Plugged in, Turned on, Tuned Out

Findings published from the third installment of the Kaiser Foundation’s research project on children and their use of media shocked technophobes and -philes alike. According to the report, kids ages 8-18 spend more than seven and a half hours a day plugged into an electronic device (such as an ipod, smart phone, computer, or television). This figure does not include an extra hour and a half spent texting or talking on cell phones; time devoted to homework, or an extra three and a half hours of media exposure accrued by multitasking.

As one commentator concedes: it no longer makes sense to debate whether such technological use is good or bad. We need to “accept it” as part of children’s environment, “like the air they breathe, the water they drink and the food they eat.”

Must we equate ipods with oxygen? Debates over the morals and merits of technology are as old as human civilization. There are questions to ask that move us beyond good and evil.

1. Are we using our tools in ways that weaken the sensory capacities they extend?

Every human invention extends a set of basic bodily capacities in a direction farther than it could otherwise go, and in effect, reduces our need for developing those skills and sensations.

Recall Socrates’ debate, for example, over the act of writing, as an extension of our capacity to remember. When we write something down in order to remember it, aren’t we giving ourselves permission to forget?

2. Who is using whom?

The tools we use organize our patterns of physical and mental movement; shape our thoughts; space and time our tasks, and map our sensory awareness. Using tools grants us a sense of ourselves, and what we can do. It structures our relationships to other people, places, and elements. Whether pencil or plow, book or boat, ipod or iphone, the tools we use use us to make them work. We learn, in using the tool, what turns us on.

The issue these questions share concerns our participation in the rhythms of our bodily becoming. The movements we make are making us. But how? As we invest ourselves in this technology, are we cultivating a range of skills and sensibilities that aligns with our ongoing health and well being?

Answers are trickling in for kids who are plugged in. Regarding the sensory education such technology use provides, evidence is emerging of a correlation (at least) between hours spent consuming media and pounds added consuming calories. However, the causal factor between childhood obesity and screen use, believe it or not, does not seem to be sitting.

While researchers point to food advertisements as encouraging excess intake, the issue may have more to do with how screen use educates our senses. While watching a screen, regardless of whether we are in a chair or on an exercise bike, we train our attention away from what our bodily selves are doing and towards what is coming to us through the monitor. Tuned in we tune out. We reinforce the sense of ourselves as minds over bodies that causes us to override the wisdom of our bodily selves in all realms of our lives--including in our ability to follow the arc of our eating pleasure to a sense of enough.

Moreover, in using these devices we not only train ourselves to think and feel and act as if we were minds in bodies, we train ourselves to desire this sense of ourselves as itself a primary source of pleasure, accomplishment, and even health. Our dopamine level surges when we override our bodily discomfort to check email, harvest soybeans in Farmville, or receive the latest tweet from our favorite star.

As for how our tools are using us, commentators regularly comment on the enhanced multitasking ability of the techno-savy. However, it isn’t the multi in this formula that is new. Humans have been manipulating complex maps of parallel and entinwed processes for millennia in order to survive. What is new is the sensory and kinetic range of the tasks: since media use occupies a smaller swath of bodily selves than the tasks of, for example, making all our own food and clothing, we can indeed train ourselves to tolerate more of them.

So what difference does it make if our kids use these technologies in ways that reinforce their sense of themselves as minds over bodies, and reduce their sensory range?

I offer three points, knowing there are more.

First, Rodolfo Llinas' recent book argues that how bodies move influences how brains develop. One implication, anticipated by Nietzsche in Human All Too Human, is that when we train ourselves to still our bodily selves in order to think and read and write, we cut ourselves off from a primary realm of our creativity—our senses—and the source of materials through which we think at all. It is not an accident that Nietzsche’s Zarathustra is a dancer.

A related vein of inquiry concerns empathy. As the Blakeslees document, people with a greater visceral awareness—that is, a heightened awareness of their own feelings and sensations—demonstrate a greater capacity to empathize with other humans. Such empathic qualities correlate regularly with the ability to create and maintain mutually life-enabling relationships. One implication is that bodily practices that train our attention away from our sensory selves—even in the name of networking—may diminish our capacity to form strong, mutually beneficial relationships with other humans. (In what sense are fellow Facebookers friends?)

A third line of concern is one Richard Louv raises in his book, Last Child in the Woods. Louv diagnoses a nature-deficit disorder among our children, precipitated in part by an increased use in technological devices. As kids train their senses away from the natural world, they don’t learn how to be in the natural world—how to open to receive it. They think that “nature” is what they see in their wildlife videos, and get bored with the real thing.

Louv asks: where is the next generation of environmentalists and natural scientists who will be able to notice and care about the destructive impact humans are having on the very web of life that enables them to be?

Whether we are talking about the relationship to our bodily selves, to other humans, or to the natural world, then, the logic is the same. We may be losing our ability to sense and enact what we need in order to be able to create relationships that will support us in our ongoing sensing and enacting. Nietzsche called such a state decadence.

We do know that the question of how to cultivate relationships with ourselves, each other, and the natural world is a primary challenge we confront in the 21st century. It is also clear that electronic devices are not about to disappear.

The question that arises then is this: what kind of practices can or must we engage alongside our electronic device use, so that we can be sure to develop the sensory awareness we need to engage and use this technology in ways that enhance our ability to thrive?

Next week: what kind of movement matters?

Looking Into the Future

I am looking into Leif’s newly eye-locking five-week-old eyes these days, and wondering. What does he see? Does he see me? Or just beady black circles ringed with blue, white, peach, and brown?

Does he see a Face that goes with the Taste and the Voice? Or just shadowy, shifting shapes? Is he looking at my eyes because it is there that he sees me looking at him? I have no idea. All I know is that he likes this play of images on his visual field. He smiles.

So why do I look into his eyes? I am looking for the future—for his future. What will he look like? Who will he be?

In some moments, he resembles each of my other four children so much that I blurt out the wrong name, and run to the family albums, desperate to find something to distinguish him from the others besides blankets, backgrounds, and the length of my bangs. I want to see him.

I look at the other children again, trying to see who they were, what they looked like in their past. Somehow the process doesn’t work in reverse. I can’t see who they were, only who they are—as if they have always been. I can recall photographs, but only rarely can I remember moments of sheer presence that imprinted themselves on me. So where was I in my children’s past? What was I seeing? And where will I be in their future?
*
On July 10 and 11 Geoff and I participate in an annual Vermont happening: a three-day conference for renewable energy, sustainable living, and great music called SolarFest. We go as a family to join those who gather outside, in large tents and barns, to share new developments in earth-friendly living. We are looking to learn about new technologies for building, motoring, and powering that promise greater responsiveness to the life-enabling rhythms of the natural world. It is Leif’s first big outing in the world and he spends most of it curled like a bean inside a slinky black sling that hangs from Geoff’s shoulders.

We are looking for the future in the present. Leif is the future in the present. He will see it, make it, live in it. What will it be?

Through much of modern western history, humans have pursued technological invention for the purpose of protecting ourselves from the vicissitudes of nature. Our ideal has been to erect hermetically sealed buildings, impervious to earthquake or hurricane, lit day and night with incandescent rays, whose filtered air circulates at the same temperature year round. We have idealized a freedom from the rhythms of the natural world, going so far as to separate ourselves from the nature in our needs and desires. We have convinced ourselves that we have a right not to want—a right to have everything we want, easily and effortlessly. Now.

Change is coming, for we realize that our labor-saving, time-saving, life-protecting technologies are killing us. We have forgotten that we are earth too. We have forgotten what a body knows. Immured from the rhythms of the natural world, we are more likely to manufacture toxic thoughts, feelings, and actions. Our bodily selves are increasingly weak, sick, static, and depressed. Our relationships wither. The world warms.

Even so, the solution is not to reject technology, but rather to align our uses of it with the life-enabling rhythms of the earth in us and around us. And an important step in doing so is to cultivate a sense of what those rhythms are—a sensory awareness of our bodily selves that will enable us to find the wisdom in our desires.

Or so I try to convey in the workshop I teach on Friday to those who assemble in the large white tent pitched among tall growing grasses beyond a stonewall with forest and fields in view.

Later in the afternoon Geoff appears on stage, making music with piano and plectrum sounds. Shiny flat solar panels arrayed alongside the stage transform sunrays into electrical currents that push waves of sound through amplifiers and speakers into the open air. Energy to art.

Halfway through his set he calls me up on stage. While he plays, I read a few pages from What a Body Knows where I describe how an impulse to dance arises in me after months of careful, sustained attention to the sights, sounds, and rhythms of our land. It was a mystical moment—as I danced, the land came alive in me as what was enabling me to move at all. I close with a song I wrote, Dance Your Life.

Leif sleeps through it all, doing his part to conserve energy and enable art. There will be much work for him to do soon enough.
*
His gaze focuses on mine. I ask him again. What will your future be? How do I let the life-enabling future in you live?

He is wearing one of his eco-onesies. Whether due to his name or our farm life or the changing times, many of the gifts people have given us feature eco-themes—think green, free range, save the planet, hug a tree. Or the onesies are made of organic fibers, natural dyes, packed in recycled and reused containers. They come in earth tones, decorated with plant and animal themes. Leif is a nursing, napping beacon of change, blazoned with emblems of life.

Our eyes lock. Something happens. A current passes between, igniting a burst in my heart. Does he feel the same thing? I smile. He smiles. I smile again. The energy within me rises and crests, inspired to care, ready and willing to act, wanting the best that can be. For him.

I want to let Leif live. I want to let nature live in him and around him, enabling him. For he is enabling me to be someone who cares about the future with an intensity that funds radical action. For his sake, for my sake, I want to learn new ways to move that remain faithful to the earth within and without. I want to bring my senses to life, through music and art, and so bring sense to life, appreciating the wisdom of my body and his, of the ecosystem we are, as our guide.

Dance Your Life, Leif!