Chubby Geek Learns to Dance -#4

<<Robin’s Podcast: Dance for Parkinson’S Disease by David Leventha>>

Great people know great stuff. Great people talk great stuff.


You know what you want to do but your body refuses to move in that way. You start shaking without you being able to control it. You become sleep deprived, unable to control emotions, start building negative relation with others and becoming isolated…

That is what Parkinson Patients experience.

Yet current research on medicine and therapy is focused on the “loss”. Why not on leaning? – This was David’s big question.

Screen Shot 2016-02-07 at 9.44.30 PM

(source: Wikipedia >>> Parkinson’s disease)

What he does

  • Give classes for PD patients in NY
  • Train teachers
  • Offer online training programs (DVDs etc..)
  • Helps research

The best way to find what he is up to is by visiting their website.

Dance for PD website


How he does it

  • Treat PD patients not as PD patients but as “dancers” and “artists”

In the interview, he emphasized the importance of viewing them dancers and artists. He is extra careful on the use of his vacabs, honestly you can just tell that he sees them in such a respectful manner from the way he talks in the interview. He mentioned that this way, students see physical movement from “loss of ability” to “skills that can be developed”.

  • Access and Expand students’ imagination
  • Raise students’ self-efficacy, self-esteem, self-confidence à that breeds curiosity


(More on his teaching philosophy: His Video )


His Mission

Make dance available to all PD patients in the world!


My Expansion

I want to know his great ability on teaching. How he breeds students growth mindset instead of fixed mindset. I believe this could be the key for his mission, spreading dance for PD to all over the world. Through my experience of zumba, although we have semi-fixed class structures on DVD, it does depend on the facilitator if the class can be taught in a way students want to come back.

Chubby Geek Learns to Dance -#3

Storytelling Project   “Chubby Geek Learns to Dance”

Episode 3.

Academic Background and Dance

I have a very strong academic background. Everything that I did when I was younger related to getting into good university. This meant that I had little social support on anything artistic, including dancing. You see, I was a chubby geek.


Having this background, I am proud to say that my current occupation is a graduate student at the best private university in Japan (The founder of my school is the face of $100 bill in Japanese yen), doing a research on dancing.


Rebellious? Maybe. I feel my family not being supportive of what I am trying to do, when it is what I need the most right now. But I will work on communicating the message to them. Because dancing is really what we, as humans need, and more people should experience this ancient technology to happiness.



Dancing to overcome trauma


Dancing is facing and improving, rather than escaping.


You see, I had trauma. Trauma is created because we remember the physical arousal of shocking times with negative meanings. When you see something or hear something, it becomes a trigger to create certain posture. This posture is remembered with negative meanings. This is how trauma is created. It becomes embodied.

When I dance, I start breathing fast, just like the time when I lost control. But my attention is focused on the beauty of surroundings. I am fully experiencing the physical arousal that I used to fear and escape, and I embrace it. It is amazing. And at the end of the day, I realize, “hey the things that I was so worried about, maybe means nothing. It may be isn’t so important after all.”


I want you to feel free from the chains on your feet

I want more people to experience this. The beauty of living. At the same time I need dancing in my life. It is my trauma therapy. As we get old, we experience more sad things as well as wonderful things. Humans have an innate tendency to remember the bad rather than good. But this technology, dancing, helps you remember wonderful experiences more.


So… Shall we dance?

Chubby Geek Learns to Dance-#2

Storytelling Project   “Chubby Geek Learns to Dance”

Episode 2.

Today, I am going to evaluate some dance teacher.

Because my mission for life is to create a culture of dancing at workplaces 🙂


<<Scoring Base>>

Scoring Base


Date: 20.01.2016

Name: Billy (Expert)

Category: Ballet 1h


C1: Teacher’s Autonomy Support

P1: Students’ Motivation (2/5)

  • Leaning towards raising Extrinsic Motivation
  • Extrinsic Motivation Types: Beauty of a Dance

P2: Language Use   (5/5)

  • Informational Language Use

Everything seems to be related to the beauty

– Occasionally compliment (Rather very informative)

P3: Dealing with Negative Affect (4/5)

  • Acknowledges that some moves are hard
  • Doesn’t seem to be bothered when students make mistakes


C2: Teacher’s Structure

P4: During Introduction (5/5)

  • Clear Introduction
  • Use of terms (name of moves etc…)
  • Use of sounds (non-linguistic expressions)

P5: During Lessons (5/5)

  • Strong guidance with use of his own body
  • Strong guidance with use of language (counting, name moves etc…)

P6. Feedback (3/5)

– Skill-Building and Informative

– However, teacher tends to point many things that students get confused

(Need of break down)


  • Students seem to be confused since the skill was too hard
  • Students are willing to try since teacher never judges
  • “Don’t be selfish, think of the beauty as a group. Express individuality with face.”
  • Showed sign of welcome

(Came to talked to me how he still remembered me from 4 years ago)



Chubby Geek Learns to Dance-#1

Storytelling Project   “Chubby Geek Learns to Dance”

Episode 1.

Once upon a time, there was a girl. She was 19, 5ft1 and weighed a little over average.

Screen Shot 2013-04-16 at 11.17.15 PMShe felt mature and confident, because she finally entered the university which her parents wished her to go to. She was free to live her life!

Up until this time, she had only been to strict girls schools. Her parents kept telling her that one day when she gets into a good university she would be free to do anything. So until then she crammed, devoted all her waking hours into books. So this was a special moment, finally she was free to live!

During her university life, of course she went to parties. She met this guy, who spoke to her so sweet and gave her flowers. Being brought up at girls schools all her life, it was a wonderful to feel for the first time someone was paying special kind of attention. She felt like a princess in the disney movies.

So she did all she could do. She devoted everything to him until one day he said, “You are the chubbiest girl I have ever dated” and yes, cheated on her too.

Now this may not sound much to many people, but it was for her. Two main reasons: (a)because she had never known anyone who would compare and judge people with physical characters   (b)because he said it in a way that it was pre-determined and cannot be changed.


This story has deeper background but for now it is enough.

This is how I started learning dancing. To prove him and myself that there is nothing that defines anyone.

Coming from a very academic background, I was never really praised for being good at physical activity. So I focused on academics. That lead me to be highly confident in one area, but not in another.

I guess I still wanted him to accept me, I started applying the cramming technique to physical activity, yes, dancing. But the relationship with him ended, and I got more interested in the process of learning.

Learning is fascinating. Because it argues your perception. If you apply the same perception, you are never getting better.

Through this project, I want people to realize the unconscious “Learned Helplessness” that we all have. I want you all to argue your perception on your own capacity and the way of approaching towards things.

I am hoping that I can contribute in some way to break your unconscious leaned helplessness.


認知意味論ノート   第五回


  • 常識を問うと会話は破綻

常識の共有 à 概念形成の共有


  1. Biological Basics
  2. Cultural Basics
  3. Personal Basics         から成り立つ

概念内容を共有しているか — 検証不可

概念形成プロセスの共有をしているか — 検証可

à à à まとめ:常識を共有するということは概念形成(経験を通して構成される)を共有することである

  • 意味付けと概念形成




  1. Categorization (カテゴリー化)


  1. Conceptualization (概念化)


  • 概念形成 >>> 2. Conceptualization


-connotation (概念)

-word (コトバ)

-denotation (表示)     から成り立つ

  • 概念形成の原理

差異化   /   一般化   /   典型化


(a). 一般化




コトバをover-extension そして under-extension 使用することで一般的に使用される概念形成を行う

(b). 差異化

– AがAである為には 非A の存在がなくてはいけない (eg. 主人と奴隷の関係)

-非秩序(カオス) à 秩序の形成


  1. A / 非A タイプ
  2. A / B / C タイプ (domain specific) 犬/ ネコ/ 虎…
  • A: a / b / c タイプ (domain à detail) eg. いちご: とちおとめ…


上位レベル (果物)     à 類化

“中間レベル”  (リンゴ)

下位レベル   (王林)      à 種化


(c). 典型化 (らしさの基準)


– 私達は典型化が想定の範囲内なら安心し、それを超えると不安になる

– ステレオタイプの生成原理 (ステレオタイプ = 過激的にシンプル化された知識)


知覚的特徴 / 機能的特徴 / 行動的特徴 を基に典型化

個人差 (sensory systemの発達 / 好み / 表現能力) の違いが関係する


  • 私達は”鳥の特徴ついて説明しなさい”と言われたとき、空を飛ばない鳥がいるにもかかわらず、鳥らしい鳥の特徴について説明する傾向がある





(1). 対象行動のナビケーション

(2). 個人差



このようなシチュエーションの対応時に、コトバの意味する概念形成プロセスを知っているか知っていないかでは大きく異なる。この例は特にコトバの概念形成プロセスの典型化の共有の問題である。概念形成の原理として挙げられている他の2つの要素(一般化, 差異化)に比べて、典型化は特に個人を取り巻く環境要因との関わりが強いと思われる。

認知意味論ノート  第三回


  • 私達の会話
  • コトバに対しての互いの意味付けがベース
  • 状況の協働編成を伴う

→ “コトバのキャッチボール”ではない

  • 意味付けの相互作用

コトバ (発する側)








  • 新たな意味付けモデル
  • コトバ=私達の頭の中のdominanceを示すもの

Sense Making

“意味 à 記憶連鎖 à 意味知識”


記憶連鎖 (Evoke / Entrainment)




“コトバ à 記憶連鎖の引き込み合い à I got the picture! “



(Eg. オオカミ à 多くの意味 / オオカミ&少年 à 意味が狭まる)

聞く 話す

“話す”(事態構成をする) à コトバ à “聞く”(事態構成される)


  • 情況内事態

内容把握(発話の意味) / 態度把握, 意図把握, 表情把握 (発話者の意味)から成り立つ

  • 意味の不確定性

多様性 – 個人により意味は異なる

多義性 – 個人内で文脈により意味は異なる

履歴変容性 – 個人内で時間軸により意味は異なる

不可知性 – 人の記憶には暗黙の領域がある






認知意味論ノート 第二回


  • Main Idea

意味 → 記憶 → 意味知識


  • 意味知識こそが私達が普段“意味”として理解しているもの
  • 意味知識は経験を通して常に更新される
  • Sign


  • 意味するもの → 記号等といった表現形式
  • 意味されるもの→ 記号等の内容意味
  • Meaning



→ 意味構成論は人間の多様性を支持する

  • Language

恣意性 (ソシュール)言語の音声面と意味的な内容面には自然な結びつきは存在しない    →犬が“犬”や”dog”と呼ばれる理由はない


  • Sound Symbolism

言葉の意味を知らないはずの子供に”flicker” / ”glare”の区別等をさせると、かなり高い割合で意味を推測することが出来る。

→ 必然的…???

“Drift” (Sapir)

言語構成の始まり(恣意性) → 一定の方向性を作る → 完璧な恣意性ではない





私は海外のstandup comedyが好きである。アメリカのstandup comedyはイギリスのstandup comedyは笑いのセンスやプレゼンテーションのやり方が異なる。むしろ同じ国でもその地域によって、comedianがある言葉を用いて観客に伝えようとしていることはまったく異なる。高校時代イギリスで過ごした私の英語の意味構成は、きっとその時の環境からたくさん影響を受けていたのだろう。同じstandup comedyを音声のみで聞いた場合、映像(comedianの表情やジェスチャーを含む)で見た場合、そして映像が観客のリアクションを含んでいる場合ではまったく意味理解度が異なる。きっと音声以外の多くの情報を読み取ってその場で臨機応変に意味構成を行っているのだろう。そしてその複雑性が心地好くて、私はstandup comedyを好むのだろう。

認知意味論ノート  第一回



世界 → 言語 → 心的表現

・私たちは “Free Expression” X “Use of Formulas” を通して言語を利用する

・”Free Expression”は一定のルール(grammar etc)を基礎とする

・”Use of Formulas”は会話がベースとなっている

・”Use of Formula”には慣用句などといった、文化に強く根付いたものが含まれる



-Langue と Palore

Langue → 私たちが言語としているもの


Parole →     音やリズムの流れ


-Generative Grammar (Chomsky)


→ 第一言語を獲得することは、先天的なシステム Universal Grammar により起こる

→ 環境的な要因ではない

*Universal Grammar: 人の脳は先天的に文法といった、文を作るために言葉の組み合わせを行うルールを獲得


<<Expanding Ideas from the Lecture>>

今回の授業でGenerative Grammarという新たな論について学んだ。Generative Grammarでは、Universal Gramm

arという先天的なシステムを健全な人間は皆持つという見解を持つ。そして、このGenerative Grammarでは、そ


ay of life)を象徴するということを学んだ。

私の興味のある分野であるEmbodied Cognition (Gibbs) では、言語を理解するといことは(1). 音声のような

物理的情報を噛み砕き (2). 言語的に独立した情報に確立し (3). それらの情報から意味予測を立てる ことを


このシュチュエーションの要素をEmbodied Cognitionでは、感覚センサーの反応情報(相手の口の動きといった

視覚情報 etc)としている。

文化(way of life)は人それぞれが持つ感覚センサーから情報としてインプットされる。そしてその情報から私

たちの持つUniversal Grammarを使用して脳内で言語習得をしている。その為ほぼ同じ環境で育った人同士でも


Observation at McDonald’s

IDEO   The Healthy Lives Challenge

Objective: Develop a set of solutions that use technology to improve health, in particular among the growing Hispanic population in the U.S.


Experient 1.   McDonal’s Observation

I conducted an experiment to get to know more about the people who use Mcdonald’s.   (Near Tokyo, Japan/ 15:00-16:30, June 1st, 2015)



-High School Students (Majority, 60%)

-Pay attention to how they dressScreen Shot 2015-06-02 at 11.24.38 AM

-Yet their style is not united -> lack of “identity”

What How:


-Stay at McDonald’s (uncomfortable place) for a while -> paradox for me!!!

-They constantly check their phone (constant distraction from talking)

-Eat French Fries or Ice Cream, not Hamburgers

-Drink larger beverages

-One group brought drinks from outside although it is not allowed


-Killing time after school

-Reward after school

-They don’t want to be alone

-They want an activity after school to feel accomplished

-They do not have a purpose from this particular event

-They are waiting for something new that evokes their attention?




High School Students spend time at McDonald’s with their friends after school, because they feel accomplished afterwards than going back home straight.

They in fact are seeking Significance, Connection, Uncertainty (NoveltyVariety) and Growth.

-Sense of Accomplishment by spending time at McDonald’s

High School students mostly spend most of their time at school doing passive learning. Their task at school seems too hard for them to accomplish, thus they do not challenge themselves. Feeling like they have wasted most of their time at school doing what the society thinks is good, they want to treat themselves with a cheap reward that has a potential of becoming something greater than who they currently are. To make it clearer, here is the process of how one creates a habit of going to McDonald’s after school.

  1. Stress from school makes them get a quick reward (=McDonald’s).
  2. They talk, eat and drink.
  3. By rewarding oneself with the least amount of money, they feel accomplished than going back home straight.

-Insights: Their actual need


The fact that they are fashionable but they have not established their own style suggests that they are seeking their own identity. And by creating that they want to feel significant.


Their parents are both outside working. Spending time with friends let them feel connected.

Uncertainty (Novelty&Variety)

The fact that they actively browse on their phones suggests that they do not have a clear purpose of coming to McDonald’s. They do not even focus on the conversation with their friends. They are seeking something new that can excite them.


Despite the fact that there are various ways to improve oneself at school (In fact it IS the purpose of school), by having challenges that seem too difficult or boring one stops trying. Yet they want to grow and they do not want to finish their day just by physically being at school. They have a strong desire for feeling that they have become something greater at the end of the day.

image-9 image-10


Although this observation was done near Tokyo in Japan, and does not include any latinos as subjects, I believe that it can reveal something about the insight of young students’ unhealthy habit. I am willing to understand deeper and aim to create something effective to design solution to this problem.

Notes on “Self Coaching”

I made a review on theisis of one of the senior students from lab that I study with.


image-9 copy


And then by reading this I made a prototype of magnet ideas on facilitating this meta congnition process!



熱田 惇.(2011).アスリートのセルフコーチングを支援する〜意識レベルの算出手法の提案.