Category: middle schoolers

After a Zoom conversation that mentioned birding, my Facebook feed was filled with birding suggestions. Several people insisted that I was experiencing confirmation bias, the tendency we all have to interpret situations in a way that confirms our own beliefs, experiences, and ideas. In other words, I was just noticing ads that had been there all the time.

One area in which we all suffer confirmation bias is the area of stress and grief. A recently-bereaved person feels other, smaller shocks acutely. A depressed person is hypersensitive to the ‘heartache, and the thousand natural shocks/That flesh is heir to.’

Right now, western culture is in a state of heightened stress and grief. Much has been lost, even by those who have not directly experienced illness or death in the current pandemic. Our jobs, our activities, and our economic and social freedom are curtailed. We’re all keenly feeling the ‘slings and arrow of outrageous fortune.’ Is this just confirmation bias, or are there in fact a lot of things going wrong right now?

As a natural introvert, I’m not finding the isolation difficult. Instead, I’m cycling through my own problem: the as-yet-undiagnosed gastric ailment I brought home from Argentina. It incapacitates me for periods of about 48 hours and then disappears for several days. When I’m in its grip, I’m reminded of the black dog that lurks just outside my tent. My father and his mother both died of depression, and my mother attempted suicide at the end of her life. I escape depression, in part, by keeping myself frenetically busy.

That’s learned behavior. Hard work was how my parents kept depression at bay until they were too old to outrun it. However, we all get tired eventually, and I’ll be no exception. Addressing this question has been on my to-do list for a number of years, but it’s only when illness knocks me down that I remember it. The problem is, of course, that there’s no easy answer. Nor does faith provide insulation against pain and decline. As Hebrews 9:27 cheerfully notes, we’re all appointed once to die.

Meanwhile and more immediately, there’s the question of how to revitalize my current business practice. Yesterday I taught my first Zoom class. My usual practice is to move from student to student, contemplate each painting, talk with the artist about what he’s doing, and then make suggestions. This is difficult on video, because people can either look at their phones or have them pointed at their canvases, but not both.

On the other hand, in the classroom, the dialogue is mainly between me and each individual student. Because my Zoom students had to turn their work to the screen to show it to me, it made class more of a streaming critique session. That was surprisingly more helpful than a ten-minute critique at the end of each class. It gives me something to build on for next week.

I made a guest appearance in Chrissy Pahucki’s virtual middle school art class at Goshen Central School in New York. Initially, I had trouble finding my way around Google Meet, but kids are not only naturally adept at technology, they’re courteous in guiding adults.

Chrissy expected they would ask questions for twenty minutes. It went on for twice that long, and I’m not sure they were finished when we finally pulled the plug. Pre-teens and teenagers are among my favorite people on the planet: they’re cheerful, innocent, inquisitive—the perfect antidote to creeping nihilism.