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The Coddling of the American Mind - Introduction Questions

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ENG4U

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12th Grade

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The Coddling of the American Mind

These are the answered questions assigned for the introduction of Coddling of the American Mind in an HHG4M1 course.. Answers include quotations, page numbers, and personal opinions.

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positive psychology
human development
introduction
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Titel boek:The Coddling of the American Mind

Auteur(s):Jonathan Haidt, Greg Lukianoff

Uitgave:2018
ISBN:9780241308363
Druk:Onbekend

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School jaar 4

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The Coddling of the American Mind: Introduction

Look at the three passages found on the page preceding the table of contents. Which of the
three reasons most interest you? Why?
Passage 2 - “Your worst enemy cannot harm you as much as your own thoughts, unguarded.
But once mastered, no one can help you as much, not even your father or mother.” (buddha)
This resonated with me the most as I, much like other students, have struggled with my fair
share of mental health struggles. However, I am lucky enough to have overcome these struggles
and I now look to myself for advice instead of others.

The Search for Wisdom (1-5)
1. What were the authors worried about that then inspired the book (1)?
The authors were worried about ideas and patterns they found circulating throughout colleges
and universities that could be severely harming the way students live their lives.

2. What is the metaphoric meaning in the difference between the main path and the path
to Misoponos (1)?
The difference between the two paths is that while the main path seems unforgiving and
challenging to get through, the path to Misoponos is clear-cut and easy to walk. Metaphorically,
this portrays the difference between the students who choose to struggle their way to the top
of the class and the students who take the easy way out of education, hiding from thought-
provoking questions and ideas that don’t align with their beliefs.

, 3. List the three italicized “truths” Misoponos offers. For each, give a realistic but
hypothetical example of a teen student adhering to it (2-3).
a) What doesn’t kill you makes you weaker.
Example: A student who demands an announcement regarding sexual assault
awareness month is taken down because it triggers memories of their own experiences
with sexual assault.
b) Always trust your feelings
Example: A student not completing assignments because they feel like it’s challenging
their beliefs and opinions, and their mind perceives that as the work being dangerous.
c) Life is a battle between good people and evil people.
Example: A student starting a petition to get a teacher fired or suspended because they
felt the teacher was presenting dangerous or triggering material in class, such as To Kill
a Mocking Bird.

4. What do the authors mean by “these untruths are rarely taught explicitly; rather, they
are conveyed to young people by the rules, practices, and norms that are imposed on
them, often with the best intentions” (4)?
The authors aren’t trying to lay blame on older generations for teaching young people these
Great Untruths. However, they are acknowledging that through censorship and constant
protection of children, the younger generations of people are growing up slower and more
afraid of words.

5. What are the three criteria that must be met in order to be considered a Great Untruth?
Why do you think this elevates them to “Greatness” (4)?
a) It contradicts ancient wisdom.
b) It contradicts modern physiological research on well-being.
c) It harms the individuals and communities who embrace it.
I believe that these criteria elevate an untruth to “greatness” because it prove that the untruth
deprives people of their happiness and well-being while convincing them that it is doing quite
the opposite, and increasing their quality of life.
6. Of the problems listed that are caused by the Great Untruths, which one have you most
recently seen covered factually, hypothetically, or fictionally by some form of media
(news, podcast, song, video game, book, movie, show, article, video)? What was
presented?
Recently, I read an article regarding the rise of anxiety in teens and young adults. It
hypothesized that on top of societal pressures to never fail at anything, kids aren’t failing often
enough to not be terrified of it.

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