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You Can’t Be Serious!
by Mary Kay Morrison

A few years ago, I had the good fortune to attend The Humor Project’s 17th Annual International Conference. Joel Goodman, founder of the project, presented the “Humor in Action: Making a Difference” award to Michael Christensen, the man who founded “Clowns on Rounds.” Working in children’s hospital wards, these clowns promote healing through humor and laughter. Preceding this presentation was a film clip of these bighearted clowns interacting with children in an intensive care unit. During the celebration, the comment was made that where there are children, there should be laughter.

I thought about our schools. It hit me that I couldn’t remember the last time that I was in a school and heard laughter.

This article explores humor and learning, and the fundamental role that the positive emotions play in nurturing cognitive development.

A decade of conducting humor workshops has coincided with the opportunity to network with professionals in both the medical and education fields. It has generated a passion to understand the connections between humor and learning. Defining humor through the lens of cognitive research and looking at the benefits of humor have provided me with a unique perspective on education and the national goal of maximizing student learning.

The word humor by itself, without any sense as in “sense of humor”, is defined as what we find funny. When you bring sense to humor a metamorphism occurs. Our individual sense of humor emerges as inseparable from our whole being. It is intrinsically woven into our emotional and social psyche and reflects our individual belief systems. The ability to adapt to change with positive acceptance and/or enjoyment defines the essence of having a sense of humor.

While this definition most closely matches the references to humor in this article, humor can be interpreted in a variety of ways. Researching humor is a challenge. For instance, attempts to locate humor in the brain depend on how subjects interpret what is funny. If research looks at the cognitive activity generated by laughter, it is difficult to isolate the specific qualities associated with it including humor, joy, hope, surprise and amusement. Several recent studies do link laughter, humor and the positive emotions to activity in the frontal lobes of the brain. There are correlating studies indicating people with depression have opposite brain patterns.

One of the most fascinating projects in studying the positive emotions is occurring at the University of Michigan at the Positive Emotions and Psychophysiology (PEP) Lab. Positive psychology addresses the study of individuals who have enthusiasm, alertness, energy, and persistence in goal orientation. The field of psychology has traditionally focused on helping people recover from negative aspects of their lives. The studies at the PEP lab hope to reveal that distinct positive emotions broaden the scope of attention and cognition. They are researching the idea that certain positive characteristics can enable people to flourish and become more creative and successful in life. http://www.lsa.umich.edu/psych/peplab/broaden.htm

Another pioneering movement called humor therapy is practiced by counselors and psychologists who incorporate humor into therapy procedures for patients. An increasing use of humor in the field of health and wellness has drawn the attention of researchers. The Association of Applied and Therapeutic Humor (AATH) has defined humor as, “Any intervention that promotes health and wellness by stimulating a playful discovery, expression or appreciation of the absurdity or incongruity of life’s situations. This intervention may enhance health or may be used as a complementary treatment to facilitate healing or coping, whether physical, emotional, cognitive, social, or spiritual.” http://www.aath.org/

There is an almost elusive and undefined quality that human beings value and yet little has been written about in education. This condition is the peak experience of optimistic humor. The vitality of humor energy that emerges from a hopeful, joyful spirit of humor goes beyond the normal description of what we call a sense of humor. It is a positive emotional state of being. This experience of a vigorous, optimistic energy force will be identified here as humergy.

A closer look at humor, a sense of humor, positive emotionality and humergy provide the framework for a look at how these qualities can impact learning.

Today's mighty oak is just yesterday's nut that held its ground.

In a nutshell, humor is a fundamental and integral core of our cognitive emotional growth. The fertile ground of trust and the elements of nurturing relationships are required for a sense of humor to take root. How can schools nourish the little nuts that are searching for the ground in which the positive emotions can thrive and humergy can flourish?

Although essential questions revolve around the relationship between the environment and the humor developmental process, there are significant factors that seem to support optimal humor maturation. While it is understood that children are born with an inherent pre-disposition for temperament, the environment significantly impacts our funny bone. A look at humor development in early childhood reveals universal patterns of growth. These stages of emotional progression in young children, observed through their play, are the essential foundation for humor maturation.

Play is a fundamental skill that fosters learning and growth yet it decreases almost to the point of extinction as children progress through school. Play supports the development of a sense of humor by providing the brain compatible elements of free choice, movement and engaged discovery. It is our responsibility as educators to encourage play, games, fun and laughter as our children grow through the years, knowing humor parallels and nurtures cognitive development. It is especially important to include play during the middle and high school years to assure sustained cognitive development.

Be aware that there are people who are uncomfortable with humor. This is readily understood. Humor is not a characteristic that we have been taught how to integrate in our teaching. There is even a prevailing belief that fun is a waste of time. In this age of accountability, time is a precious commodity. In every school there is at least one humordoomer who thinks that fun and work do not mix. Be patient with them and share the benefits that come from the integration of humor and fun in teaching. Eventually they will realize they are missing the opportunity to network, unwind from stress and enjoy the company of the fantastically funny educators in your building. The incredible benefits of play and humor are being discovered through cognitive research and validate the significant work of educators who have always included humor, joy and fun in teaching.

Benefits of Humor

Humor activates attention and increases memory retention

Just how effective can humor be? The marketing industry of advertisement gives us an indication. I must confess that I usually watch the Super Bowl just to see the commercials. The money that is spent on commercials is mind-boggling. Advertisers have less then 2 minutes to get your attention and put their product into your long-term memory. Billions of dollars will be spent to capture the attention of this large viewing audience. Animated discussion on favorite super bowl commercials follow the next morning around office water coolers. There is a good reason for the use of humor. Advertisers know how to grab attention and lock information into the long term memory. Isn’t this what we are trying to accomplish in education?
Humor gets our attention and increases the likelihood of memory retrieval.

Humor nurtures the trusted relationships needed for engaged learning.

Excitement, enthusiasm, laughter and high energy are reflective of an engaged learning classroom. Engaged learning is a reflection of positive psychology at work! It is an indicator of a high level of trust. Trust is almost as difficult to define as humor. Humor builds relationships and nurtures trust. When people feel comfortable and relaxed, spontaneous laughter often emerges, followed by a feeling of human bonding. Group laughter is contagious. People are more likely to laugh in social settings then when they are alone according to Robert Provine in his book, Laughter, A Scientific Investigation.

Humor relieves stress and increases health benefits.

Emotional intelligence and cognition studies have recently been overshadowed by the political and societal focus on accountability. While literature on testing abounds, studies of the relationship between humor and learning have been almost non-existent. Our schools have become so focused on accountability, methodology and testing that the focus on creating an optimal learning environment is often limited. Laughter and fun can become extinct.

Humor facilitates communication with both individuals and groups.

The skill of using humor to build and maintain relationships is an invaluable one. Emotional intelligence (EI), (the ability to perceive, assess and influence one’s own and other people’s emotions) is essential for knowing when and how to use humor effectively. (Goleman1995) The ability to use humor in interpersonal dialogue requires a basic confidence in one’s own humor strengths, an enjoyment of laughter and the willingness to risk being silly or ridiculous.

Humor generates increased trust accompanied by a reduction in tension, fear and anger. The ability to assist others in seeing the “humor” in difficult situations can nurture even tense situations. Exaggeration, puns, and self-deprecating humor are tools of the trade. Humorists are able to use reframing (example: the ridiculous or exaggeration) as a devise to facilitate a shift in context. This shift encourages both individuals and groups to think creatively. Some of the greatest political figures including Reagan, Churchill and Kennedy were known for their ability to use humor effectively.

Humor is Contagious-Catch it!

Enhancing communication, relieving stress, increasing energy, and having fun are compelling incentives for improving humor practice. We can use humor to create a joyful environment for learning, where humor is not only valued, but an integral component of student learning.

The peak experience of humergy is when enthusiasm, excitement, and energy are bubbling from the inner soul of an individual. It is felt in a school that is humming with the spirit of joyful learning and playful growth. The practice of humergy reflects excitement of students and teachers as they exude a zest for life and a quest for knowledge.

Just observe the teachers, students and administrators. Are they having fun? Is there obvious joy in the learning process? Is there encouragement to take risks? Is there the ability to laugh at the mistakes? Do you hear laughter? Where there are children, there should be laughter.

FUN survives and thrives in an environment of TRUST.

Fun is an indicator of trust. (Yerkes, 2001) Look for laughter, joy, spirit and enthusiasm in both the school and in the classroom and you will find an environment in which learning thrives. Humor contributes to this optimal learning environment. It is brain compatible in countless ways.

There is a simple formula to determine if humor is practiced in your culture. Look for the fun and laughter!

Bibliography

Dunn, Joseph R., Ph.D., What is a sense of humor? An interview with James A. Thorson, Ed.D. Humor & Health Journal, Volume VIII, Number 2. March/April 1999.

Fredrickson, Barbara. Ph.D, The Value of Positive Emotions. Sigma Xi, The Scientific Research Society, Volume 91 July/August 2003

Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than I.Q. Bantam Books, New York. 1995.

Goodman, Joel. Laughing Matters, Anatomy of Norman Cousins. Volume 2, Number 3. The Humor Project, Saratoga Institute. 110 Spring St., Saratoga Springs, NY 12866. 1988.

Harvey, Linda C., M.A., PT. Humor for Healing, A Therapeutic Approach. Therapy Skill Builders, 55 Academic Ct., San Antonio, TX 78204. 1998.

Millard, Elizabeth N., Humor Can Be a Serious Strategy. Impact of Humor on Education and Learning. The Delta Kappa Gamma Bulletin, Volume 65-3, Spring 1999, page 9.

Provine, Robert R. Laughter, A Scientific Investigation. Viking Penguin, Penguin Putnam, Inc., 375 Hudson St., New York, NY 10014. 2000.

Stewart, D. W., and Furse, D. H. (1986), Effective Television Advertising: A Study of 1000 Commercials, Lexington, MA: Lexington Books.

Yerkes, Leslie. Fun Works: Creating Places Where People Love to Work. Berrett-Koehler Publishers, Inc., San Francisco, CA. 2001.