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ಮೌನದ ಮಾತು

ಮೌನದೊಂದಿಗೆ
ಜಿದ್ದಾ-ಜಿದ್ದಿ ಮಾತಿಗೆ ಬಿದ್ದ
ಬುದ್ದು ನಾನು !
ಮೌನಕೊಂದು ಮಾತಿನ ರೂಪ
ಕೊಡಲು ಹೊರಟ
ಹುಚ್ಚು ಮೂಗ ನಾನು.

ಮೌನ ಕಣಿವೆಯಲಿ
ಬಿದ್ದು ಹೊರಳಾಡುತ್ತಿದರೂ,
ಆ ಕಂದಕದಿಂದ
ಮಾರ್ದನಿ ಹೊರಡಿಸುವ ಹುಮ್ಮಸ್ಸು.
ಇದಕ್ಕೆ ಅಲ್ಲವೆ ಅನ್ನುವುದು ತಮಸ್ಸು.

ಹೊರಗೆ ಕುಡಿಕೆ
ಮುಚ್ಚಿದಂತೆ ಕಂಡರೂ,
ಅದರೊಳಗೆ ಏನಿರುವುದೋ ಯಾರಿಗೆ ಗೊತ್ತು ?
ಹೊರಗೆ ಮೌನಿ ಎಂದೆನಿಸಿದರು
ಓಳಗೆ ಅದುಮಿಟ್ಟುಕೊಂಡು
ಹುದುಗಿರಬಹುದಾದ ಮಾತುಗಳ ಸಾಧ್ಯತೆ ಇತ್ತು !

ಸಾಧ್ಯ-ಅಸಾಧ್ಯತೆಗಳ
ತುಲಾಭಾರದಲ್ಲೆ ಮುಳುಗಿದ್ದ ಮನಸ್ಸು
ತಕ್ಕಡಿಯಲ್ಲಿ ತೂಗುಗಲ್ಲುಗಳಿರದಿದ್ದರೂ
ಭಾರವಾಗಿತ್ತು.
ಬೀಸೊ ಗಾಳಿಯೊಂದಿಗೆ ಹೋರಾಡುತ್ತಾ,
ಅತ್ತಿಂದಿತ್ತಾ-ಇತ್ತಿಂದತ್ತಾ
ಹೊಯ್ದಾಡುತ್ತಿದ್ದ ತಟ್ಟೆಗಳ ಮಧ್ಯ
ಸಮತೋಲನಕ್ಕಾಗಿ ತಕ್ಕಡಿ
ಹಾತೋರೆಯುತ್ತಿತ್ತು.

ಮೌನವನ್ನು ಮಾತಾಡಿಸುವ
ಆಲೋಚನೆಯ ಸುಳಿಯಲ್ಲಿ ಸಿಕ್ಕು
ಕೊಚ್ಚಿ ಹೋದ ನನ್ನನ್ನು,
ತುಮುಲ-ತೇವಲುಗಳ ಮಧ್ಯ
ವ್ಯತ್ಯಾಸ ಗೊತ್ತಿರದ ಮುಗ್ದ ತಿಮ್ಮ ಎಬ್ಬಿಸಿ;
ಹಿತ-ಮಿತವಾದ ಮಾತು-ಮೌನಗಳ ನಡುವೆ
ವ್ಯತ್ಯಾಸವೆನಿಲ್ಲ.
‘ಮಾತುಗಳ ಮಧ್ಯ ಮೌನ ಇರ್ತದೆ,
ಹಾಗೆ ಮೌನಿಯೊಳಗು ಮಾತುಗಳಿರ್ತವೆ.
ಆದರೆ ಅವುಗಳ ಪರಿಮಾಣ ಏರು-ಪೇರಿರಬಹುದು’
ಎಂದವನೆ ಎಂದಿನಂತೆ ನಿರುಮ್ಮಳ ನಗೆ ಬೀರಿ ಕಾಲ್ಕಿತ್ತ.
ತಿಮ್ಮನ ಯೋಚನಾ ಲಹರಿಯಲ್ಲೆ ಮುಳುಗಿತ್ತು
ನನ್ನ ಚಂಚಲ ಚಿತ್ತ !!

 

Summary of the Poem:
================

1st Stanza: 
————-

I am a fool – who is fighting with ‘silence’ to make it speak few words
I am dumb – who is trying hard to give an explanation about ‘Silence’.

2nd Stanza:
————-

Even though I am crawling in a ‘Silence/Silent’ valley, but trying hard to create that resounding effect[echo] of words from the same Valley. And thats what we call craziness/madness.

3rd Stanza:
————–

As we don’t know what would be inside the closed pot;Likewise even if person looks quiet in outward appearance but there might be a possibility that he might have a reserve of unspoken words inside.

4th Stanza:
————-

My soul was lost in weighing whirlpool of possibilities. Weighing machine was showing as its being fully loaded even though there was nothing on its plates. Weighing machine plates were swaying in the air because of cool breeze and in midst of all this, it was struggling to maintain its composure/balance.

5th Stanza:
————-

I was swept away in this thought process of trying to get ‘Silece’ talking and I was woken up by innocent ‘TIMMA’ and he started his sermon ‘There is no much of a difference between silence and speech.There must always be a silence in between words while talking. Likewise there would be reserve of words inside Mouni[Quiet-person],just that there will be a slight mismatch in their quantity.’
TIMMA left the place as soon as he finished his sermoning and as always with his typical innocent smile. But my fickle mind was caught up in his line of thinking.

 

 
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Posted by on February 24, 2014 in ಕನ್ನಡ

 

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ಮೌನ ಮೆರವಣಿಗೆ

ಗೆಳತಿ,
ನಿನ್ನ ನೋಡಿದೊಡನೆ
ನನ್ನೊಳಗೆ ಮೌನದ ಮೆರವಣಿಗೆ,
ಆ ನಿಶ್ಯಬ್ದ ತಾಳಲಾರದೆ
ಚಡಪಡಿಸಿದ ಬಡ ಹೃದಯ
ಸುರುವಿಟ್ಟುಕೊಂಡಿತು ಈ ಬರವಣಿಗೆ !!

 
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Posted by on June 4, 2013 in ಕನ್ನಡ

 

‎”ಉಪ್ಪು ತಿಂದವನು ನೀರು ಕುಡಿಯಲೇ ಬೇಕು”

ಈ ಪ್ರೀತಿ ಪ್ರೇಮದ ಮಧ್ಯ
ಹೊದ್ದ ಹಾಸಿಗೆ ಒದ್ದೆ,
ಹರಿದ ಕಣ್ಣೀರ ಕೋಡಿಗೆ.
ಕಣ್ಣೀರ ಹನಿಯು
ಕೆನ್ನೆ ಸವರಿ ತುಟಿಗಿಳಿದಾಗ
ನಾನದನ ನೆಕ್ಕಿದೆ.
ಅದರ ರುಚಿ ಬರೀ
ಉಪ್ಪು-ಉಪ್ಪು ,
ಆಗ ತಟ್ಟನೆ ಅರಿವಾಯ್ತು
“ಉಪ್ಪು ತಿಂದವನು ನೀರು ಕುಡಿಯಲೇ ಬೇಕು” !

 
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Posted by on November 6, 2012 in ಕನ್ನಡ

 

ಪ್ರೀತಿ ನಶೆ !

ಪ್ರಿಯೆ,
ಅಂದು, ಮುದ ನೀಡುವ
ಮಾತೊಂದ ನೀನಾಡಿದಾಗ
ಮದವೆರಿತು ನನಗೆ
ನಿನ್ನ ಪ್ರೀತಿ ನಶೆಯಲಿ !
ಬರಿ ತಬ್ಬಲು ಬಂದ ನನ್ನ
ಬಿಗಿದಪ್ಪಿ ಮುತ್ತಿನ ಮಳೆಗರಿದಿದ್ದೆ.
ಇಂದು ಮುತ್ತನಿಡಲು
ನಾನೆ ಬಂದರೆ
ಹೀಗೇಕೆ ರೇಗುತಿರುವೆ
ಎರಗಿ ಎರಗಿ ಮೈಮೇಲೆ?
ನನಗೆ ಗೊತ್ತು
ಇಂದಿನ ನಿನ್ನ ಕೋಪ
ನಾನು ಕುಡಿದ ನಶೆಗಾಗಿ !
ಹಾಗೇ ನಾನ್ಯಾರ ಮೇಲೆ ಕುಪಿತನಾಗಲಿ?
ಅಂದು ನೀ ನೀಡಿದ ನಶೆಗೆ !
ನಿನಗೇನು ಗೊತ್ತು
ಇ ನಶ್ಯೆಗಿಂತ
ಆ ನಶೆ
ಎಷ್ಟು ಅಪಾಯಕಾರಿ ?

 
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Posted by on October 27, 2012 in ಕನ್ನಡ

 

ಸತ್ಯ -ಮಿಥ್ಯ

ಸತ್ಯ
=====
ಚೆಲುವೆ,
ನವಿರಾದ ನಿನ್ನ ನಗ್ನತೆಯಲ್ಲಿ
ನನಗೆ ಕಾಣುವುದಿಲ್ಲ ನಿನ್ನ ಚೆಲುವು.
ಅಲ್ಲಿ ನಾ ನೋಡುವುದು,
ಯಾವುದೇ ಬಿಂಕು-ಬಿನ್ನಾಣಗಳಿಲ್ಲದ ನಿತ್ಯ-ಸತ್ಯವನು !
ಅದರೂ ಸತ್ಯಕ್ಕು
ತನ್ನದೇ ಅದ ಸೌಂದರ್ಯವಿದೆ.
ಅದನ್ನು ಕೆಲವರು ಮಾತ್ರ ಬಲ್ಲರು.
ಮಿಥ್ಯ
=====
ಚೆಲುವೆ,
ನಿನ್ನ ಉಡುಗೆ-ತೊಡುಗೆಯ ನೋಡಿ
ಕೆಲವರೆಂದರು, ಏನು ಸೌಂದರ್ಯ ನಿನ್ನದು !
ನಾನು ನಸುನಕ್ಕು ನುಡಿದೆನು,
ಅದೆಲ್ಲವೂ ಮಿಥ್ಯ !
ಆದರೆ ಒಂದಂತೂ ಸತ್ಯ,
ಮಿಥ್ಯಕ್ಕೆ ತಲೆದೂಗುವರು ಎಲ್ಲರು !
 
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Posted by on October 25, 2012 in ಕನ್ನಡ

 

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ಹೂವು !

ನನ್ನ ಕಣ್ಗಳ ಅಂಗಳದಲ್ಲಿ
ಅರಳಿದ ಹೂವು ನೀನು
ಅದು ಸುಮ್ಮನೆ ಬಾಡುವುದನ್ನ
ನಾನ್ಹೇಗೆ ಸಹಿಸಲಿ !!

ಅಳಿದು ಹೋಗಲಿ ಹೂವು
ದುಂಬಿಗೆ ಆಹಾರವಾಗಿ
ಅದರಲ್ಲಿ ಒಂದು ಧನ್ಯತೆ ಇದೆ !
ಬಂದು ಹೋಗುವುದರಲ್ಲಿ
ಅರ್ಥವಿದೆ !

ಸೂಜಿ ಮೊನೆಯಲ್ಲಿ ನರಳಿ
ಸೇರಿ ಹೋಗಲಿ ಹೂವು
ಮಾಲೆಯಲಿ.
ಸಮಾಜದ ದೇವರಿಗೆ
ಅರ್ಪಿತವಾದ ಸಾರ್ಥಕ್ಯವಿದೆ !
ಹಾಗೆ ಬಂದು ಹೋಗುವುದರಲ್ಲಿ
ತಥ್ಯವಿದೆ !

ಇಲ್ಲಿಯೇ ಇದ್ದು
ಯಾರಿಗೂ ಸಲ್ಲದವನಾಗಬೇಡ,
ಎಲ್ಲಿಯೋ ಇದ್ದು
ಎಲ್ಲರಿಗೂ ಬೇಕಾಗು!
ಎಲ್ಲರಿಗಲ್ಲದಿದ್ದರೂ
ಕೆಲವರಿಗೆ ಬೆಳಕಾಗು
ಹೀಗೆ ಬಂದು ಹೋಗುವುದರಲ್ಲಿಯೂ
ತೃಪ್ತಿ ಇದೆ !

 
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Posted by on February 25, 2012 in ಕನ್ನಡ

 

ಯೋಚನೆ !

ಏನಾಗಿದೆ ನನಗಿಂದು?
ಅರ್ಥವಾಗದಾಗಿದೆ
ಇಂದು-ಮುಂದು!!
ಬರೀ ಯೋಚನೆಗಳಲೇ
ಮುಳುಗಿದೆ ಮನಸು,
ಹಾಗಾಗಿ ನಿಂತಲ್ಲೇ ನಿಂತಿವೆ
ನಾ ಕಂಡ ಕನಸು.

ಏನೇ ಮಾಡಿದರೂ
ಹೊರಬರದಾಗಿದೆ
ಈ ಹೊಲಸು ಮನಸು
ಯೋಚನೆಗಳಿಂದ,
ಅದಕ್ಕೆಂದೇ ನಾನು
ಪರಿಪರಿಯಾಗಿ
ಪರಿತಪಿಸುತಿಹೆನು ಇಂದು!!

ಇದಕೆ ಪರಿಹಾರವೆನೆಂದು
ಯೋಚಿಸ ಹೋದರೆ ?
ಆಗ ಮನವೆಂದಿತು,
ಹೀಗೆ ಯೋಚಿಸುವುದೂ
ಒಂದು ಯೋಚನೆಯಲ್ಲವೇ ??
ಅದನ್ನೇ ನಿಲ್ಲಿಸಿದರೆ
ಕಡಿಮೆಯಾಗುವುದಿಲ್ಲವೇ
ಒಂದು ಯೋಚನೆ !?

ಮನಸ್ಸಿನ ಹಾಗೆ
ನಾನೂ ಯೋಚಿಸಿದ್ದರೆ
ಕಡಿಮೆಯಾಗುತ್ತಿತ್ತೇನೋ
ಒಂದು ಯೋಚನೆ,
ಆದರೆ ಆಗ ಈ ಕವಿತೆ ಬರೆಯುವ
ಯೋಚನೆಯೇ ಬರುತ್ತಿರಲಿಲ್ಲವಲ್ಲ
ಎಂದೆ ನಾನಾಗ.
ಹಾ ಹಾ !! ಎಂಥಾ ಯೋಚನೆ
ಎಂದು ವಟಗುಟ್ಟಿತು
ಅದೇ ಮನಸ್ಸು ಲೊಚ ಲೊಚನೆ !

 
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Posted by on February 25, 2012 in ಕನ್ನಡ

 

ಕಂಪನ !!

ಮನದ ಮೌನ
ಮೀಟಿದಾಗ
ಭಾರವಾಯ್ತು ಮೈಮನ !
ನಿನ್ನ ನೆನಪೇ
ಕಾಡಿದಾಗ
ತಡೆಯಲಾರೆ ಅಶ್ರುತರ್ಪಣ !!

ನಿನ್ನ ನೆನಪೇ
ನೆಪವಾಗಿ
ನೂಕುತಿರುವೆ ಜೀವನ !
ಏನೇ ಬರಲಿ
ಹೀಗೇ ಬಳಲಿ
ಗೆದ್ದು ಬರುವೆನು ಒಂದಿನ,
ಅದು ನನ್ನಲ್ಲಿಯ ನಿನ್ನ ಜಾಗವ
ನಾನೇ ಆವರಿಸಿದ ಆ ಕ್ಷಣ !!

ಬಾಳು ಒಂದು
ಬರೆದು ಮುಗಿಸಲಾಗದ ಕವನ!
ನನ್ನರೆಗಳಿಗೆಯ
ಮನದ ಕಂಪನಕೆ
ಛಿದ್ರವಾದ ಪದಗಳೇ ಈ ನನ್ನ ಕವನ!!
ಹೀಗೇ ಇನ್ನೂ ಎಷ್ಟು ಬರೆಯಬೇಕ?
ಪೂರ್ತಿ ಹಿಡಿದಿಡಲು ಬದುಕ !.
ಈ ಬಿಡಿ ಪದಗಳನ್ನೆ
ಹೊಂದಿಸಿ ಕಟ್ಟಿಕೊಂಡರೆ ಬಾಳುವೆ,
ಆಗ ನಿನ್ನನೆ ನೀನು ಆಳುವೆ !!

 
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Posted by on February 25, 2012 in ಕನ್ನಡ

 

The Role of Mistakes in the Classroom !!

BY ALINA TUGEND
9/6/11

Alina Tugend

Journalist Alina Tugend (@atugend on Twitter) is the author of Better By Mistake: The Unexpected Benefits of Being Wrong, and writes the ShortCuts column for the New York Times business section. You can learn more about her on her site or her Facebook page.


As the school doors swing open to welcome the start of another year, both teachers and students will have goals: to inspire a class, to learn new things, to get good grades.

What probably won’t be on that list is to make a mistake — in fact many. But it should be.

Why? Because we’re raising a generation of children — primarily in affluent, high-achieving districts — who are terrified of blundering. Of failing. Of even sitting with the discomfort of not knowing something for a few minutes.

If students are afraid of mistakes, then they’re afraid of trying something new, of being creative, of thinking in a different way. They’re scared to raise their hands when they don’t know the answer and their response to a difficult problem is to ask the teacher rather than try different solutions that might, gasp, be wrong.

They’re as one teacher told me, “victims of excellence.”

Why is this? Because success in school is too often defined as high marks on tests. And if results are all that matter in education, then mistakes play no positive role. They are only helpful if we believe that the process of learning — which inevitably must include the process of erring — is just as, or more, important than getting to the correct answer.

I realize that parents play a crucial role in how their children view mistakes — and I’ve written about that — but here, I’m focusing on educators.

While writing my book Better by Mistake: The Unexpected Benefits of Being Wrong, I came across some fascinating research about how children learn and what message they take away about mistakes.

Carol Dweck, a professor of psychology at Stanford University, has conducted groundbreaking research in this area. One of her experiments asked 400 5th graders in New York City schools to take an easy short test, on which almost all performed well. Half the children were praised for “being really smart.”  The other half was complimented “having worked really hard.”

Then they were asked to take a second test and given the options of either choosing one that was pretty simple and they would do well on, or one that was more challenging, but they might make mistakes.

Of those students praised for effort, 90 percent chose the harder test. Of those praised for being smart, the majority chose the easy test. Dweck has conducted such experiments and studies in a variety of school districts — low-income, high-income, homogenous and mixed- culture and races.

A cornerstone of Dweck’s research is the concepts of fixed mindsets and growth mindsets. Those with fixed mindsets, as Professor Dweck says, believe people are good at something — either good at math or music or baseball — or they’re not. For those with a fixed mindset, mistakes serve no purpose but to highlight failure.

Those with what Professor Dweck calls growth mindsets — who believe that some people are better or worse in certain areas but we can all improve and develop our skills and abilities — are much more likely to be able to accept mistakes because they know they’re part of learning.

And studies in a secondary school have shown that when students are taught about growth mindsets and that the brain is malleable, their motivation to learn dramatically increases. Take a look at the web site www.brainology.us if you want to learn more.

This doesn’t mean, of course, that we can all be world-class chess players or pro athletes, but rather that we all have a much greater ability to develop our potential than we think we do. It takes hard work, however, and we can’t do it without taking chances and making mistakes.

Embracing such an ideology also means, to circle back, that the emphasis in schools must be on the process of learning, not solely the results. I know this is difficult in our country now, particularly when so much stress is put on standardized tests — which are all about results and not exploring different ideas — as a way to measure the success of both teachers and children.

But it can be done. We can learn from other cultures — for example, in Japan, children are allowed, and expected, to work out a problem in front of the class for 10 minutes or more. Even if the student is wrong, there is no shame. Mistakes are an indication, not of failure, in these classrooms, but of what still needs to be learned.

I also know a group of fourth-grade and fifth-grade teachers in New York who, inspired by the idea that children need to learn to make and live with mistakes, are developing their own lesson plan to build resilient learners. The idea is to help students examine the ideas of effort and persistence, learn to take risks and accept imperfection and be willing to sit with the uncertainty of not knowing.

It’s a big task. But over time, I think we can teach students how to shift the prism at least slightly, so they look at mistakes not as something to be dreaded and avoided, but as an inevitable — and often very helpful — part of learning.

© 2011 Alina Tugend

 
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Posted by on January 5, 2012 in My-wardrobe

 

10 Myths About Introverts !!

In late-2008, I was lucky enough to discover a book called, The Introvert Advantage (How To Thrive in an Extrovert World), by Marti Laney, Psy.D. It felt like someone had written an encyclopedia entry on a rare race of people to which I belong. Not only had it explained many of my eccentricities, it helped me to redefine my entire life in a new and productive context.

Sure, anyone who knows me would say, “Duh! Why did it take you so long to realize you’re an Introvert?” It’s not that simple. The problem is that labeling someone as an Introvert is a very shallow assessment, full of common misconceptions. It’s more complex than that.

A section of Laney’s book maps out the human brain and explains how neuro-transmitters follow different dominant paths in the nervous systems of Introverts and Extroverts. If the science behind the book is correct, it turns out that Introverts are people who are over-sensitive to Dopamine, so too much external stimulation overdoses and exhausts them. Conversely, Extroverts can’t get enough Dopamine, and they require Adrenaline for their brains to create it. Extroverts also have a shorter pathway and less blood-flow to the brain. The messages of an Extrovert’s nervous system mostly bypass the Broca’s area in the frontal lobe, which is where a large portion of contemplation takes place.

Unfortunately, according to the book, only about 25% of people are Introverts. There are even fewer that are as extreme as I am. This leads to a lot of misunderstandings, since society doesn’t have very much experience with my people. (I love being able to say that.)

So here are a few common misconceptions about Introverts (not taken directly from the book, but based on my own life experience):

Myth #1 – Introverts don’t like to talk.
This is not true. Introverts just don’t talk unless they have something to say. They hate small talk. Get an introvert talking about something they are interested in, and they won’t shut up for days.

Myth #2 – Introverts are shy.
Shyness has nothing to do with being an Introvert. Introverts are not necessarily afraid of people. What they need is a reason to interact. They don’t interact for the sake of interacting. If you want to talk to an Introvert, just start talking. Don’t worry about being polite.

Myth #3 – Introverts are rude.
Introverts often don’t see a reason for beating around the bush with social pleasantries. They want everyone to just be real and honest. Unfortunately, this is not acceptable in most settings, so Introverts can feel a lot of pressure to fit in, which they find exhausting.

Myth #4 – Introverts don’t like people.
On the contrary, Introverts intensely value the few friends they have. They can count their close friends on one hand. If you are lucky enough for an introvert to consider you a friend, you probably have a loyal ally for life. Once you have earned their respect as being a person of substance, you’re in.

Myth #5 – Introverts don’t like to go out in public.
Nonsense. Introverts just don’t like to go out in public FOR AS LONG. They also like to avoid the complications that are involved in public activities. They take in data and experiences very quickly, and as a result, don’t need to be there for long to “get it.” They’re ready to go home, recharge, and process it all. In fact, recharging is absolutely crucial for Introverts.

Myth #6 – Introverts always want to be alone.
Introverts are perfectly comfortable with their own thoughts. They think a lot. They daydream. They like to have problems to work on, puzzles to solve. But they can also get incredibly lonely if they don’t have anyone to share their discoveries with. They crave an authentic and sincere connection with ONE PERSON at a time.

Myth #7 – Introverts are weird.
Introverts are often individualists. They don’t follow the crowd. They’d prefer to be valued for their novel ways of living. They think for themselves and because of that, they often challenge the norm. They don’t make most decisions based on what is popular or trendy.

Myth #8 – Introverts are aloof nerds.
Introverts are people who primarily look inward, paying close attention to their thoughts and emotions. It’s not that they are incapable of paying attention to what is going on around them, it’s just that their inner world is much more stimulating and rewarding to them.

Myth #9 – Introverts don’t know how to relax and have fun.
Introverts typically relax at home or in nature, not in busy public places. Introverts are not thrill seekers and adrenaline junkies. If there is too much talking and noise going on, they shut down. Their brains are too sensitive to the neurotransmitter called Dopamine. Introverts and Extroverts have different dominant neuro-pathways. Just look it up.

Myth #10 – Introverts can fix themselves and become Extroverts.
A world without Introverts would be a world with few scientists, musicians, artists, poets, filmmakers, doctors, mathematicians, writers, and philosophers. That being said, there are still plenty of techniques an Extrovert can learn in order to interact with Introverts. (Yes, I reversed these two terms on purpose to show you how biased our society is.) Introverts cannot “fix themselves” and deserve respect for their natural temperament and contributions to the human race. In fact, one study (Silverman, 1986) showed that the percentage of Introverts increases with IQ.

“You cannot escape us, and to change us would lead to your demise.” <– I made that up. I’m a screenwriter.

It can be terribly destructive for an Introvert to deny themselves in order to get along in an Extrovert-Dominant World. Like other minorities, Introverts can end up hating themselves and others because of the differences. If you think you are an Introvert, I recommend you research the topic and seek out other Introverts to compare notes. The burden is not entirely on Introverts to try and become “normal.” Extroverts need to recognize and respect us, and we also need to respect ourselves.

Let me know your thoughts.

-Carl.

 
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Posted by on December 13, 2011 in My-wardrobe