Freedom to Learn

The roles of play and curiosity as foundations for learning
Peter Gray, a research professor of psychology at Boston College, is a specialist in developmental and evolutionary psychology and author of an introductory textbook, Psychology. See full bio

Play Makes Us Human IV: When Work Is Play

Is your work play? It can be.

In my employment as an author, writing is a burden if I concentrate just on the end--the published piece or the royalties I might earn. When I take that attitude, the writing itself is just a necessary means to an end. In that case I find it hard to start, and once I do start the writing drags along. Writing then is toil, not play. To make writing play, I must remove my focus from the end. I don't totally forget the end, of course, but I put it on a shelf in the back of my mind, so I can focus my attention on the process--the process of generating ideas and crafting phrases with which to express them. I can even convince myself that the end doesn't matter; writing is such fun that it is worth doing even if the piece is never published, never has any effect on the world, and never earns a cent. Ironically, when I succeed in taking this playful attitude, the end result is far better than when I don't. And the same is true for other tasks I do, including laundry, cooking, and lawn maintenance.

When we are exclusively goal oriented, we view the activity required to achieve the goal as a necessary evil, so we perform it in the most minimal way that we think will be acceptable. We do just enough to earn the paycheck, or to satisfy the boss, or to produce a meal that our family won't reject. In school we do just enough to get an "A" or whatever grade we have chosen as our goal. In contrast, when we allow ourselves to become absorbed in the process as play we sometimes achieve far more. For shear fun we may do much more than is needed to produce the originally envisioned product; and the product, as a result, may be far better. It may even become an artistic creation. That can be true whether the product is repaired plumbing, a mowed lawn, a meal, a legal brief, or an essay.

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(e) Work Can Entail an Alert, Focused, but Non-Distressed Mental State.

This final characteristic follows naturally from the others. The decision-making, creativity, and focus on process that characterize play require and produce mental alertness. The reduced focus on ends and on others' evaluations reduces or eliminates our fear of failure. For most of us, our work does not have life-or-death consequences, so fears we have about failure are likely to be exaggerations. However, even for people such as surgeons, or fire fighters, or police officers, whose work can have life-or-death consequences, a focus on process reduces the sense of distress and increases the chance of a successful outcome.

What might we do as a society to increase the playfulness and reduced the burden of work? Here is where I think we have lots to learn from hunter-gatherer societies. Tune in next week.
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Notes & References
*Some of the hyperlinks in these postings are automatically generated and may or may not connect you to sites that are relevant. To distinguish the links that I have generated from the automatic ones, I have marked mine with asterisks.
[1] Larson, R. J., Richards, M. H., & Perry-Jenkins, M. (1994). Divergent worlds: The daily and emotional experience of mothers and fathers in the domestic and public spheres. Journal of Personality and Social Psychology, 67, 1034-1046.
[2] Kohn, M. L. (1980). Job complexity and adult personality. In N. J. Smelser & E. H. Erikson (Eds.), Theories of work and love in adulthood. Cambridge, MA: Harvard University Press. Also, Kohn, M. L., & Slomczynski, K. M. (1990). Social structure and self-direction: A comparative analysis of the United States and Poland. Cambridge, MA: Basil Blackwell.



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