This fall, student facilitators led group discussions of Spence’s Book in Common, Incognito: The Secret Lives of the Brain by neuroscientist David Eagleman. In this book, the author discusses scientific experiments, research and the relationship between the brain and the unconscious.

 

Grades 9-10 and 11-12 advisories and advisors gathered to talk about some of the key themes of the book and reviewed some of its optical illusions. In one advisory group, student facilitator Regina F. ’18 showed a video of a famous experiment where the viewer is asked to count how many times the people in white shirts throw a ball to each other. People in shirts of a different color also walk around, passing a ball, in the video. Often, the viewer is so focused on counting the passes that they are unaware that a person in a gorilla costume walks into the frame. After watching this video, Regina and the students talked about how the brain filters out information it doesn’t need, such as the gorilla in the video. As Eagleman writes, “Brains reach out into the world and actively extract the type of information they need. … As your eyes interrogate the world, they are like agents on a mission, optimizing their strategy for the data.”

 

The students also discussed unconscious or implicit biases and how and when they develop. The students looked at the online Implicit Association Test, which delves into topics such as race, age, gender and sexuality. The test measures “implicit attitudes and beliefs that people are either unwilling or unable to report.” Regina made the point that having this knowledge of implicit biases allows for more self-awareness and an opportunity for the individual to think of ways to be more purposeful in how he or she engages with the world.

 

Another topic of discussion was the sentencing of criminals and “blameworthiness.” The students talked about a few cases where tumors or degenerative diseases were found in the brains of people who committed crimes. Students debated whether the brain damage should have an effect on sentencing. There are also many other influences—genetically or environmentally—that can alter adults’ abilities to act appropriately and make the right choices, which added shades of gray to the discussion of culpability.

 

This is the third year Spence has organized a Book in Common, though this year the selection process was different; each department worked together to nominate a book, then students voted on the book they were most interested in. The Martian by Andy Weir was a close second to Incognito, said Suzanne Crow, Director of Libraries and Information Services and Middle School Librarian.

 

Crow worked with other faculty members (Upper School Librarian Meagan Kane, English teacher and Grade 12 Dean Kelly Jewett, Middle and Upper School Science Department Head Elisa Murphy and science teacher Scott Godsen) to structure the students’ discussions on the book, as well as to develop a few case studies and brain teasers.

 

“They proved to be effective entry points for small-group exploration of the book,” Crow said. 

 

Students in Grades 11-12 used this structure to lead and facilitate the discussions in groups of advisories.

 

“Our student facilitators showed their true Spence colors and masterfully guided the discussions with insight, skill and confidence,” Crow said.

 

Crow added that the Book in Common allows for students and adults to think about the book’s connections to curricula and to develop a sense of community. The program’s success in the Upper School has led Spence to consider launching a Middle School Book in Common.