In this episode of Hidden Brain, Dacher Keltner shares his personal experiences with anxiety and describes how he found relief through awe-inspiring moments. He explains the scientific concept of awe as a restructuring of knowledge to comprehend vast mysteries, and discusses research showing how experiences of awe—whether from nature, moral exemplars, or acts of kindness—can affect both psychological and physical health.
The episode also explores how awe and transcendent thinking can enhance education. Mary Helen Immordino-Yang discusses the benefits of connecting classroom lessons to broader ideas and community issues, while acknowledging the challenges teachers face in implementing these approaches within rigid educational systems. The conversation examines how educators can better support students' emotional and cognitive development through meaningful, community-connected learning experiences.

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Dacher Keltner shares his journey through anxiety, describing how a move from California to Wisconsin triggered severe panic attacks and isolation. He found relief through awe-inspiring experiences, from basketball games to Iggy Pop concerts, which helped him transcend personal worries and connect to something larger.
According to Keltner, awe requires 'accommodation' - a restructuring of knowledge to comprehend vast mysteries beyond current understanding. Research by Yang Bai showed that people who experience awe in natural settings like Yosemite tend to perceive themselves as smaller in relation to the world. The experience isn't limited to natural wonders; moral exemplars and everyday acts of kindness can also evoke awe.
The physiological effects are significant: awe triggers the vagus nerve, calming heart rate and digestion, and reduces inflammation. These findings suggest both psychological and physical health benefits from awe-inspiring experiences.
Mary Helen Immordino-Yang defines transcendent thinking as the intrinsic desire to find profound meaning in experiences by connecting them to broader ideas, histories, and values. This approach has been successfully implemented in classrooms, as demonstrated by teacher Talania Noor-Pharr, who connected math lessons to community financial advising.
However, implementing transcendent thinking in schools faces challenges from rigid curricula and testing requirements. Immordino-Yang advocates for giving teachers more autonomy in building curricula and suggests that educators should act as developmental scientists, focusing on observing and responding to students' thought processes rather than simply delivering content. She emphasizes the importance of designing learning experiences that tackle complex, community-connected problems while supporting students' emotional and cognitive development.
1-Page Summary
Dacher Keltner shares his personal journey through anxiety and how awe-inspiring experiences played a pivotal role in his psychological well-being.
Dacher Keltner's life was marred by extreme anxiety after moving from California to Wisconsin, where he felt isolated and experienced panic attacks. The cultural, environmental, and climate differences in Wisconsin made him feel out of place socially and physically.
Keltner began to find solace in awe-inspiring experiences that took him away from his anxieties. Whether playing basketball, getting energized in the mosh pit at an Iggy Pop concert, or sitting with his wife during a severe storm, Keltner discovered that these moments allowed him to transcend his personal worries and feel connected to something larger. A response letter from Iggy Pop, in particular, provided Keltner with courage and strength.
Through various activities, Keltner illustrates how awe can shift focus from self-preoccupation to a larger sense of connection. He describes feeling like "one giant goose bump" on stage with the Dalai Lama, which helped him sense a greater purpose and diminution of ego.
Keltner’s research provides evidence of awe's profound benefits. Subjects looking up at eucalyptus trees rep ...
The Personal Experience and Psychological Importance of Awe
The scientific community studies the complexities of emotions such as awe, underlining its impacts on our understanding of the world and physiological health.
Dacher Keltner articulates the challenge of defining awe. He explains that awe is akin to mystical experiences and requires 'accommodation,' a restructuring of one's knowledge to comprehend vast mysteries that one's current understanding cannot grasp. Awe introduces profound uncertainty and destabilizes our comprehension of the world, often leading to reactions like expansive language, laughter, crying, and feeling moved beyond oneself.
Keltner describes awe as both destabilizing and quieting, prompting individuals to seek new knowledge and occasionally abandon previous assumptions. An experiment by Yang Bai indicated that after experiencing awe in natural settings like Yosemite, people depicted smaller self-drawings, suggesting a diminished sense of personal identity compared to control conditions. Another study involving older participants revealed that awe did not diminish with experience; on the contrary, it became richer and deeper, acting as a mental reset button and fostering a ‘beginner's mind.’
While natural wonders are common sources of awe, Keltner points out that encounters with moral exemplars also evoke this profound emotion. The virtuous actions of others — their kindness, courage, and capacity to overcome obstacles — can inspire awe. It emerges from the moral beauty shown by ordinary people, including neighbors and strangers, just as often as it does from famous f ...
The Scientific Definition and Study of Awe
The role of awe in education can propel students beyond traditional means of learning, fostering a sense of transcendence and deep connection to the material explored.
Transcendent thinking, as defined by Mary Helen Immordino-Yang, is the intrinsic desire to find profound meaning from experiences by engaging with the why, history, intentions, beliefs, values, identities, and potential futures related to a situation.
This type of thinking, as Immordino-Yang describes, helps learners to engage not just with data and information, but with their subjective emotional processes during learning. These emotional thought processes become the framework for organizing information and allow for a reliving of the learning experience when accessing the information again.
The hosts and guests on the show discuss transcendent thinking in various contexts. For instance, Talania Noor-Pharr, a teacher, connected math lessons to a civic opportunity, where her students applied mathematical concepts to financial advising for families in their community, thus enhancing the learning's meaning and engagement. This approach underscores the potential of education that surpasses rote learning.
Curriculum demands, pacing guides, and state standards leave little room for individual exploration. A teacher named Eileen mentions the chronic absenteeism and unrealistic demands placed on teachers, which serves as another hurdle.
The scalability of methods fostering transcendent thinking in educational environments is a concern. Despite Charles' efforts to create classroom environments that support transcendent thinking, sustaining this approach has proven difficult.
The essence of transcendent thinking in education involves framing learning in a manner that students can emotionally and cognitively connect with the material, using awe as an engine to instigate a holistic, systemic view.
Learning experiences that prompt students to tackle complex, community-related problems can imbue a sense of purpose. Immordino-Yang suggests that educators start with a clear understanding of who the student is and then facilitate growth by engaging with new content in a way that becomes an integral part of their identity.
Role of Awe in Education and Transcendent Thinking
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