Tag: boredom

Eradicating Boredom, Losing Creativity: The Double-Edged Sword of Digital Distraction

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“I’ll never be bored again!” I said the day I purchased my first smartphone. I said that in reference to one of the very few games we play that has no winners: the waiting game. With a smartphone in hand, I thought I could finally resolve one of my biggest complaints about life: waiting.

“We’re not going to live forever,” we complain when someone is involved in the life and death struggles of a grocery store price check. Most of us don’t take out our life expectancy calculator to figure out how long we’re going to live, or to calculate how much of our lives we’ve wasted waiting in line, but we all love sharing that snarky joke about the guy complaining to the clerk that the price tag said asparagus cost $3.47 as opposed to the register’s reading of $3.97.

We’re all waiting for something, all the time, but what makes us angrier, waiting for something to happen, or doing nothing for long stretches of time? We’ve all experienced our frustrations inch their way over into anger, then boil over into rage, and we’ve all experienced that sense of helplessness when it happens to us. With a smartphone in hand, I correctly predicted that I could avoid falling into that trap of claustrophobic silence and inactivity by filling it with something, something to do with my hands, and something is always better than nothing in the waiting game.

Promptness is About Respect

The waiting game is not selective or discriminatory. Everyone from the most anonymous person on the planet to the most powerful has to wait for something, but there’s waiting and then there’s waiting. The waiting game is all about power and the lack thereof. When we’re stuck in line, at a restaurant, waiting for a seat, we experience a sense of powerlessness. We’re so accustomed to having power over our own life, as adults, that when we find out the wait time for that restaurant is forty-five minutes, we exert that power by walking away. When we find out every decent restaurant in town has a thirty-to-forty-five minute waiting time that sense of frustration sets in, and we eat at home. When someone we love leaves us sitting in that restaurant for a half an hour to forty-five minutes a sense of helplessness creeps in when we realize that we’ve accidentally put ourselves in a position of dependence yet again.

I don’t know if everyone feels this way, but I replay a Madonna quote in my head. “If you have to count on others for a good time, you’re not doing it right.” When I’m sitting in a restaurant with patrons passing me, looking at the vacant side of my table, I realize I’m counting on the wrong people in life, the narcissistic, irresponsible, and disrespectful people I count on for an enjoyable lunch. If they leave us there long enough, by ourselves, we’ll start to dream up all sorts of motives and agendas for their tardiness. That frustration can lead to anger and a level of teeth gritting and grinding that damages the expensive and painful dental work the impatient we’ve had done. 

I know that the search for what could tip me over into some form of mental illness is over when I am on the other end of the waiting game, and I eventually hear, “What is the big deal, I was only a couple minutes late, and I had to …” They usually fill that void with utter nonsense that we cannot disprove, so we just let it go. 

Life happens when we least expect it sometimes, and sometimes we’re going to be late. If we respect the other person, we call, text, or email us to inform them we’re going to be late, but that would be respectful on our part. That’s really what we’re talking about here, the respect or lack thereof, on their part. If we respect our employer, we show up on time. If we enjoy the company of someone we’re dating, we show up on time, or early. It’s about respect, the lack thereof, and narcissism. And when they show us this lack of respect, quality friendships can be tainted and temporarily damaged, and dissociations with associates end what could’ve become a friendship. We overreact to such slights, and we know it, but it all boils down to the fact promptness is all about respect.

The Eradication of Boredom

When we’re immersed in the maddening waiting game, the mosquito paradox comes to mind. Anyone who has ever had a beautiful day at the park ruined by a scourge of mosquitoes has asked why scientists don’t find some way to bioengineer an eradication of that relatively useless species? Biologists, with a specialty in mosquitoes, provide arguments for why we shouldn’t, but when we’re swatting, slapping, and running from the scourge, we develop seven counter arguments to every one of theirs. The only vague but true answer we’ll accept is “Anytime we mess with nature, there will be consequences.” We’ve all heard that in relation to the mosquito, but what about waiting and the resultant boredom? Boredom is a naturally occurring event. What could possibly be the consequences of eradicating boredom? We’re not talking about that simple, “I don’t know what to do to pass the time” boredom. We’re talking about levels of boredom that takes us to the edge of an abyss that stares back at us, until it roars to the surface and frightens everyone around us.

Some of us loathe the boredom inherent in the waiting game so much that it whispers some scary things about us to us, but when it’s all over, it dawns on us that something happens to us when we spend too much time in claustrophobic silence with nothing to do but think.

How many useless, pointless thoughts have we had in such moments? We flush most of those thoughts out of our mind after it’s over, as we will with that which our body cannot use, but some thoughts collect, mate, and mutate into ideas that we can use. How many of our more meaningful, somewhat productive thoughts had hundreds of useless, pointless parents conjugating during the waiting game? 

***

The child and I often talk a lot about how relatively boring things were when I was a kid. This involves me recalling for him what we did for fun, and how we thought those things were so much fun at the time. “We had to do these things,” I say when I see his face crinkle up, “because we were all so bored.” These complaints could be generational, as I often hear the previous generation describe their youth as “Such an incredible time to be a kid,” and they were raised on farms! I’ve been on farms, trapped there for huge chunks of my youth, and the only thing I found incredible about it was how incredibly boring it was. It takes a creative mind, more creative than mine, to believe that being raised on a farm is an “incredible” time.

“It’s all about perspective,” they say, and they’re right. If we don’t know any better, skipping stones in a pond and fishing can be a lot of fun. We rode our bikes around the block a gazillion times, and we thought that was an absolute blast, and then we played every game that involved a ball, but they all seem comparatively boring when compared to the things kids can do now. We could argue all day about the comparisons, but they do have better things to fill the empty spaces. Yet, what happened to us as a result of all those empty spaces, and what happens to them as a result of mostly being devoid of any?

How much of our youth did we spend sitting in chairs, looking out windows, waiting for something to happen? Some of us did something, anything, to pass the time until the event we were waiting for could happen, but there were other times when we just had to sit and wait. We’d sit in those chairs and think up useless and pointless crap that ended up being nothing more than useless and pointless crap, but how many bountiful farm fields require tons of useless and pointless crap per acre? 

We have cellphones and smartphones now. That’s our power. That’s how we eradicate boredom. “4.88 billion, or 60.42%, of the world population have cellphones, and the number [was] expected to reach 7.12 billion by the end of 2024. 276.14 million or 81.6% of Americans have cell phones.” We don’t ever have to be bored again. 

We have game consoles. “The Pew Research Center reported in 2008 that 97% of youths ages 12 to 17 played some type of video game, and that two-thirds of them played action and adventure games that tend to contain violent content.” These kids may never have to face the kind of boredom I did as a kid. We didn’t even have an Atari 2600 in our home when just about every kid we knew did, and it wasn’t because our dad wanted to prevent us from becoming gamers. He was just too cheap. So, we were forced to do nothing for long stretches of time.

When you’re as bored as we were, the mind provides the only playground. “Is there something on TV?” There never is, and I don’t care how many channels, streaming services, apps, and websites we have, an overwhelming amount of programming is just plain boring to kids. We could go out and play, but when you’re from a locale of unpredictable climates, you learn that that is not possible for large chunks of the year. The only thing we can do, when we’re that bored, is think about things to do. I invented things to do to pass the time, but they could get a little boring too.

Filling the Empty Spaces 

“You’re weird,” is something I’ve heard my whole life. I’ve also heard, “I’ve met some really weird fellas in my time, but you take the cake,” more than a few times. That’s what I did when I ran out of things to do. I sat around and got weird. Your first thought might be, “Well, I don’t want to be weird, and I don’t want anyone thinking my kid is weird either.” Understandable, but what is weird? Weird is different, it’s having divergent thoughts that no one has considered before, until they grew as bored as we did. Weird is rarely something that happens overnight. It takes decades of boredom, and it takes a rewind button of the mind, replaying the same thoughts over and over, until we’ve looked at the same situation so many different ways, on so many different days that we’ve developed some weird ideas and abnormal thoughts about people, places and things around us. This is what happens when we stare out windows too long, looking at nothing, wondering how the world might look different if it was weird, strange, or just plain different. It’s what happens when someone lives too long in the mind, and their peeps start worrying that they’re not doing it right. 

Some weird, strange, and just plain different thoughts led us to think about the difference between success and failure. Success is a short-term game that will mean nothing tomorrow if you’re not able to back it up, so you better enjoy it while it lasts, because if there’s one thing we know about success, it has a million parents and failure is an orphan. We also realize that, in those dark, quiet moments we spend alone, looking out the car window on the drive home, that failure does define us. Athletes and business people say, “Don’t let failure define you,” but it defines us. Some remember those moments, and some will never forget, but what we do shortly after failing will define us too. The thing that plagues us is, “Was that moment of failure an irreversible blemish?” and when we’re left staring out the window at nothing, it can feel like it is. Some will never forget, and we know who they are, because they always remind us who they are, but most forget. As any trained public speaker will inform us, an overwhelming number of people will forgive, forget, and dismiss errors. Most people aren’t paying near as much attention as we think, and most people aren’t dying to see others commit errors. When we’re left alone for long chunks of time, replaying moments over and over, we can make the mistake of thinking it’s the opposite. 

“Reach for the stars,” they say. “Become the next Albert Einstein, Vincent van Gogh, Isaac Newton, and Leonardo da Vinci, fill your empty spaces, and reshape your world.” It’s great advice, and we think about how we should try to be better today than we were yesterday, and we shouldn’t spend those dark, quiet moments obsessing about trivial notions we consider our limitations. As we sort through those famous names, we ask how bored were they, when they were kids? Those guys had nothing to do either, when they were kids. They didn’t have movies, TV, devices, or consoles to occupy their time. As boring as it could be to be a kid in our generation, we can only imagine those previous generations were just itching with boredom back in their day, and they were so bored that they dreamed up some things that laid the foundation for everything we find interesting now. We can imagine that most dismissed them as dreamers and daydreamers that wouldn’t amount to much, and they ended up conjugating all of those pointless and useless thoughts into something that ended up reshaping our world.    

No matter how much we daydream, or dream up interesting thoughts, most of us will never actually reach those stars. Yet, something happens to us when we’re so bored that we think up weird and interesting thoughts that will never amount to anything. We accidentally, incidentally, or just by the natural course of filling empty spaces become more interesting. Thinking so much that we think too much could lead us to divergent thoughts that some people find so weird, strange and just plain different, but that can lead them to ask us about matters that they consider trivial, relatively unimportant, to important. Our unique perspective often attracts people to us, and it could lead us to have more friends, which could be one of the primary reasons we should consider inserting more boredom into our kids’ lives. Our kids might not know who they are, or who they could be, if they find artificial ways to avoid ever sitting in front of a window with nothing to do but think about everything. Even if they never make it above the lower-to-middle stations in life, they might learn how to make life more interesting, and they might accidentally figure out how to enjoy their lives better, and in the process of being so bored, they might learn how to become happier, more interesting people. 

Getting the “REACTION!”

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Why did I wiggle and shake the book rack of my fellow high school student in front of me, because it was annoying. I didn’t just want to be annoying I didn’t just want to annoy them either, I wanted to hit something deep in their psyche to find that deposit of anger they had buried for so long that it gushed out of them like a pressurized oil deposit being struck for the first time. There was something wrong with me back then, but here’s the concerning thing, I still consider those shimmy shakes hilarious. Except my enjoyment now comes from the idea that most people think I should feel bad, apologetic, or some level of guilt for doing all that. I don’t. I still think it’s hilarious.

*** 

“I need to pay attention in this class, I need the grade,” Willie said when I ignored his initial, very polite pleas to stop shaking his book rack. “I’m trying to get into Georgetown.” He was trying to get into Georgetown by paying attention, and presumably getting an ‘A’ in an elective class that Georgetown probably would’ve dismissed either way. Yet, he did it. He got into that prestigious school with a full-ride scholarship. He did it by paying attention to the little details that I didn’t, and he probably went on to lead a prosperous, happy life, but I got the giggles watching the otherwise placid expression he wore on his face 24-7 turn from pleas, to frustration, and then anger. My peers were shocked. Not only had they never heard Willie speak, they didn’t even know who he was. When they found out who he was, and that I drove him so crazy that he eventually started screaming at me, they were astounded. It was my biggest accomplishment in life at that point, and I considered it on par with his full ride to Georgetown. 

*** 

“You might want to stop doing that to Max,” a kid named Joe warned me in a different year. “I know him, and he’s nuts. I’m not talking a little off. I’m saying, I went over to his house a couple months ago, and he had what looked like a science exhibit in his room. He had this cord laid out on his bedroom floor, a cord that he cut open on one of those little, oscillating fans in his bedroom, and he pinned that cord back to expose the wires within, and then he plugged it in. ‘What is that?’ I asked him. “My sister keeps coming in my room when I’m not here,” he said. “I want to give her the shock of her life.” That’s what he said, the shock of her life.”

“That’s funny,” I said, “but what does it mean to me?”

“Well, I find it hilarious when you wiggle his chair,” Joe said, “but you might want to be careful doing it to him, because if he’s going to do that to his own sister, what is he going to do to you?”

In my twisted sense of reality, I considered this a challenge to continue, until I saw how much Joe enjoyed it. “Do it again!” Joe whispered between giggles. That whisper ruined the whole aesthetic value this act had for me. I didn’t do it to entertain others, as your garden variety bully might. I did this for my own personal amusement. 

In my non-scientific studies to understand the fragility of the human psyche, my subjects pleaded with me to stop. When that didn’t work, they would resort to some display of frustration that would often evolve to uncontrollable rage. “Stop wiggling my chair!” one fella shouted loud enough for the teacher to hear. After the teacher admonished me, I stopped … for the day. The next day, I was at it again with a vengeance. Another guy tried punching me in the chest. I laughed, but I stopped … for the day. The next day he shouted, “You might be the most annoying person I’ve ever met,” between clenched teeth, and I stopped wiggling his chair or anyone else’s for that matter. His level of rage was one I’ve never seen without a physical followup. We both stared at each other in silence, waiting for a progression, and when it didn’t happen, we went on with our day. Seeing that level of rage gave me an unusual feeling of satisfaction, coupled with this idea that he basically handed me a crown of being the best/worst there ever was at something satisfied a number of needs I never considered before.

Every subject is one great teacher away from being interesting

As I scour my brain to understand who I was, and why I did all that, the best answer I can come up with is that I considered it an antidote to boredom. The structured learning they employ in school wasn’t just boring to me, it was a violation of my constitution. We were all bored in school, of course, but my boredom went beyond an itch to do something, anything else to something that bordered on a hostile rebellion. I considered forcing me, a bubbling cauldron of energy and testosterone, to sit and learn for eight hours a day a violation of nature. It’s okay to do that on a blah day, when you’re not feeling it, but there are days when we’re just on. When you’re having one of those glorious days, it almost feels like a waste to spend them sitting in a classroom, listening to a lecture from a teacher who doesn’t want to be there any more than we did. 

I considered school a prison of the mind that I needed to escape, even if just for a moment. I didn’t have an alternative, of course, but I didn’t want to do that. The prison guards held my aimless aspirations in check with attendance records, “Fail to attend and there will be consequences!” I attended class, but one revelation led to another. The first revelation I had was that I was a poor student, but that didn’t move anything, as my grades proved that. The earth-shattering revelation that changed everything for me occurred when someone said, “Did you ever consider the idea that we just didn’t have quality teachers!” This didn’t nullify the idea that I was a poor student, because I could’ve and should’ve found a way to overcome that, but it did relieve me of some of the guilt and embarrassment I felt for getting such poor grades in school. It wasn’t all my fault, in other words, that I was so bored, easily distracted, and anxious that I ended up wiggling the bookracks in front of me.    

I know we’re supposed to praise teachers for the sacrifices they make to teach young minds how to be well-informed, responsible adults, but most teachers, like most people, lack the energy, passion, and charisma necessary to reach students. School administrators know this, of course, so they try to make their teacher’s job easier by providing them a lesson plan and a structure for their lectures. Even with that, most of them cannot avoid speaking in monotone. Most teachers, like most people, also cannot take a step outside the box to provide a brief, interesting vignette from their lives, or the stories they’ve heard, to prove a point or make a lesson plan more interesting. 

I feel for teachers in one respect, I cannot imagine teaching the exact same thing over the course of five to thirty years. I also understand now that part of their job is to teach to the slowest learners in the class. If I was fresh out of college, and someone hired me to teach something as boring as Economics or Anthropology, I have to imagine that I would struggle to come up with an interesting presentation. I would also find it difficult to muster up some passion for the topic. If I did it, it might take me a year or two to develop a level of confidence that could lead to a passionate presentation of the facts. If I were able to accomplish all that, and I understand that’s a big if, I have to imagine that my passion would begin to wane by about year five or six. “You’ve been teaching the same subject for thirty-five years? Congratulations, and I feel sorry for your students.” 

The Glorious Mr. Schenk

When Mr. Schenk entered the classroom, he did not excite that passion. He was not a person who anyone would confuse with an imposing character. He was short, soft-spoken, and mousy. He wore stereotypical school teacher sweaters, and he wasn’t one to look people in the eye. Mr. Schenk was also not a passionate, charismatic speaker, but the difference between Mr. Schenk and all of the other teachers we had prior to Mr. Schenk, was he knew it. He appeared to know that he couldn’t keep students awake during lectures, so he decided to forego the traditional lecture format. 

“Just write!” he said that first day. “Write, write, write!” Just write became his mantra throughout the semester, and just write we did. Anytime we hit a brick wall, he instructed us to “Write your way through it. I’ll correct it, then we’ll correct, and you’ll learn from it.” I can’t remember how many different pieces we wrote, but there were a plethora of them. Mr. Schenk’s modus operandi was that you can’t teach writing. It’s just what you do. It involves something we call kinesthetic learning, or doing it so often that you learn. 

“You should learn how to spell, how to conjugate a verb properly, and you should know the fundamental rules of grammar,” Mr. Schenk said on day one, “but that’s something for other teachers in other classes. For us, it will be about learning everything you can outside this classroom, learning from our mistakes, and learning from others. We’ll spend a majority of our classes dissecting and critiquing what we’ve all written in the prior week.” 

Creative writing was not a subject I found particularly thrilling when I walked into Mr. Schenk’s class, but I might’ve tried to run through walls for him at the end, without questioning why we consider this such a great analogy for loyalty. Mr. Schenk encouraged us to seek out alternative sources for knowledge on the subjects we would cover. He provided a list of suggestions, but “These are just suggestions. As you work your way through our ‘just write’ format, I think you’ll find that the more alternative, the better. We’re seeking creativity here.”

I excelled in that class. The method of seeking alternative sources for knowledge fit into my wheelhouse. I learned more from those dynamics than I did any other class I ever took. Mr. Schenk’s class is one of the primary reasons I’m writing this article today. Mr. Schenk assigned one paper exclusively focused on storytelling, another on style, and one specifically devoted to pace. There were so many more themes that I can’t remember most of them, but Mr. Schenk encouraged us to seek outside sources to understand these disciplines better. The day after would involve a “What did we learn from our studies?” intro. “Drop the hads!” one student who had understood the assignment would say. “No more you-yous,” you might add, and “You must try to avoid using the word that too often,” and that student would continue to try to avoid that which avoided referring to that too often.  

I wanted Mr. Schenk’s undisciplined, chaotic style of teaching to succeed so much that I chose to succeed within it. I understand that this teacher was a community college teacher, teaching an elective, but I wanted him to trumpet this idea that one of the laziest, most ADHD students who ever sat behind a desk actually excelled in his idea of a lesson plan. I wanted him to spread the word among his colleagues that this might be the key to unlocking the minds of poor students and prevent them from being so bored that they distracted their fellow students by wiggling their book racks.

It probably wouldn’t work, seeing as how lazy and undisciplined young people are, myself included of course, but I thought his teaching style of offering a subject and then allowing the students to learn it on their own, from alternative sources, could succeed in the internet world of charismatic influencers on YouTube. Teachers have some performance reviews, especially in college, but how many teachers are actually fired based on the idea that their lectures are boring and tedious? In the capitalistic struggle for hits and subscriptions, a YouTube influencer needs to find unique ways to maintain an audience, and their struggle involves spending money on graphics and clips that make their presentations interesting and fun. The teacher could say, “This week’s assignment is King Henry VII, go learn everything you can about him, and we’ll discuss it next Tuesday.”  

It’s too late for me now, of course, but this idea goes out to poor students who think different. We all know how individualistic the human brain is. I’m not informed on the science behind it, but for some reason we all learn in different ways. Some are audio learners, visual, and kinesthetic. Minds like mine will never succeed under the current format, but I don’t write that to suggest that I was a misunderstood genius or a prodigy. I may have been such an anxious kid with so much nervous energy that I may not have succeeded regardless the format, but I had teachers who hit me where I lived. Mr. Schenk, Mr. Reardon, and that one woman who interpreted and defined Hamlet for me. So, some teachers woke me up, and they reached me on a level that should’ve defined for me sooner that I wasn’t the horrible student I thought I was. Were they more energetic, I don’t consider that debatable. Were they more passionate and informed, again, not debatable, but they reached me on a level that I still remember with a large asterisk in my life.

To escape what I considered the life-draining minutes of structured learning, I wiggled and shook the book racks of the students in front of me to get some kind of “REACTION!” from them. That was really what it was all about for me, the reaction. The more frustrated and angrier, the better. I thought it was funny most of the times, but I did it so often that it began to lose its edge. I continued to do it, because that’s just the type of (fill in the blank with your favorite invective) I was, am, and forever will be. The difference between then and now is that I’ve learned how to channel all that nervous energy.