Why Transcendent Thinking is good for young people?
by Dr Bibiana Chan
As a child, I enjoyed contemplating deeply. Perhaps I was naturally inclined toward introspection, or maybe I absorbed the wisdom of a Chinese idiom that advises reflecting at least three times a day – 吾日三省吾身 (wú-rì-sān-xǐng-wú-shēn). . I won’t wade into the “Nature vs. Nurture” debate, but recent research by a team at Center for Affective Neuroscience, Development, Learning and Education (CANDLE) suggests that engaging in ‘transcendent thinking’ during adolescence—looking beyond immediate contexts to grasp deeper meanings and implications—can predict psychosocial outcomes in young adults. This study underscores how this sophisticated form of thought supports the coordination between the brain’s executive control and default mode networks, crucial for psychological well-being.
The study’s key findings indicate that transcendent thinking enhances collaboration between the brain’s executive control and default mode networks, which are vital for focused, goal-directed activities and internal reflection, respectively. Furthermore, adolescents who frequently engage in transcendent thinking exhibit greater growth in brain network coordination, associated with positive developmental outcomes such as identity development and life satisfaction. The implications extend to education and mental health, suggesting that nurturing complex perspectives and emotions in adolescents can profoundly influence brain development and overall well-being, advocating for educational strategies that cultivate such thinking.
For all CFS young members who attend our events—whether they co-facilitate a creative workshop, co-lead a monthly bushwalk, or join me at a Social Enterprise Council meeting—I always invite them to reflect on their experiences. Some excel at detailing factual aspects, while others are more adept at capturing associated feelings and thoughts. When reviewing their ‘reports’ (a requirement for qualifying volunteering hours for the Duke of Edinburgh Awards), I encourage them to delve deeper into their reflections. I believe I’m contributing positively to their brain development through this process. These are some examples of our members’ ‘reflections’:
Reimagining Leadership Workshop
On the flip side, prolonged exposure of young people to electronic devices, where information is often presented in animated or video formats, leaves little room for imagination, let alone reflection. Another Australian study (published in the Journal of America Medical Association – Pediatrics) has explored the impact of frequent interaction with modern electronic devices on children’s language development. The reduction in face-to-face interactions between toddlers and their parents translates to a loss of over 1,000 hours of interaction, resulting in a diminished vocabulary for toddlers.
Speaking from my experience as a former speech pathologist, consider toddlers growing up in the Information Superhighway and smartphone era, they are bombarded with visual and auditory stimulation through animations and videos. While their expressive and verbal skills (such as vocabulary) and writing (due to overreliance on SMS) are underutilized, the modes of communication for these toddlers as they mature will likely differ significantly from those of their parents.
Despite these observations, there’s no need for excessive worry about their future. As an observer and health researcher, I highlight these phenomena to share with you here.
Further reading: