Why and How Does Consciousness Seem the Way It Seems? Daniel C

Total Page:16

File Type:pdf, Size:1020Kb

Why and How Does Consciousness Seem the Way It Seems? Daniel C Why and How Does Consciousness Seem the Way it Seems? Daniel C. Dennett Are-expression of some of the troublesome features of my oft-caricatured theory of Author consciousness, with new emphases, brings out the strengths of the view and shows how it comports with and anticipates the recent introduction of Bayesian ap- Daniel C. Dennett proaches to cognitive science. daniel.dennett$tufts.edu Keywords #ufts %niversity Bayes | Consciousness | Hume | !nversion | "ualia | #ransduction &edford, &A, %.'.A. Commentator David Ba(ler davidhbassler$gmail.com )ohannes *utenberg-Universit+t &ain,, *ermany -ditors #homas &et,inger met,inger $uni-main,.de )ohannes *utenberg-Universit+t &ain,, *ermany )ennifer &. .indt /ennifer.windt$monash.edu &onash %niversity &elbourne, Australia 1 Introduction People are often baffled by my theory of con- and 2esse Prin/ '()+(,, 3now better, and offer sciousness, which seems to them to be summed theories that share important features with up neatly in the paradoxical claim that con- mine. toyed with the idea of tryin! to re-offer sciousness is an illusion. How could that be? my theory in terms that would signal the areas Whose illusion? And would it not be a con- of agreement and disagreement with these wel- scious illusion? What a hopeless view! n a bet- come allies, but again, life is short, and have ter world, the principle of charity would set in found that tas3 simply too much hard work. 4o and they would realise that probably had with apologies, "m goin! to restate my position somethin! rather less daft in mind, but life is with a few new—or at least newly emphasi/ed short, and we"ll have one less difficult and coun- 5wrin3les, and let them tell us where we agree terintuitive theory to worry about if we just dis- and disagree. miss $ennett"s as the swiftly self-refutin! claim take one of the usefully wron! landmarks that consciousness is an illusion. %ther theor- in current thin3in! about consciousness to be ists, including, notably, Nicholas Humphrey Ned Bloc3"s attempt to distinguish 7phenom- '())*, ()++,, -homas Met/inger '())0, ())1, enal consciousness8 from 7access consciousness.8 Dennett, D. C. 012345. .hy and How Does Consciousness 'eem the .ay it 'eems6 !n #. &et,inger 7 ). &. .indt 0-ds5. Open MIND: 320#5. 8ran9furt am &ain: &!;D *roup. doi: 10.34421<=>?@=4?4>21A4 1 | 33 www.open-mind.net His view has several problems that have poin- cones, to yield spi3e trains in the optic nerve ted out before '$ennett +119, +11:, ()):; <o- ' "m simplifying, of course,. -he arrival of pres- hen = $ennett ()++,, but my criticisms have sure waves at the hair cells in the ear are simil- not been sufficiently persuasive, so am goin! arly transduced into spi3e trains in the auditory to attempt, yet again, to show why we should nerve, heat and pressure are transduced into yet abandon this distinction as scientifically insup- more spi3e trains by subcutaneous receptors, portable and deeply misleading. My attempt and the presence of complex molecules in the should at least help put my alternative view in air we breathe into our noses is transduced by a a better light, where it can be assayed against host of different transducer molecules in the the views of Bloc3 and others. Here is the out- nasal epithelium. -he common medium of spi3e line, couched in terms that will have to be clari- trains in neuronal axons is well understood, but fied and ad#usted as we go alon!> used to be regarded as a bafflin! pu//le> how could spi3e trains that were so ali3e in their 1. -here is no double transduction in the brain. physical properties and patternin! underlie such 'section +, 7phenomenally8 different phenomena as sight, -herefore there is no second medium, the hearing, touch, and smell? 'see $ennett +1@A, medium of consciousness or, as li3e to call for an exposure of the pu//le., t is still ex- this imaginary phenomenon, the MEdium. tremely temptin! to imagine that vision is li3e -herefore, ?ualia, conceived of as states of television, and that those spi3e trains get trans- this imaginary medium, do not exist. duced 7bac3 into sub#ective color and sound8 2. But it seems to us that they do. 'section (, and so forth, but we 3now better, don"t we? We t seems that ?ualia are the source or cause don"t have to stri3e up the little band in the of our #udgments about phenomenal proper- brain to play the music we hear in our minds, ties '7access consciousness8,, but this is and we don"t have to waft molecules through bac3wards. f they existed, they would have the cortex to be the grounds for our savorin! to be the effects of those judgments. the aroma of bacon or strawberries. -here is no 3. -he seemin! alluded to in proposition ( is to second transduction. And if there were, there be explained in terms of Bayesian expecta- would have to be a third transduction, bac3 tions. (section 0, into spi3e trains, to account for our ability to 4. Why do ?ualia seem simple and ineffable? #udge and act on the basis of our sub#ective ex- -his is an effect, a byproduct, an artifact of periences. -here might have been such triple 7access consciousness.8 (section 9, transductions, and then there would have been 5. Whose access? Not a witness in the <artesian a <artesian -heater $eluxe, li3e the wonderful -heater 'because there is no such functional control room in the film Men in Blac3. But bio- place,. 'section :, logy has been thrifty in us> it"s all done through -he access of other people! %ur 7first-per- the medium of spi3e trains in neurons. ' recog- son8 sub#ectivity is shaped by the pressure of ni/e that dualists of various stripes—a genus 7second-persons8—interlocutors—to have thou!ht extinct not so many years ago—will practical access to what is goin! on in our want to di! in their heels right here. will i!- minds. nore their howls for the time being, thin3in! 6. A thou!ht experiment shows how even color that can dispatch them later in the argument ?ualia can be understood as Bayesian pro#ec- when provide an answer to their implied ?ues- tions. tion “What else could it be?8, 4o there is no MEdium into which spi3e 2 There is no double transduction in the trains are transduced. 4pi3e trains are discrim- brain inated, elaborated, processed, reverberated, re- entered, combined, compared, and contrasted5 -he arrival of photons on the retina is trans- but not transduced into anythin! else until duced than3s to rhodopsin in the rods and some of them activate effectors 'neuromuscular Dennett, D. C. 012345. .hy and How Does Consciousness 'eem the .ay it 'eems6 !n #. &et,inger 7 ). &. .indt 0-ds5. Open MIND: 320#5. 8ran9furt am &ain: &!;D *roup. doi: 10.34421<=>?@=4?4>21A4 2 | 33 www.open-mind.net #unctions, hormone releasers, and the li3e, sounds, and aromas are rendered, you are mak- which do the physical work of guidin! the body in! the stone-ager mistake. -his, have come to through life. -he rich and complex interplay believe, is the stone wall separatin! my view between neurons, hundreds of neuromodulators, from wider acceptance. People pay attention to and hormones is now recogni/ed, than3s to the my arguments, and then, confronted with the persuasive work of $amasio and many others, prospect that ?ualia, as traditionally conceived, as a central feature of cognition and not #ust are not needed to explain their sub#ectivity, bodily control, and one can speak of these inter- they #ust dismiss the idea as extravagant. 7%B actions as transduction bac3 and forth between <%FG4H there are ?ualia!8 -his thou!ht ex- different media 'voltage differences and bio- periment is meant to shoc3 them: your confid- chemical accumulations, for instance,—but ence here, am saying, is no better grounded none of these is the imagined MEdium of sub- than the imagined confidence of the stone-agers #ective experience. that there #ust have to be colors and sounds on 4o there #ust is no home in the brain for the $C$ for it to convey colors and sounds to ?ualia as traditionally conceived. My point can the playbac3 machine. A failure of imagination be clarified by a simple comparison between two mistaken for an insight into necessity. 76ut well-understood media: cinema film and digital when I have a tune running through my head, it media. Birst imagine showin! some stone-age has pitch and tempo, and the timbre of the in- hunter-gatherers a movie usin! a portable 4u- struments is there #ust as if were listenin! to a per-A film pro#ector. Amazing, they would live performance!8 Des, and for that to be non- thin3, but when they were then shown the magically the case, there has to be a representa- frames of film up close, they would readily un- tion of the tune that progresses more or less in derstand5 daresay—that this was not magic, real time, and that specifies pitch and timbre, because there were little blobs of color on each but that can all be accomplished without trans- frame. '-he soundtrac3 might still be bafflin!, duction, without further rendering, in the se- but perhaps they would hold the film up to ?uence of states of neural excitation in auditory their ears and decide, eventually, that the cortex. sounds were #ust too faint for them to hear with Vision isn"t television, and audition isn"t their naked ears., -hen show them a film on a radio.
Recommended publications
  • What Is Wrong with the No-Report Paradigm and How to Fix It Ned Block New York University Correspondence: [email protected]
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilPapers Forthcoming in Trends in Cognitive Sciences What is wrong with the no-report paradigm and how to fix it Ned Block New York University Correspondence: [email protected] Key words: consciousness, perception, rivalry, frontal, global workspace, higher order Abstract Is consciousness based in prefrontal circuits involved in cognitive processes like thought, reasoning, and memory or, alternatively, is it based in sensory areas in the back of the neocortex? The no-report paradigm has been crucial to this debate because it aims to separate the neural basis of the cognitive processes underlying post-perceptual decision and report from the neural basis of conscious perception itself. However, the no-report paradigm is problematic because, even in the absence of report, subjects might engage in post-perceptual cognitive processing. Therefore, to isolate the neural basis of consciousness, a no-cognition paradigm is needed. Here, I describe a no-cognition approach to binocular rivalry and outline how this approach can help resolve debates about the neural basis of consciousness. Acknowledgement: Thanks to Jan Brascamp, Susan Carey, Thomas Carlson, David Carmel, David Chalmers, Christof Koch, Hakwan Lau, Matthias Michel, Michael Pitts, Dawid Potgieter and Giulio Tononi for comments on an earlier version. What is the Neural Basis of Consciousness? In recent years the scientific study of consciousness (see Glossary) has focused on finding the neural basis of consciousness in the brain. There are many theories of the neural basis of consciousness, but in broad strokes theories tend to divide on whether consciousness is rooted in the ‘front’ or the ‘back’ of the brain.
    [Show full text]
  • Consciousness, Philosophical Issues About Ned Block New York University I
    To appear in The Encyclopedia of Cognitive Science Consciousness, Philosophical Issues about Ned Block New York University I. The Hard Problem There are a number of different matters that come under the heading of ‘consciousness’. One of them is phenomenality, the feeling of say a sensation of red or a pain, that is what it is like to have such a sensation or other experience. Another is reflection on phenomenality. Imagine two infants, both of which have pain, but only one of which has a thought about that pain. Both would have phenomenal states, but only the latter would have a state of reflexive consciousness. This entry will start with phenomenality, moving later to reflexivity and then to one other kind of consciousness. The Hard Problem of consciousness is how to explain a state of consciousness in terms of its neurological basis. If neural state N is the neural basis of the sensation of red, why is N the basis of that experience rather than some other experience or none at all? Chalmers (1996) distinguishes between the Hard Problem and “easy” problems that concern the function of consciousness. The Hard Problem (though not under that name) was identified by Nagel (1974) and further analyzed in Levine (1983). There are two reasons for thinking that the Hard Problem has no solution. 1. Actual Failure. In fact, no one has been able to think of even a highly speculative answer. 2. Principled Failure. The materials we have available seem ill suited to providing an answer. As Nagel says, an answer to this question would seem to require an objective account that necessarily leaves out the subjectivity of what it is trying to explain.
    [Show full text]
  • Theory of Mind As Inverse Reinforcement Learning. Current
    Available online at www.sciencedirect.com ScienceDirect Theory of mind as inverse reinforcement learning 1,2 Julian Jara-Ettinger We review the idea that Theory of Mind—our ability to reason think or want based on how they behave. Research in about other people’s mental states—can be formalized as cognitive science suggests that we infer mental states by inverse reinforcement learning. Under this framework, thinking of other people as utility maximizers: constantly expectations about how mental states produce behavior are acting to maximize the rewards they obtain while mini- captured in a reinforcement learning (RL) model. Predicting mizing the costs that they incur [3–5]. Using this assump- other people’s actions is achieved by simulating a RL model tion, even children can infer other people’s preferences with the hypothesized beliefs and desires, while mental-state [6,7], knowledge [8,9], and moral standing [10–12]. inference is achieved by inverting this model. Although many advances in inverse reinforcement learning (IRL) did not have Theory of mind as inverse reinforcement human Theory of Mind in mind, here we focus on what they learning reveal when conceptualized as cognitive theories. We discuss Computationally, our intuitions about how other minds landmark successes of IRL, and key challenges in building work can be formalized using frameworks developed in a human-like Theory of Mind. classical area of AI: model-based reinforcement learning 1 Addresses (hereafter reinforcement learning or RL) . RL problems 1 Department of Psychology, Yale University, New Haven, CT, United focus on how to combine a world model with a reward States function to produce a sequence of actions, called a policy, 2 Department of Computer Science, Yale University, New Haven, CT, that maximizes agents’ rewards while minimizing their United States costs.
    [Show full text]
  • The Mystery of David Chalmers
    Daniel C. Dennett The Mystery of David Chalmers 1. Sounding the Alarm ‘The Singularity’ is a remarkable text, in ways that many readers may not appreciate. It is written in an admirably forthright and clear style, and is beautifully organized, gradually introducing its readers to the issues, sorting them carefully, dealing with them all fairly and with impressive scholarship, and presenting the whole as an exercise of sweet reasonableness, which in fact it is. But it is also a mystery story of sorts, a cunningly devised intellectual trap, a baffling puzzle that yields its solution — if that is what it is (and that is part of the mystery) — only at the very end. It is like a ‘well made play’ in which every word by every character counts, retrospectively, for something. Agatha Christie never concocted a tighter funnel of implications and suggestions. Bravo, Dave. Copyright (c) Imprint Academic 2013 So what is going on in this essay? It purports to be about the pros- pects of the Singularity, and since I can count on readers of my essay For personal use only -- not for reproduction to have read Chalmers, I needn’t waste so much as a sentence on what that is or might be. See Chalmers (2010). I confess that I was initially repelled by the prospect of writing a commentary on this essay since I have heretofore viewed the Singularity as a dismal topic, involving reflections on a technological fantasy so far removed from actuality as to be an indulgence best resisted. Life is short, and there are many serious problems to think about.
    [Show full text]
  • The Narrative Functions of Television Dreams by Cynthia A. Burkhead A
    Dancing Dwarfs and Talking Fish: The Narrative Functions of Television Dreams By Cynthia A. Burkhead A Dissertation Submitted in Partial Fulfillment of the Requirements for the Ph.D. Department of English Middle Tennessee State University December, 2010 UMI Number: 3459290 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3459290 Copyright 2011 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 DANCING DWARFS AND TALKING FISH: THE NARRATIVE FUNCTIONS OF TELEVISION DREAMS CYNTHIA BURKHEAD Approved: jr^QL^^lAo Qjrg/XA ^ Dr. David Lavery, Committee Chair c^&^^Ce~y Dr. Linda Badley, Reader A>& l-Lr 7i Dr./ Jill Hague, Rea J <7VM Dr. Tom Strawman, Chair, English Department Dr. Michael D. Allen, Dean, College of Graduate Studies DEDICATION First and foremost, I dedicate this work to my husband, John Burkhead, who lovingly carved for me the space and time that made this dissertation possible and then protected that space and time as fiercely as if it were his own. I dedicate this project also to my children, Joshua Scanlan, Daniel Scanlan, Stephen Burkhead, and Juliette Van Hoff, my son-in-law and daughter-in-law, and my grandchildren, Johnathan Burkhead and Olivia Van Hoff, who have all been so impressively patient during this process.
    [Show full text]
  • Advertisement for a Semantics for Psychology
    MIDWEST STUDIES IN PHILOSOPHY, X (1986) Advertisement for a Semantics for Psychology NED BLOCK eaning is notoriously vague. So, it should not be surprising that se- Mmanticists (those who study meaning) have had somewhat different purposes in mind, and thus have sharpened the ordinary concept of meaning in somewhat different ways. It is a curious and unfortunate fact that semanti- cists typically tell us little about what aspects of meaning they are and are not attempting to deal with. One is given little guidance as to what extent “rival” research programs actually disagree. My purpose here is to advocate an approach to semantics relevant to the foundations of psychology, or, rather, one approach to one branch of psychology, namely cognitive science. I shall be tallung in terms of some of the leading ideas of cognitive science, most importantly the representational theory of mind, aspects of which will be sketched as they become relevant.’ The representalist doctrine that my argument depends on is that thoughts are structured entities. I know this will be a sticking point for some readers, so I will say a bit more about what this comes to, and I will compare my position with related positions that reject it. My strategy will be to begin with some desiderata. These desiderata vary along many dimensions: how central they are to meaning, how psycho- logically oriented they are, how controversial they are. I will argue that one approach to semantics (not to keep you in suspense-conceptual role seman- tics) promises to handle such desiderata better than the others that I know about.
    [Show full text]
  • The Role of Language in Theory of Mind Development
    Top Lang Disorders Vol. 34, No. 4, pp. 313–328 Copyright c 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins The Role of Language in Theory of Mind Development Jill G. de Villiers and Peter A. de Villiers Various arguments are reviewed about the claim that language development is critically connected to the development of theory of mind. The different theories of how language could help in this process of development are explored. A brief account is provided of the controversy over the capacities of infants to read others’ false beliefs. Then the empirical literature on the steps in theory of mind development is summarized, considering studies on both typically developing and various language-delayed children. Suggestions are made for intervention by speech language pathologists to enhance the child’s access to understanding the minds of others. Key words: conversation, false beliefs, false complements, language, narrative, theory of mind N THIS ARTICLE, we review arguments on interactions between language and ToM I and evidence for the claim that children’s in both typically developing and language- language acquisition is crucially connected to delayed children. We end with suggestions their development of a theory of mind (ToM). for using language interventions to facilitate Theory of mind refers to the child’s ability to children’s understanding of their own mental understand that other people have minds, and states as well as the minds of others. those minds contain beliefs, knowledge, de- sires, and emotions that may be different from THEORIES OF THE RELATIONSHIP those of the child. If the child can figure out BETWEEN LANGUAGE AND ToM those contents, then other people’s behavior will begin to make sense and, therefore, be Many writers have made a convincing case predictable and explainable.
    [Show full text]
  • Consciousness and Theory of Mind: a Common Theory?
    Consciousness and Theory of Mind: a Common Theory? Keywords: Consciousness, Higher-Order Theories, Theory of Mind, Mind-reading, Metacognition. 1 Introduction Many of our mental states are phenomenally conscious. It feels a certain way, or to borrow Nagel's expression, there is something it is like to be in these states. Examples of phenomenally conscious states are those one undergoes while looking at the ocean or at a red apple, drinking a glass of scotch or a tomato juice, smelling coee or the perfume of a lover, listening to the radio or a symphonic concert, or feeling pain or hunger. A theory of consciousness has to explain the distinctive properties that phe- nomenally conscious states have and other kind of states lack. Higher-Order Representational (HOR) theories1 attempt to provide such an explanation. Ac- coding to these theories, phenomenally conscious states are those that are the objects of some kind of higher-order process or representation. There is some- thing higher-order, a meta-state, in the case of phenomenal conscious mental states, which is lacking in the case of other kind of states. According to these theories, consciousness depends on our Theory of Mind. A Theory of Mind, henceforth ToM, is the ability of humans to identify their own mental states and attribute mental states dierent from their owns to others. Such an ability can, at least conceptually, be decomposed into another two: mindreading and metacognition. Human beings are able to entertain representations of other people men- tal states thanks to the mindreading ability. We attribute beliefs, perceptions, feelings or desires to other people and predict and explain their behaviour ac- cordingly.
    [Show full text]
  • Theory of Mind for a Humanoid Robot
    Theory of Mind for a Humanoid Robot Brian Scassellati MIT Artificial Intelligence Lab 545 Technology Square – Room 938 Cambridge, MA 02139 USA [email protected] http://www.ai.mit.edu/people/scaz/ Abstract. If we are to build human-like robots that can interact naturally with people, our robots must know not only about the properties of objects but also the properties of animate agents in the world. One of the fundamental social skills for humans is the attribution of beliefs, goals, and desires to other people. This set of skills has often been called a “theory of mind.” This paper presents the theories of Leslie [27] and Baron-Cohen [2] on the development of theory of mind in human children and discusses the potential application of both of these theories to building robots with similar capabilities. Initial implementation details and basic skills (such as finding faces and eyes and distinguishing animate from inanimate stimuli) are introduced. I further speculate on the usefulness of a robotic implementation in evaluating and comparing these two models. 1 Introduction Human social dynamics rely upon the ability to correctly attribute beliefs, goals, and percepts to other people. This set of metarepresentational abilities, which have been collectively called a “theory of mind” or the ability to “mentalize”, allows us to understand the actions and expressions of others within an intentional or goal-directed framework (what Dennett [15] has called the intentional stance). The recognition that other individuals have knowl- edge, perceptions, and intentions that differ from our own is a critical step in a child’s development and is believed to be instrumental in self-recognition, in providing a perceptual grounding during language learning, and possibly in the development of imaginative and creative play [9].
    [Show full text]
  • Mind Perception Daniel R. Ames Malia F. Mason Columbia
    Mind Perception Daniel R. Ames Malia F. Mason Columbia University To appear in The Sage Handbook of Social Cognition, S. Fiske and N. Macrae (Eds.) Please do not cite or circulate without permission Contact: Daniel Ames Columbia Business School 707 Uris Hall 3022 Broadway New York, NY 10027 [email protected] 2 What will they think of next? The contemporary colloquial meaning of this phrase often stems from wonder over some new technological marvel, but we use it here in a wholly literal sense as our starting point. For millions of years, members of our evolving species have gazed at one another and wondered: what are they thinking right now … and what will they think of next? The interest people take in each other’s minds is more than idle curiosity. Two of the defining features of our species are our behavioral flexibility—an enormously wide repertoire of actions with an exquisitely complicated and sometimes non-obvious connection to immediate contexts— and our tendency to live together. As a result, people spend a terrific amount of time in close company with conspecifics doing potentially surprising and bewildering things. Most of us resist giving up on human society and embracing the life of a hermit. Instead, most perceivers proceed quite happily to explain and predict others’ actions by invoking invisible qualities such as beliefs, desires, intentions, and feelings and ascribing them without conclusive proof to others. People cannot read one another’s minds. And yet somehow, many times each day, most people encounter other individuals and “go mental,” as it were, adopting what is sometimes called an intentional stance, treating the individuals around them as if they were guided by unseen and unseeable mental states (Dennett, 1987).
    [Show full text]
  • Machine Theory of Mind
    Machine Theory of Mind Neil C. Rabinowitz∗ Frank Perbet H. Francis Song DeepMind DeepMind DeepMind [email protected] [email protected] [email protected] Chiyuan Zhang S. M. Ali Eslami Matthew Botvinick Google Brain DeepMind DeepMind [email protected] [email protected] [email protected] Abstract 1. Introduction Theory of mind (ToM; Premack & Woodruff, For all the excitement surrounding deep learning and deep 1978) broadly refers to humans’ ability to rep- reinforcement learning at present, there is a concern from resent the mental states of others, including their some quarters that our understanding of these systems is desires, beliefs, and intentions. We propose to lagging behind. Neural networks are regularly described train a machine to build such models too. We de- as opaque, uninterpretable black-boxes. Even if we have sign a Theory of Mind neural network – a ToM- a complete description of their weights, it’s hard to get a net – which uses meta-learning to build models handle on what patterns they’re exploiting, and where they of the agents it encounters, from observations might go wrong. As artificial agents enter the human world, of their behaviour alone. Through this process, the demand that we be able to understand them is growing it acquires a strong prior model for agents’ be- louder. haviour, as well as the ability to bootstrap to Let us stop and ask: what does it actually mean to “un- richer predictions about agents’ characteristics derstand” another agent? As humans, we face this chal- and mental states using only a small number of lenge every day, as we engage with other humans whose behavioural observations.
    [Show full text]
  • Enews 12-4-20
    A message from HARLAN ELEMENTARY SCHOOL Harlan Husky Families, This week seemed to go by fast and these shorter periods of daylight are not helping. I hope that all of the kids transitioned back from the Thanksgiving break easily. I personally found that it was harder for all three of my kids to transition back to school mode from this break. I truly appreciate all of the effort the kids, parents and teachers are making to keep it positive. However, I do think that it is important to acknowledge that this whole situation is difficult, but to remind my kids (and myself) that they can do hard things! Our Huskies sure have proven that they can and I am proud of them! I hope that you all enjoy the weekend! Sincerely, Alex Our Harlan Counselor, Kelsey Arsenault Counselor's Corner Newsletter [email protected] Counselor Meeting Request Form Stay Connected with Harlan on Social Media Twitter: @HarlanElem Facebook: https://www.facebook.com/groups/HarlanPTA/ In addition, stay connected with the district and community during this closure, by using the hashtag #BPSConnectED. HARLAN HUSKY WEEKLY NEWS THE WEEK AHEAD! Monday, December 7 – Tuesday, December 8 – Wednesday, December 9 – ½ Day – Attend only PM session (12:40 – 3:50 PM for BVA students and 1:20 – 3:50 PM for Hybrid students Thursday, December 10 – Friday, December 11 – BPS Spirit Day: Crazy Hat/Hair Day MATERIAL PREPARATION FOR STUDENTS We have had a few requests for teachers to prepare materials weeks in advance for a variety of different reasons for students.
    [Show full text]