Super Brain (2 page)

Leader: The orders you give are not just command prompts on a computer like “delete” or “scroll to end of page.” Those are mechanical commands built into a machine. Your orders are received by a living organism that changes every time you send an instruction. If you think
I want the same bacon and eggs I had yesterday
, your brain doesn’t change at all. If instead you think
What will I eat for breakfast today? I want something new
, suddenly you are tapping into a reservoir of creativity. Creativity is a living, breathing, ever new inspiration that no computer can match. Why not take full advantage of it? For the brain has the miraculous ability to give more, the more you ask of it.

Let’s translate this idea into how you relate to your brain now and how you could be relating. Look at the lists below. Which do you identify with?

BASELINE BRAIN

I don’t ask myself to behave very differently today than I did yesterday.

I am a creature of habit.

I don’t stimulate my mind with new things very often.

I like familiarity. It’s the most comfortable way to live.

If I’m being honest, there’s boring repetition at home, work, and in my relationships.

SUPER BRAIN

I look upon every day as a new world.

I pay attention not to fall into bad habits, and if one sets in, I can break it fairly easily.

I like to improvise.

I abhor boredom, which to me means repetition.

I gravitate to new things in many areas of my life.

Inventor: Your brain is constantly evolving. This happens individually, which is unique to the brain (and one of its deepest mysteries). The heart and liver that you were born with will be essentially the same organs when you die. Not the brain. It is capable of evolving and improving throughout your lifetime. Invent new things for it to do, and you become the source of new skills. A striking theory goes under the slogan “ten thousand hours,” the notion being that you can acquire any expert skill if you apply yourself for that length of time, even skills like painting and music that were once assigned only to the talented. If you’ve ever seen Cirque du Soleil, you might have assumed that those astonishing acrobats came from circus families or foreign troupes. In fact, every act in Cirque du Soleil, with few exceptions, is taught to ordinary people who come to a special school in Montreal. At one level, your life is a series of skills, beginning with walking, talking, and reading. The mistake we make is to limit these skills. Yet the same sense of balance that allowed you to toddle, walk, run, and ride a bicycle, given ten thousand hours (or less), can allow you to cross a tightrope strung between two skyscrapers.
You are asking very little of your brain when you stop asking it to perfect new skills every day.

Which one do you identify with?

BASELINE BRAIN

I can’t really say that I am growing as much as when I was younger.

If I learn a new skill, I take it only so far.

I am resistant to change and sometimes feel threatened by it.

I don’t reach beyond what I am already good at.

I spend a good deal of time on passive things like watching television.

SUPER BRAIN

I will keep evolving my whole lifetime.

If I learn a new skill, I take it as far as I can.

I adapt quickly to change.

If I’m not good at something when I first try it, that’s okay.

I like the challenge.

I thrive on activity, with only a modicum of down time.

Teacher: Knowledge is not rooted in facts; it is rooted in curiosity. One inspired teacher can alter a student for life by instilling curiosity. You are in the same position toward your brain, but with one big difference: you are both student and teacher. Instilling curiosity is your responsibility, and when it comes, you are also the one who will feel inspired. No brain was ever inspired, but when you are, you trigger a cascade of reactions that light up the brain, while the incurious brain is basically asleep. (It may also be crumbling; there is evidence that we may prevent symptoms of senility and brain aging by remaining socially engaged and intellectually curious during our
entire lifetime.) Like a good teacher, you must monitor errors, encourage strengths, notice when the pupil is ready for new challenges, and so on. Like a bright pupil, you must remain open to the things you don’t know, being receptive rather than close-minded.

Which one do you identify with?

BASELINE BRAIN

I’m pretty settled in how I approach my life.

I am wedded to my beliefs and opinions.

I leave it to others to be the experts.

I rarely watch educational television or attend public lectures.

It’s been a while since I felt really inspired.

SUPER BRAIN

I like reinventing myself.

I’ve recently changed a long-held belief or opinion.

There’s at least one thing I am an expert on.

I gravitate toward educational outlets on television or in local colleges.

I’m inspired by my life on a day-to-day basis.

User: There’s no owner’s manual for the brain, but it needs nourishment, repair, and proper management all the same. Certain nutrients are physical; today a fad for brain foods sends people running for certain vitamins and enzymes. But the proper nourishment for the brain is mental as well as physical. Alcohol and tobacco are toxic, and to expose your brain to them is to misuse it. Anger and fear, stress and depression also are a kind of misuse. As we write, a new study has shown that routine daily stress shuts down the prefrontal cortex, the part of the brain responsible for decision making, correcting errors, and assessing situations. That’s why people go crazy in traffic snarls. It’s a routine stress, yet the rage, frustration, and
helplessness that some drivers feel indicates that the prefrontal cortex has stopped overriding the primal impulses it is responsible for controlling. Time and again we find ourselves coming back to the same theme: Use your brain, don’t let your brain use you. Road rage is an example of your brain using you, but so are toxic memories, the wounds of old traumas, bad habits you can’t break, and most tragically, out-of-control addictions. This is a vastly important area to be aware of.

Which one do you identify with?

BASELINE BRAIN

I have felt out of control recently in at least one area of my life.

My stress level is too high, but I put up with it.

I worry about depression or am depressed.

My life can go in a direction I don’t want it to.

My thoughts can be obsessive, scary, or anxious.

SUPER BRAIN

I feel comfortably in control.

I actively avoid stressful situations by walking away and letting go.

My mood is consistently good.

Despite unexpected events, my life is headed in the direction I want it to go.

I like the way my mind thinks.

Even though your brain doesn’t come with an owner’s manual, you can use it to follow a path of growth, achievement, personal satisfaction, and new skills. Without realizing it, you are capable of making a quantum leap in how you use your brain. Our final destination is the enlightened brain, which goes beyond the four roles you play. It is a rare kind of relationship, in which you serve as
the observer, the silent witness to everything the brain does. Here lies transcendence. When you are able to be the silent witness, the brain’s activity doesn’t enmesh you. Abiding in complete peace and silent awareness, you find the truth about the eternal questions concerning God, the soul, and life after death. The reason we believe that this aspect of life is real is that when the mind wants to transcend, the brain is ready to follow.

A New Relationship

When Albert Einstein died in 1955 at the age of seventy-six, there was tremendous curiosity about the most famous brain of the twentieth century. Assuming that something physical must have created such genius, an autopsy was performed on Einstein’s brain. Defying expectations that big thoughts required a big brain, Einstein’s brain actually weighed 10 percent less than the average brain. That era was just on the verge of exploring genes, and advanced theories about how new synaptic connections are formed lay decades in the future. Both represent dramatic advances in knowledge. You can’t see genes at work, but you can observe neurons growing new axons and dendrites, the threadlike extensions that allow one brain cell to connect with another. It’s now known that the brain can form new axons and dendrites up to the last years of life, which gives us tremendous hope for preventing senility, for example, and preserving our mental capacity indefinitely. (So astounding is the brain’s ability to make new connections that a fetus on the verge of being born is forming 250,000 new brain cells per minute, leading to millions of new synaptic connections per minute.)

Yet in so saying, we are as naïve as newspaper reporters waiting eagerly to tell the world that Einstein possessed a freakish brain—we still emphasize the physical. Not enough weight is given to how a person relates to the brain. We feel that without a new relationship, the brain cannot be asked to do new, unexpected things. Consider discouraged children in school. Such students existed in every classroom
that all of us attended, usually sitting in the back row. Their behavior follows a sad pattern.

First the child attempts to keep up with other children. When these efforts fail, for whatever reason, discouragement sets in. The child stops trying as hard as the children who meet with success and encouragement. The next phase is acting out, making disruptive noises or pranks to attract attention. Every child needs attention, even if it is negative. The disruptions can be aggressive, but eventually the child realizes that nothing good is happening. Acting out leads to disapproval and punishment. So he enters the final phase, which is sullen silence. He makes no more effort to keep up in class. Other children mark him as slow or stupid, an outsider. School has turned into a stifling prison rather than an enriching place.

It’s not hard to see how this cycle of behavior affects the brain. We now know that babies are born with 90 percent of their brains formed and millions of connections that are surplus. So the first years of life are spent winnowing out the unused connections and growing the ones that will lead to new skills. A discouraged child, we can surmise, aborts this process. Useful skills are not developed, and the parts of the brain that fall into disuse atrophy. Discouragement is holistic, encompassing brain, psyche, emotions, behavior, and opportunities later in life.

For any brain to operate well, it needs stimulation. But clearly stimulation is secondary to how the child feels, which is mental and psychological. A discouraged child relates to his brain differently than an encouraged child, and their brains must respond differently, too.

Super brain rests on the credo of connecting the mind and brain in a new way. It’s not the physical side that makes the crucial difference. It’s a person’s resolve, intention, patience, hope, and diligence. These are all a matter of how the mind relates to the brain, for better or worse. We can summarize the relationship in ten principles.

A SUPER BRAIN CREDO
HOW THE MIND RELATES TO THE BRAIN

1. The process always involves feedback loops.

2. These feedback loops are intelligent and adaptable.

3. The dynamics of the brain go in and out of balance but always favor overall balance, known as homeostasis.

4. We use our brains to evolve and develop, guided by our intentions.

5. Self-reflection pushes us forward into unknown territory.

6. Many diverse areas of the brain are coordinated simultaneously.

7. We have the capacity to monitor many levels of awareness, even though our focus is generally confined to one level (i.e., waking, sleeping, or dreaming).

8. All qualities of the known world, such as sight, sound, texture, and taste, are created mysteriously by the interaction of mind and brain.

9. Mind, not the brain, is the origin of consciousness.

10. Only consciousness can understand consciousness. No mechanical explanation, working from facts about the brain, suffices.

These are big ideas. We have a lot of explaining to do, but we wanted you to see the big ideas up front. If you lifted just two words from the first sentence—
feedback loops
—you could mesmerize a medical school class for a year. The body is an immense feedback loop made up of trillions of tiny loops. Every cell talks to every other and listens to the answer it receives. That’s the simple essence of feedback, a term taken from electronics. The thermostat in your living room senses the temperature and turns the furnace on if the room gets too cold. As the temperature rises, the thermostat takes in that information and responds by turning the furnace off.