Play Is Learning w/ Yumi Kendall | The Psychology Podcast

This week Scott is joined by Assistant Principal Cellist of the Philadelphia Orchestra, Yumi Kendall. They discuss classical music's role in human flourishing and human transcendence, how life changes once you're a mother, and the sublime coincidence of Yumi occupying the same chair as Scott's grandfather in the Philadelphia Orchestra.
2:01-The Suzuki Method
7:53-What Is A Waldorf Education?
12:19-Yumi's Crystalizing Experience With The Cello
15:59-What Does Talent Mean?
25:33-What Are The Characteristics Of A Creative Musician?
32:28-What Are Tiers Of Transcendence?
40:32-The Importance of Self Compassion
42:12-How Can We Cultivate Healthy Organizations?
48:59-How Motherhood Has Enriched Yumi's Life
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[@MyManinHavanna]

Thank you for this you two. I think Yumi has a point about clarity of mind. It's important, for example, to love the instrument one plays and recognize how one viscerally responds to that experience. The music and the instrument finds the player.

[@MusicaAngela]

"The music is always better than it can be played" I love that!

[@MusicaAngela]

It's interesting that Yumi had a Waldorf education and a Suzuki education. What a pity that less than 1% of American children have access to these kinds of educational opportunities.

[@MyManinHavanna]

It really is an interesting conversation. Waldorf may be successful in letting kids discover what works for them, sidestepping the need for scientific psychology. On the other hand, filling a school with wealthy talented kids isn't a sound experiment. There may not be data, but I bet if those schools filled with less choice populations, problems would emerge. It's a bit like Einstein's critique of his Catholic School education. It's not the dig some may think it is. He may not have learned the necessary knowledge to later discover the contradictions in physics. In the other end of the bell curve, as seen in SEL schools, crazy violence emerges that the methadology has little means to accurately detect or manage ahead of time. But I hear you. There's some adjustments I need to make to my practicing that get at similar issues you're discussing.

[@RayJz92]

"Im great cuz my grandpas had money to pay for my classes since I was a baby and now Im succesfull at life" uh huh and? What about the suzuki method?

[@MyManinHavanna]

You gave me an idea. I've been pretty angry lately the more I learn about inclusive teaching, not because it's new but be cause it's old. Someone like me, with a high spacial brain may be incumbered by formal, fundemental advice, and or overly verbal advice. It may seem like language is the universal amongst humans, but some with higher spacial abilities may experience conflict integrating advice meant for less masculine brains. Forgive the gender based biological differences in brain hardware. It's controversial but real. If one wanted to create gender parity of outcome, teaching would make homebase the brains of women and 'feminine' men. What angers me is that I'm not convinced Equity recognizes known biology and Evolutionary biology leading to a sort of Angel Gabriel/Passover situation of sabotaging the first born male.