persecution, He boldly proclaimed in Luke 12:11-12,

    When they bring you before the synagogues and the rulers and the authorities, do not worry about how or what you are to speak in your defense, or what you are to say; for the Holy Spirit will teach you in that very hour what you ought to say.

Jesus here tells us that our mind need not be divided because of the future. Jesus is instructing his disciples about a future event, and He wants them to be assured that He is already in the future. When the moment in time comes for the disciples to answer the authorities, God Himself (the Holy Spirit) will teach them what to say. Notice the use of the word teach. We can truly learn when our mind is focused on God and not divided by anxiety.

This Scripture passage is particularly amazing to me because of its clear implication: God connects our future needs with His present peace. Because our Lord is timeless, He is not bound to one moment or another. He is with us now, and He is in the future. He has the authority to assure us that our minds need not be preoccupied with future concerns. When the need arises, the power of the Lord for that particular moment will come to light. His available power for our tomorrow is as sure as His available peace for our today.

Teachers of our day ought to heed the Bible first and foremost. In doing so, they will marvel at the alignment of true scientific discovery with God’s Word. An atmosphere of peace and safety promotes better learning than an atmosphere of stress.

Moreover, people everywhere ought to heed God’s command to live a life focused purely on Him. The root of the sin of worry in the Biblical sense is the idea of a mind divided. This division keeps me from serving God wholeheartedly. This division also causes the human brain to function at a reduced capacity; the learning process breaks. God wants us to learn and learn well. Learning of Him and the creation He has graciously given is a blessing we enjoy now, and we will enjoy it eternally in a home of righteousness, if Jesus is our Savior.

References:
Sprenger, M. (2005). How to teach so students remember. Alexandria, VA: Association for Supervision and Curriculum Development.

Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Wait.For.It. (Cognitive Wait Time in a Rapid-Fire World)

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Wise Solomon related in the book of Ecclesiastes that there is “a time to keep silence and a time to speak” (Ecclesiastes 3:7b, ESV). Of course, God – the Creator of all life – inspired Solomon to pen these words. God knows that our minds require both input and output, and the timing of each is essential.

In the educational community, we now know that “wait time” is a critical part of learning in a classroom environment. Instead of reacting to the first hand that is raised and disrupting the thoughts of many, a teacher is wise to allow at least a few seconds of reflection before anyone responds aloud to a question. Marilee Sprenger (2005, 43) says, “Offering students the opportunity to have just a few seconds to respond can give them enough reflective time to access prior knowledge, evaluate what has been said, and formulate an appropriate response.” In order for our brains to make meaningful connections and process new information, we need time. Students who do not receive enough time to mentally process are clearly at a disadvantage. In fact, all students will probably benefit from knowing they will not face unrealistic pressure to respond to a question. For, when we are nervous, we are less likely to think clearly.

Speaking of nervous, our Lord Jesus took time to instruct His disciples on the topic of unnecessary anxiety. When He did, He encouraged His followers to ponder. He said, “Consider the ravens; they neither sow nor reap, they have neither storehouse nor barn, and yet God feeds them. Of how much more value are you than the birds! And which of you by being anxious can add a single hour to his span of life? If then you are not able to do as small a thing as that, why are you anxious about the rest?” (Luke 12:24-26, ESV)

Notice above that Jesus told the disciples to consider the ravens. The Greek behind this word implies they were to observe, understand, consider attentively, or fix their mind upon the concept. He takes a familiar concept – the feeding of birds – and asks the people to pause and consider what this might have to do with God’s provision for people. In other words, one thing Jesus was doing was prodding the disciples to connect prior knowledge to a new presentation. As Sprenger (2005, 40) notes, “Keep in mind that active working memory allows us to hold onto incoming information while our brains search long-term memory for patterns or connections that it recognizes.” Jesus beautifully drives home a commandment not to worry with a tangible example of common birds (thereby incorporating the stimulating realm of emotion) and asks His listeners to take time to consider the connection.

We are further fascinated by the fact that Jesus – after encouraging a time to ponder – then asks three questions. He probably did not mean for these questions to be answered directly, as we have no record of a response. Nonetheless, he encourages the disciples to once again think. We cannot know for sure, but we can imagine that Jesus most likely paused after each question to give His frail, human learners time to digest. I know that my own mouth falls agape after reading each sacred question on the printed page as I realize the impact on my own life!

In a rather famous chapter, the Psalmist says, “I will meditate on your precepts and fix my eyes on your ways” (Psalm 119:15). The word meditate here denotes musing and pondering. We are to take the precepts of God and silently think on them in a meaningful way. Also wrapped up in the Hebrew word here is the idea of talking, singing, and speaking of the concept. Interestingly, God encourages time for meditation and rehearsal.

Finally, we see Jesus stimulate personal pause and consideration with His disciples when He outright asks them, “Who do people say that the Son of Man is?” (Matthew 16:13b) His friends have no problem reciting the thoughts of the crowds as they reply, “Some say John the Baptist, others say Elijah, and others Jeremiah or one of the prophets” (Matthew 16:14). Answering this question was easy, as it is a simple observation. However, Jesus – not allowing the disciples to be satisfied with the recitation of others’ beliefs – asks a second, personal question, “But who do you say that I am?” (Matthew 16:15)

Notice the disciples are quick to answer the first question, and we are assured more than one of them did because of the plural pronoun used in verse 14. Then Jesus, the Master Teacher, caused His learners to do some deeper pondering by driving the question to a personal level. We see Jesus here as a patient Teacher, willing to do what is necessary to get to the heart of the matter.

Classroom teachers ought to be encouraged to be patient as well, carefully employing wait time in order that students may consider, ponder, and muse. Just three or more seconds can make all the difference. Effective pausing is a wise use of time!

Following are just some of the ways wait time can have an impact, as outlined by Sprenger (2005, 43): “Responses change in length from a single word to whole statements, self-confidence increases, students ‘piggyback’ on each other’s ideas, responses by ‘slow’ students increase, students ask more questions, students propose more investigations, and student achievement improves.”

Is it not wonderful to see how all truth is God’s truth? Time to pause and ponder is God’s idea.

Reference:

Sprenger, Marilee. 2005. How to Teach so Students Remember. Alexandria, VA: Association for Supervision and Curriculum Development.