How to Sharpen Executive Functions: Activities to Hone Brain Skills
Executive functioning skills range from working memory to cognitive flexibility to inhibitory control, and beyond. They power our daily functioning, future planning, and mental/physical health. Here, learn how to improve core EFs through recommended activities, exercises, and games.
Executive functions (EFs) refer to a family of mental processes that allow us to reason and think before acting, meet new challenges head-on and with flexibility, and stay focused and concentrate, and more. So essential are executive functions to our well-being that they have been described as the mental toolkit for success.1 Often, EFs can be more predictive of academic and career success than either socioeconomic status or IQ.2
To improve any executive function, practice is critical. EFs need to be continually challenged — not just used — to see improvements. (That goes for both children and adults.) However, EF training and practice alone will not achieve the best results. EFs blossom most when we lessen things that impair them (like stress or sadness) and enhance the things that support them (like joy or feelings of belonging).
Executive Functioning Skills: Overview and Activities
There are three core EFs.
1. Inhibitory Control
Inhibitory Control at the Level of Behavior
Inhibitory control of behavior is self-control or response inhibition – resisting temptations, thinking before speaking or acting, and curbing impulsivity. Discipline and perseverance – staying on task despite setbacks or boredom and delaying gratification — require inhibitory control.
Many children, especially those with ADHD or other conditions that impact executive functioning, may have insufficient inhibitory control and thus struggle to curb a behavior they know is wrong or unhelpful. Parents and others may incorrectly assume that this indicates “bad” behavior or a discipline problem when it simply indicates immature inhibitory control.
Inhibitory control of behavior (self-control) improves with activities like the following.
Activities That Improve Inhibitory Control of Behavior
- Games like Simon Says (great for all ages).
- Dramatic play acting (to practice inhibiting acting out of character).
- Playing music with others (to practice waiting until it’s your turn to play).
- Performing a comedic routine (to practice trying not to laugh at your own jokes).
- “Buddy reading,” where children pair up and take turns being the reader or listener. The listener receives a simple line drawing of an ear to help the child remember to listen and not speak. (This activity is part of the Tools of the Mind curriculum).
Inhibitory Control at the Level of Attention
Inhibitory control of attention is focused or selective attention. It’s the ability to resist distractions so you can focus, concentrate, and pay attention, and to sustain that focus even when the material is boring (sustained attention).
Activities That Improve Inhibitory Control of Attention
- Perhaps the quintessential activity for challenging inhibitory control of attention (selective attention) is singing in a round.
- Listening to stories read aloud should improve sustained attention as it requires listeners to work to keep their attention focused without visual aids, such as pictures on the page or puppets acting it out. We found that listening to storytelling improves sustained auditory attention more than does listening to story-reading where the illustrations are shared after each page is read.
- Activities that challenge balance as well as focused attention and concentration:
- Walking on a log.
- Walking on a line. Similar to walking on a log, this activity is as challenging for young children as walking on a log or balance beam is for adolescents and adults. To increase the challenge, children can try to do this while balancing with something on their heads or racing with an egg in a spoon.
- Walking with a bell and trying not to have it make a sound can be a fun activity for a group of people of all ages. (It is also great for calming down.)
- Activities that challenge fine and gross motor skills as well as focused attention and concentration (It’s a general principle that motor development and cognitive development are fundamentally intertwined.3):
- Household and kitchen chores such as pouring a liquid, spooning beans or peas, carrying a tray full of filled glasses, peeling a vegetable, threading a needle, sewing, etc.
- Other ideas: beading, juggling, etc.
2. Working Memory
Working memory is the ability to hold information in the mind and to work or play with it. Just holding information in the mind without manipulating it is short-term memory; not working memory. Working memory enables us to:
- Mentally play with ideas and relate one idea to another
- Reflect on the past or consider the future
- Remember multi-step instructions and execute them in the proper order
- Remember a question you want to ask as you listen to the ongoing conversation
- Make sense of anything that unfolds over time, as this requires holding in mind what happened earlier and relating that to what’s happening now
Activities That Improve Working Memory
- Perform mental math, like calculating discounts or totals while shopping or calculating scores during a bowling match.
- Play a storytelling memory game in a group, where one person starts the story, the next person repeats what was said and adds to the story, and so on.
- Hearing stories may improve working memory, as it requires the listener’s working memory to remember all the story’s details and relate that to new information as the story unfolds without the help of visual aids. Storytelling has been found to improve vocabulary and recall in children more than does story-reading,4 which is important because vocabulary assessed at age 3 strongly predicts reading comprehension at 9-10 years of age.5
- Similarly, performing spoken-word or slam poetry should help working memory and attention.
A Note on Computerized Cognitive Training
CogMed® is the computerized method for training working memory with the most and the strongest evidence. But even CogMed® shows little or no transfer to any skill not practiced while doing CogMed® (even quite similar skills)6 and benefits are no longer evident two years later.7
3. Cognitive Flexibility
Cognitive flexibility includes the abilities to:
- See an issue or situation from different perspectives
- Think about something in a whole new way (“thinking outside the box”)
- Take advantage of a sudden opportunity
- Find a way to succeed despite unexpected problems or barriers
- Admit you were wrong after you receive new information
- Seamlessly adjust to change or the unexpected
Activities That Improve Cognitive Flexibility
- Engage in improvisational activities, like theater, jazz, and dance, which are unsurpassed for encouraging and nurturing creativity and adjusting on the fly.
- Play think-outside-the-box games. Come up with creative, unusual uses for everyday objects. You can eat at a table, for example, but you can also hide under it, use it as a percussion instrument, or cut it up for firewood – the list is endless.
- Find commonalities between everyday items and make a game of it. Example: How is a carrot like a cucumber? (Shape.) Like an orange? (Color.) Like a potato? (Both grow underground.)
- Teachers and parents: Invite children to help you solve a real problem that you are genuinely unsure how to solve. They’ll love the challenge and will feel great pride in helping an adult.
Examples of Activities That Improve All Executive Functions
- The arts (music, dance, theater, etc.)
- Sports, especially open-skill sports like soccer or basketball
- Traditional martial arts, which emphasize self-control, discipline, and character development. One study showed that children who practice taekwondo saw greater gains in all dimensions of EFs studied compared to children who took standard physical education classes.8 Our huge systematic review of all methods tried for improving executive functions found that mindful movement activities (like martial arts, qigong, and tai chi) show the very best results for improving EFs of all the different methods tried.9
- Wilderness survival
- Caring for an animal or animals
- For younger children, social pretend play
Each of these activities requires planning, cognitive flexibility, perseverance, and creative problem-solving — indeed, all the EFs.
Note: Parents and teachers must draw very explicit analogies between these activities and academic subjects if they want to see skills transfer, as it is not always obvious to children that a skill used in one context applies to another.
Executive Functions: The Roles of Stress and Self-Esteem
State of mind impacts executive functioning skills more than most people realize. The best methods to improve EFs encourage participants to:
- believe in themselves and their ability to improve your EFs,
- relax (reduce the stress in their life or how stressed they feel about it), and
- increase the joy in their lives.
Stress and Executive Functions
Executive functions depend on prefrontal cortex (PFC), a part of the brain responsible for orchestrating thoughts and actions to align with internal goals.
When we are stressed, we can’t think clearly or exercise good self-control. One reason for that is that even mild stress floods PFC (but not the rest of the brain) with dopamine, essentially taking PFC offline. Stress also disrupts functional communication between PFC and other neural regions,10 such as the amygdala. The amygdala sends out alarm signals when it detects danger, real or perceived. It is PFC that calms down the amygdala when there is really no danger, or when the danger has passed. But when communication between PFC and the amygdala gets disrupted, PFC’s “calm down” signal to the amygdala doesn’t get through.11 So the amygdala keeps firing and the person remains in a stressed, hyper-vigilant state.
Many of us were taught that people perform better on challenging cognitive tasks when they feel a bit on edge or are under a bit of pressure. The truth is that stress, even extremely mild stress, impairs the executive functions of most people.12
Strategies and Ideas to Reduce Stress
- Stable routines, predictability, consistency, and clarity about what is and is not permitted all reduce stress.
- Treat mistakes as a natural consequence of learning and stretching one’s abilities. A growth mindset instills confidence and teaches us to view failed attempts as learning opportunities.
- Self-compassion teaches us that we don’t have to be perfect.
- Ask for help. The western emphasis on self-reliance is wrong and destructive for our mental and physical health. Everyone needs help now and again.
- Exercise in almost any form acts as a stress reliever,13 14 as does being in nature.15 16
- Movement-based mindfulness (like tai chi, and taekwondo)17 18 19 shows the best results for improving EFs over other methods, according to our comprehensive review.9
- Pets improve mood and reduce stress. Studies show that the presence of a dog in the classroom (whether in preschool, grade school, or university) or in the workplace reduces stress and improves attention and performance.20 21 22
- Communicate loud and clear that you believe in that child and expect him or her to succeed. If we expect a child to succeed, that child often will, and if we expect a child to not do well, unfortunately the child often won’t. (Pygmalion effect.23) Children often internalize our expectations of them, and their own expectations for themselves can become self-fulfilling prophecies.24 What if we told children with ADHD, for example, that a particular test has been designed to be ADHD-friendly, and on this particular test, those with ADHD score as well or better than those without ADHD? Or, what if we told children that ADHD is an advantage for x, y, and z reasons and we know they’ll succeed in life?
- Assign responsibilities to make children feel important and show that you believe in them.
- Emphasize that everyone makes mistakes and that errors are part of learning and improving.
- Focus on strengths.
- Give do-able challenges. Pride, self-confidence, and joy come from succeeding at something difficult. Sports and other activities allow children to have the experience of repeatedly conquering challenges through effort and practice. It is critical important that the challenges be do-able, however.
- Be patient. Feeling rushed can contribute to stress. Give children time and space to figure out how to solve problems on their own.
- Overall, support your child’s emotional, social, spiritual, and physical well-being. All of these parts are fundamentally interrelated and affect one another.25
How to Improve Executive Functions: Next Steps
- Free Download: Common Executive Function Challenges — and Solutions
- Self-Test: Could You Have an Executive Function Deficit?
- Read: It’s Easy to Hover Over a Child with Executive Function Deficits. Don’t.
The content of this article corresponds, in part, to the ADDitude ADHD Experts webinar titled, “Optimizing Executive Functions in Children and Adults with ADHD” [Video Replay & Podcast #383] by Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, which was broadcast live on December 14, 2021.
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.
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8 Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. Journal of Applied Developmental Psychology, 25(3), 283–302. https://doi.org/10.1016/j.appdev.2004.04.002
9 Diamond, A. & Ling, D. S. (2019). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In J. Novick, M.F. Bunting, M.R. Dougherty & R. W. Engle (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 143-431). NYC, NY: Oxford University Press. ISBN:978-0199974467. Available for free download at: http://www.devcogneuro.com/Publications/Diamond_Ling_2020_efforts_to_improve_EFs_whole_chapter.pdf
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In the Presence of Each Other
Many – perhaps most – teachers tell stories in their classrooms: casual stories, tiny anecdotes, formal storytelling occasions, and many other variations of oral storytelling appear in classrooms all over the world. In Dr. Johanna Kuyvenhoven's book In the Presence of Each Other A Pedagogy of Storytelling a way of teaching intentionally based in storytelling as a teaching methodology is explored, articulated, supported, and validated.
A well-researched, lucid, and gratifying book to read, In the Presence of Each Other presents a clear and compelling argument for the conscious and deliberate use of oral storytelling in the classroom. Kuyvenhoven spent five months in the classroom of Vancouver Grade 5 teacher Linda Stender closely observing and recording all types and circumstances of storytelling. From what Stender calls "skinny" stories (the kind of impromptu brief account a student - or anyone - might offer of an incident or event), to stories told with a particular didactic purpose in mind, to the deep experience of interacting with a story as a separate planned event, persuasive examples and clear rationales are presented for using story to create both a learning environment and a learning community.
In Chapter 1, the writer introduces herself and her relationship to and interest in stories, storytelling, and the unique, complex experience that an oral storytelling event provides. We learn why and how stories are valuable and powerful, and why they are especially significant to the relationships and community that form the real learning circumstances of a classroom.
The concept that all learning happens in relationship is now widely accepted. The idea has been refined by Dr. James Comer to be even more specific: "No significant learning happens without a significant relationship." In Kuyvenhoven's research, it is clear that storytelling as a pedagogy, besides presenting learning opportunities within the story itself, also creates these significant relationships which foster learning.
Subsequent chapters introduce us to Stender, her classroom, its wider community, and different types of storytelling and their place in the continuum of learning, and then explore how these are woven into a single pedagogy with a unified purpose. Included is a thorough study of imagination: what it is, how it works, why it is important, why and how it is useful, as well as how children appreciate and articulate its value and uses. The benefits to all areas of curriculum of using storytelling are demonstrated, as well as storytelling’s relevance to that overarching goal of education: to equip children to live in, creatively cope with, and contribute to the world in which they live. The book concludes with a how-to chapter for new storytellers, followed by appendices that include Stender’s classroom layout, photographs, quantified data, books cited, and an excellent resource list.
Kuyvenhoven observes with great sensitivity the needs, actions, reactions, noises, repressions, suppressions, rules, and breaches of rules that collectively create, destroy, and re-create the classroom culture. With an engaging and vivid writing style she draws the reader into both a detailed knowledge of and sympathy for the circumstances of her study. The classroom comes alive, and storytelling permeates all levels of learning."The pedagogy of storytelling … is embedded in the medium of experience and memory. It depends utterly on human relationships held together by storytelling. A story's meaning is not merely elaborated in the presence of others; it is made in that presence …The sounds of words, the light of eyes, and the hook of a story drew them (the students) in to a learning event with its own rich trove of knowledge and empowering abilities." (p65)
For anyone interested in education, anyone interested in storytelling and the power it contains, this book is a fascinating and informative read. For teachers who might wish to shift their style of teaching to include more oral storytelling on many levels, as well as those teachers who are interested in transforming their teaching practice into a storytelling pedagogy, this book is an indispensible guide to the use of storytelling in the classroom, and the riches to be reaped from it.
After our introduction to the study and why it was undertaken, Chapter 2 introduces Linda Stender, in whose classroom we dwell for the balance of the book, and who says, "Storytelling is an inescapably human activity." (p21) Kuyvenhoven notes that "Linda knew the nourishing capacity of storytelling within teaching". (p23)
While making it clear that this exploration does not pass judgement on other teaching methods, this second chapter expresses the "why" of using storytelling – the reasons for it, what it really means, why it is important – and lists the clear benefits in children’s learning. An interesting outcome of which not all teachers are aware (but should be) is that storytelling made children want to read books. (p23) Perhaps even more significant than the direct correlations to and influences upon the defined curriculum is the profound opportunity that stories create for children to encounter and to process issues that are intrinsic to learning how to live: "…storytelling helped children explore values and ethics in issues or events discussed."
Chapter 2 also introduces (p26) the quest for "what is happening during storytelling" as Kuyvenhoven and Stender seek to discern the underlying and supportive structure, and express excitement over the project and what might be discovered.
In Chapter 3 we learn a bit more about the classroom in which the study takes place. There are the sounds of neighbourhood, of traffic on the road and the river, and industry. These factors make up a shared knowledge that the children hold in common, despite the significant differences among the students in the classroom. English, though not the first language of the majority of the children, is the only language common to the whole class. The neighbourhood is not an established population, but rather fluid, meaning that there is little shared history or even established points of reference among the students. Kuyvenhoven describes how she integrated herself into the classroom and made her observations. Her intention was to be as un-teacher-like in her persona and as unobtrusive in the life of the classroom as possible.By Chapter 4 we are learning about the life and the liveliness of a group of 10 and 11-year-olds. We get a feel for the ebb and flow of daily activities, schedules, interactions, and minor drama of the classroom. Kuyvenhoven also ponders some of the differences between reading or being read to, and oral storytelling. She observes that "Print is not the same thing as presence – storytelling depends on presence." (p43) She further comments on the contrasts with reading thus: "(in reading) students must be able to enter into silent interactions with absent writers and into silent conversation with print, not people." (p44) She concludes by defining "storytelling as intersection of life with school presence."
Chapter 5 discusses the variety of types of storytelling observed in the study. The author describes how she worked to organize and make meaning of all the various storytelling incidents and circumstances in her study, and the necessity to discard the usual categories, frameworks and views. Kuyvenhoven observes that: "I realized that part of what I knew about storytelling depended on having been there." (p46) She notes that "…storytelling created a break in the stream of talk and action," (p47) and that "Only by making personal connections do we actually engage with the story." (p49) She speaks of taking up "story-language," and observes that, over time, "The flexible language of story continues to yield new or deeper meanings." She further comments that "Teachers help students plumb their own memories for experiences and linkages that give the story meaningful resonance." (p49) Almost immediately Kuyvenhoven also asserts: "Children's unrestrained, intensive use of story language is the ground on which linguistic abilities are developed," (p50), pointing to authors of children’s literature as examples of how this works. This is proven over and over as the study unfolds.
In Chapter 6 Kuyvenhoven defines and elaborates on the various situations, styles, and awareness levels of storytelling, giving three main classifications, described as concentric circles in which the outer circle has greatest awareness of self and others, and moving inward to an impermeable state:Talking with stories: the listener is aware of self among others; the event is social and interactive; there is awareness in the listeners of one another.
Thinking with stories: this enhances learning; it is used to illustrate a point, give a concrete model for an abstract idea, make a context, or give a place to revisit which can be of use for further learning. The listener is less aware of other listeners and very attentive to teller. There is mindful interaction with story.
Imaginating with stories (this new word is the invention of one of the children): listeners give themselves up to the experience of a longer story, framed as an intentional event consciously separate from other activities. This is a clearly defined occasion, "an intense activity of deep imaginative engagement" with the story world. (p53) There is less awareness of self, others, or storyteller; the engagement is with the story and the world in which it exists.
"Together," Kuyvenhoven relates, "they (the three ways) create a pedagogy of storytelling that spans three ways of listening, telling, and being with a story out loud." (p53) Kuyvenhoven also makes a minute analysis of postures, eyes, focus, activity, and attention of the audience. The author has observed, recorded, interpreted, and drawn conclusions that are indisputable. We can learn the meaning of this from her description of one boy who was a restless listener at first, but progressed to a state in which "He was thoroughly absorbed by his experience inside the storyworld. He was inside the story experience, deeply lodged in a space beyond the room we shared." (p56)
Chapter 7, entitled "Three participations, one pedagogy" demonstrates how these very different levels and styles of storytelling experiences weave together to create an integrated teaching and learning climate which supports creative thinking, critical thinking, literacy, social awareness, and a probing of ethical questions in a safe and nurturing environment. The planned and sustained storytelling events, in which the teacher presents a story quite distinctly separate from the rest of the day create "a kind of bubble in the midst of other activity." (p60) The human connection of oral storytelling and the medium of presence merge the three storytelling levels into an integrated whole.
Chapter 8 discusses the concept of Talking with Stories. We learn about the class meetings that occur regularly in Stender’s classroom, and how she uses these occasions to nurture the children’s ability to speak, their understanding of one another, and their sense of belonging together. We also come to understand all the small ways in which children's own spontaneous recounting of events, and even jokes and riddles are all storytelling moments which help to connect the students and create a shared body of oral experience in which they can experiment and from which they can grow together. "Linda assigned roles (in the class meeting) in such a way that almost every student in the classroom contributed to at least one meeting a week." (p69)
Though it is widely understood that oral fluency is crucial to reading fluency, Kuyvenhoven regrets the lack of available literature to guide oral language instruction. She describes "talking with stories" as "language exercise." It is clear that this is different from – and far more meaningful and durable than – the language callisthenics used for the study of grammar, spelling and vocabulary, especially for students for whom English is not their first language. She recounts the circumstance of a child retelling a story during which he sought in his memory the exact word needed to describe a moment in the narrative: "…if he'd been prescribed a hundred vocabulary worksheets and dictionary drills he would never have come to appreciate the power and delight of finding just the right word.…(he) was able not just to tell the meaning of the word but to use it in context. This again speaks to the importance of storytelling as a tool to enrich vocabulary." (p79)
The author notes that the multi-ethnic makeup of this particular class connected to a wide variety of stories, and cites a number of sources referencing other works concerning the importance of verbal ability to the development of the skills of reading. She goes on to note that "Conversation with stories created strong engagement and motivation for further studies." (p88) From a diversity of backgrounds and not much more than age and place to draw them together, storytelling among and with and to the students helped to create a community in which to learn: "developed vocabulary, expressiveness and knowledge. But it also wove a sturdy social fabric that supported learning together." (p85)
In Chapter 9 we have an opportunity to delve deep in to the new term "imaginating." This freshly minted word goes beyond the usual concept of imagination, which can be consciously engaged to do our will, to a letting go, a freeing up of the imagination and abandonment of the physical setting and even the storyteller and the storyteller’s voice, to be fully inside the story. This process takes the listener away from present reality to the storyworld; it erases or dims real circumstances. "Uncluttered by papers and not screened by text, the storyexperience has keenness and intensity," Kuyvenhoven asserts, and goes on to say, "…the experience…lodges deeply in the mind, remembered easily and relished long afterwards." Stender "told these stories ‘by heart’ or from memory. I don't mean she memorized the words; rather she remembered the story and used her words… she had considerable commitment to her task." (p105) Storytelling like this is unusual in the classroom. It is rarely taught or even encouraged by teacher training programmes.
As to the importance of stories in the classroom, Stender states that "Folktales are as significant to the study of literature as the number system is essential to the study of mathematics." (p104) "The stories also pose moral and ethical questions, the response to which helps shape our values. They teach lessons about human behaviour that are common… can be enjoyed and understood at different levels." And in her journal, Stender wrote: "The storyteller has responsibility to give pleasure or to share something of beauty, to give a gift. That is enough. The gift is enough." (p106) Kuyvenhoven’s remark upon this is that "This aspect (the gift)... superseded Linda's other intentions. (But) she often integrated her storytelling with commonly held curricular goals for language arts teaching." Stender also knows she has a "responsibility to see that the children are clear about what they’ve been given. I need to make sure they’re learning something." (p106) Kuyvenhoven muses further on the practical and curricular goals versus the less measurable rewards: "When I asked Linda why she told stories, she gave me many reasons: oral language abilities, helping children work with each other, reading and writing skills, studies in literature, and the pleasure of its gift. Among all her reasons for storytelling, there was one she repeated often…Linda told stories to her students because she loved them. She was also sure storytelling helped them love each other." (p144)
It is this gift, this loving offering, that so distinguishes Stender’s (third circle) storytelling occasions; the children are freed from any behest to remember or to learn from the story, and in this freedom are able to immerse themselves fully in the experience. This in turn liberates them to learn a broad variety of things, to deduce or absorb concepts and values and learnings about life and about themselves that, if they had been directed to a particular goal in their listening, never would have occurred. Such is the power of story, and the level of engagement termed "imaginating". "This phenomenology, this felt shift of experience is critical to our thinking about the aspects of imagination," asserts the researcher. (p123)Kuyvenhoven observes that during storytelling: "The still and intently attentive postures of the entire class give us a clue that an importantly distinctive activity is occurring," (p111) and that "The teller and listener enjoyed a deeply satisfying harmony of interests. Diverse children, competing interests, clamouring agendas merged in a profound unity." (p 112) Afterwards, "The children …emerged saturated and jubilant with the effects of being inside…their storyworlds."
Another invaluable by-product of the "imaginating" experience is that children develop the ability to focus intently and disregard interruptions and distractions. Kuyvenhoven expresses concern for the capacity for sustained engagement or attention in a culture which "normalizes interruption." (p139) In contrast to this, she observes that during storytelling, "Children's desire to stay in the story leads them to develop abilities to shut out disruptions. Such self-monitoring and purposeful thought is a significant element in learning." (p135)The storytelling circumstance also provides an environment in which the creative imagination is freed, and not subject to judgement. In listening to a story, individuals create their own details, which are not the same from listener to listener, but which do not disagree. (p140) For example, when Stender told her class a story which included a giant, each child imagined the giant in a different way, but none of these conflicted with the story: "Children's descriptions of the giant were consistent with (the storyteller's) details…(but) were as varied as the students in the room…elaborate, evocative, and all different." The children themselves found ways to describe how "imaginating" works in their own experience: "Your brain gets bigger." (p147) and "You can hold a giant in your head." (p148) Kuyvenhoven contemplates "…the high value of imagination with a story. It (imaginating) develops skills that range from listening and imaginative capacity to community development and flexible thinking." (p149)
The author further comments that "evaluation practices (that) depend on getting the information right" (p141) cannot be applied to contexts in which imagination is the faculty being employed and exercised. "The emphasis today on evaluating comprehension by responses that reiterate details in story texts risks compromising children's ability to think with stories." Ability to regurgitate and replicate exact pieces of a text should not be confused with the ability to imagine, create, extrapolate from, and enlarge upon the characters, circumstances, and concepts of an orally told story.
As well, Kuyvenhoven says, "…if storytellers and teachers (believe) that stories…simply furnish psychological truths, they miss the most important aspect of the experience." (p142) The creative way in which "Children make, use, and play with characters and landscapes in an effort to explore ‘real’ issues" (p142) reminds this reader of the question that was asked of Thomas Edison after he explained his new discovery, electricity, in a public lecture: a woman said that this new "electricity" was all very well, but "what use is it?" His answer was, "Madam, what use is a new-born baby?" In all cases, the potential, though unknown, is immeasurable. As Kuyvenhoven remarks: "The story's meaning develops significance over time." (p144) Though the lesson or meaning may have importance as counsel over time, the immediate joyful experience of engaging in the storyworld experience has its own validity.
The building of a community in which to learn is an important but often unrealized foundation for a classroom of diverse individuals. "Shared and repeated storytelling experiences built affectionate and accepting relationships among those who went into the circle of deep imaginative engagement together... When they came out from these experiences, together, they felt joined by adventure and thrilled by their outings. They reached immediately for each other." (p146) The researcher goes on to contemplate some of the other satisfactions of a story listening experience:
Storyworld experiences satisfy an ache that wells up over the dry days, months, and years of schooling. Inside the deep well of imagination, loosed to create and explore new landscapes, children find what they need. Cultivating playfulness, imaginating with a story, nourishes abilities to re-create. Participants practice and try out relationships and situations. They develop aesthetic senses. They satisfy or renew curiosity about people, emotions, and the quality of power. They develop empathy. They explore nuances of relationship that elude their touch and talk in the other life. Freed from the limiting logic, rigid detail, and time constraints of the classroom world, children try out ideas, images, and dilemmas. They do this in the safety of the story's world. (p143)
The researcher ponders the manner in which storytelling nurtures the children as individuals and as a group. "They experienced a profound sense of refreshment from the storytelling experience: hearts and minds were replenished and invigorated." She further points out that "Children dreamed possibilities for themselves, for how the world might be and what they might do in it." (p144)
Chapter 10 examines the middle circle of storytelling, thinking with stories. How stories may be used consciously for many different ends, in a variety of contexts, is thoroughly and convincingly explored. The researcher reiterates the difference from reading: "storytelling is a medium of presence." (p161) She looks at three possible uses (among many others) for "thinking with stories": storytelling to understand a concept, storytelling for reading, and storytelling for writing.
The researcher observes that "Significant ideas about social values, ideals, and behaviours are developed in discussions…spurred by a story." (p161) In addition, Kuyvenhoven asserts that "The experience strongly nourished the children's reading and writing work." (p156) She then relates numerous vivid and indisputable examples of this."Much of what I've read about storytelling and teaching encouraged the idea that storytelling is (only) a great tool. Educators think of it as a technique, not realizing that it is a distinct praxis with its own complex of practices, knowledge, and meaning-making language." (p154) A quote from Paolo Freire supports this remark.
But as ever, it is the stories told about the classroom events that create the convincing evidence:
Linda told the story of Rumplestiltskin. The next day, a thick (600 pages) book that was worn and unattractive was making the rounds with the children. When asked, one child said, "It's Rumplestiltskin! I sat beside Leon and Leon read it. He read Rumplestiltskin to me, and then I read it and then we said, let's read Rumplestiltskin again." (p163)
(The thing which gave this circumstance special import was that these children, two of "the weaker and more reluctant readers in the room were enthusiastic about reading.") Not just reading, but its component parts benefitted from storytelling: "…storytelling provides the incentive to take up the long struggle with words they didn't know." (p166) Example after example demonstrates again and again the various ways in which the skills of reading and of writing and of analytical and creative thinking are cultivated, encouraged, and enhanced by storytelling experiences.
Chapter 11 draws the content of the research together into a coherent pedagogical philosophy and practice which is powerful and satisfying for teachers and students alike. The researcher makes a strong distinction between using storytelling as a tool, a means to an end, and using a storytelling pedagogy, conscious of its great power in diverse aspects of the learning experience of students. The reader learns how the differing types of storytelling become an integrated whole which permeates the classroom life.
Part of the joy of reading this book comes from the luminous prose of the author, whose phrases bring to life the concepts she presents: "The special brilliance of storyworld memories lit the children's way to further and other learning." (p185) "Hungering for every new word and turning of the story, listeners enlarged their vocabularies. They gained appreciation of the right word." (p187)
Children appreciate and articulate the distinction between being read to and being told a story; it is the relationship difference. "The pedagogy of storytelling entails its medium of presence." (p187)
In a subtle way the text filtered or screened the story experience. It located the story in a book, not in a teller's mind and mouth and this shift blunted the story's message. The printed text stepped between the teller and listener, affecting their relationship. A book interposed itself between the story and the listener, between the story and imagination. (p189)
Chapter 12 addresses "New Storytelling Teachers" and is the how-to chapter for those whose ambition to storytell has been fired by reading the body of the book. We are reminded again why storytelling has such a venerated place in the history of humankind, and why it is more than a tool, but rather a vital and potent instrument in life:
…she and other storytellers tell stories for more than that reason (the invigorating quality of storytelling to inform all learning). In the deep hush cast by storyworld-making, another syllabus was loosed. The subjects are possibility, courage, companionship, and humanity. By means of imagination, listeners go beyond what can be seen, heard, or touched. Unlimited by the classroom, they learn about the wide, wide world. Experimenting with life in the storyworld, they learn empathy for others and gain insight about themselves. The gift of a story told and shared in the presence of each other may become the hope, wisdom, and laughter needed over the course of a lifetime. (p 202)
For those teachers who are inspired to embark on the use of this remarkable pedagogy, the final chapter offers a considerable selection of approaches to learn storytelling. Kuyvenhoven is not only a storyteller herself, but a teacher of teachers and a teacher of storytelling. Her guidance in this final chapter will help even the newest beginner find stories, learn them and tell them with confidence. With little support from the institutions responsible for teaching teachers how to teach, there is need to go beyond the traditional teachers’ training to find storytelling groups, books, and other storytellers, to nurture this skill and keep it vital. Fortunately, there is a great deal available and Kuyvenhoven offers support of various sorts to the enquirer. Her appendices also include, among other things, resources for the storyteller, beginner or veteran. Copious notes to the text, as well as an index, are aids to using the book.'
In the Presence of Each Other A Pedagogy of Storytelling is a splendid book to read. It is academically sound, clearly presented, and convincingly proven in every point. Throughout the book, judicious use of extracts from both Kuyvenhoven’s and Stender’s journals help to illuminate and enliven the text. Each assertion is backed up by example, both from the research and by excerpts from other respected scholars and writers. Interviews with the children are transcribed so that we may enjoy and learn from the refreshing insights these lively students have to offer. We are also introduced to the spiritual quality of wonder, and the sense of possibilities opened by oral stories. The writing is immediate and engaging, and draws the reader into the study, eager to dig deeper as the research continues and the relationship with the children and with the storytelling classroom evolves. We read about the power of the storytelling experience and the ability of folktales to offer what we need: "Folk stories perfectly explain aspects of human experience." (p141) As a professional storyteller myself, I find the book provides grounded academic substantiation for many of the phenomena I have experienced and try to convey as a practitioner of the oral tradition using folktales tested by countless generations of tellers and listeners. I feel the book is invaluable to tellers as well as to teachers seeking to incorporate more storytelling into their teaching practice. But most importantly, In the Presence of Each Other A Pedagogy of Storytelling exists to encourage storytelling as a classroom teacher’s mode of teaching to enrich the classroom community, the curriculum, and the lives of individual students forever.
Reviewed by Carol Leigh Wehking, M.A., Storyteller


There’s no denying that ancient Greek mythology is rich with fascinating tales about larger-than-life figures. One of the more intriguing heroes from this time is Tantalus, a man whose story is steeped in mystery and symbolism. So, what did Tantalus represent to the ancient Greeks? Let’s explore.
For starters, the hero Tantalus was often thought of as a symbol of temptation. According to legend, he was punished by the gods for his hubris and wrongdoing by being trapped in an eternal state of hunger and thirst. Tantalus was forced to stand in a pool of water with fruit trees just out of reach, tantalizingly close but forever unattainable. This image is one that has been referenced time and again in literature and art, as a symbol of the allure of temptation and the danger of giving into our desires.
But what else does Tantalus symbolize? Some scholars argue that he embodies the theme of betrayal, as he was known to have betrayed the gods themselves by serving them human flesh. Others see him as a symbol of the conflict between duty and desire, which is a common motif in ancient Greek literature. Whatever your interpretation, the story of Tantalus is one that continues to captivate and intrigue us to this day, and his enduring legacy is a testament to the power of storytelling.
Tantalus and Greek Mythology
Tantalus was a Greek mythological figure, who was the son of the god Zeus and a nymph named Plouto. He was known for his exceptional beauty and intelligence, which earned him a place among the gods. However, Tantalus became arrogant and greedy, and he committed several offenses against the gods, which led to his eternal punishment in the underworld.
- The most famous tale about Tantalus is the one that describes his punishment, which gave rise to the term Tantalize. Tantalus was chained to a rock in the underworld, with a fruit tree hanging low over his head and a pool of water at his feet. However, every time he reached for the fruit or bent down to drink the water, they would recede away from him, leaving him hungry and thirsty for eternity.
- Tantalus is also associated with the origin of the House of Atreus, a dynasty of Greek kings who were known for their bloodthirsty and vengeful nature. According to the myth, Tantalus served his son Pelops to the gods as a meal, and they were disgusted by the act. However, the goddess Demeter unknowingly ate Pelops’ shoulder and was so distraught when she found out that she brought him back to life, replacing his missing shoulder with an ivory one.
- The myths surrounding Tantalus and his punishment serve as cautionary tales about the consequences of defying the gods and crossing the boundaries of mortal and divine beings. They also show the cyclical nature of punishment and revenge, which are common themes in Greek mythology.
Tantalus and the Gods
The Greek mythological character Tantalus is a symbol of eternal suffering and punishment. He was a son of Zeus and a king in Lydia, known for his intelligence and great wealth. However, he became arrogant and tried to deceive the gods by serving them the flesh of his own son, Pelops. The gods discovered this and punished Tantalus severely.
- As punishment, Tantalus was made to stand in a pool of water up to his chin. However, whenever he tried to drink the water, it would recede beyond his reach.
- Similarly, above him hung the branches of a fruit tree with ripe fruits. But whenever he tried to reach for the fruits, the branches would move out of his reach.
- This eternal cycle of thirst and hunger represents the futile and hopeless nature of Tantalus’ existence.
The punishment of Tantalus was a warning to Greek society that one must not try to outsmart the gods. It is a reminder that even the most powerful beings, such as kings, are not above the will of the gods. Additionally, Tantalus symbolizes the consequences of one’s actions and how they can lead to eternal suffering and punishment.
The punishment of Tantalus has been used in literature and poetry as a metaphor for various situations where one is constantly striving for something but can never achieve it. It also represents the sense of frustration that arises when one is so close to achieving a goal but is unable to reach it due to external circumstances beyond their control.
|Water||Desire or emotional fulfillment|
|Fruit||Physical or material success|
|Tantalus||Hubris and the consequences of one’s actions|
The story of Tantalus and his punishment is a cautionary tale about the dangers of pride and hubris and the importance of recognizing and respecting the power of the gods. It serves as a warning not to take for granted the blessings of life and to strive for balance and moderation in all aspects of life.
Tantalus’ Punishment in Tartarus
The Greek mythological figure Tantalus was punished in the underworld of Tartarus for his transgressions against the gods. He was cursed with an eternal thirst and hunger while being surrounded by food and drink that he could never reach.
- Tantalus symbolizes the punishment of being eternally unsatisfied and unfulfilled. He is a warning to those who act impulsively and take advantage of others without thought for the consequences.
- Tantalus’ punishment reflects the cruel and unusual punishments that were often doled out in ancient mythology for even minor transgressions. It is a reminder that justice is not always merciful and can be unforgiving.
- Additionally, Tantalus’ punishment is an allegory for the human condition and the struggle to satisfy our desires and achieve happiness. It highlights the futility of pursuing material possessions and sensual pleasures as the ultimate goal in life.
The myth of Tantalus serves as a cautionary tale, reminding us to be mindful of our actions and the impact they have on others. It encourages us to live with integrity and to strive for inner contentment rather than external validation.
Tantalus’ Punishment in Tartarus
The punishment of Tantalus is a potent symbol in Greek mythology, representing the consequences of greed, arrogance, and a lack of empathy for others. In addition to perpetually hungering and thirsting, Tantalus was also forced to stand in a pool of water that receded whenever he tried to drink, and beneath a tree whose branches pulled away whenever he reached for its fruit.
This punishment represents the idea that those who seek power and wealth without care for others will never be satisfied, no matter how much they accumulate. Tantalus’ insatiable hunger and thirst are metaphors for the desire for more, which can never be fully quenched or satisfied.
The imagery of the receding water and the unreachable fruit highlight the frustration and futility of pursuing unattainable goals. It prompts us to consider what truly matters in life and to question our motivations for the things we desire.
Tantalus’ Punishment in Tartarus
The myth of Tantalus is full of rich symbolism that has influenced art, literature, and philosophy for centuries. The story of Tantalus serves as a powerful reminder of the importance of ethical behavior and the dangers of selfishness and greed.
One of the most intriguing aspects of Tantalus’ punishment is the contrast between his surroundings and his lack of access to them. He is constantly taunted by the abundance of food and drink that surrounds him, yet he can never indulge in them. This contrast emphasizes the idea that true satisfaction comes not from material possessions, but from a deep sense of contentment and peace within oneself.
|Punishments that Tantalus suffered|
|Eternal thirst and hunger|
|Standing in a pool of water that recedes when he tries to drink|
|Standing beneath a tree whose branches pull away when he tries to reach its fruit|
The punishment of Tantalus serves to teach us about the human condition and the pursuit of happiness. It reminds us that material possessions and sensual pleasures will never bring lasting contentment, and that true fulfillment comes from living a life of integrity, empathy, and compassion for others.
The Origin and Family of Tantalus
Tantalus was a figure in Greek mythology who was punished for his sins by being forever hungry and thirsty in the afterlife. He was the son of Zeus and the nymph Plouto, making him a demigod and a member of the royal family. Tantalus was known for his wealth, intelligence, and beauty, but his story is also marked by tragedy, betrayal, and divine punishment.
- Tantalus was the king of Sipylus, a region in western Anatolia (modern-day Turkey).
- He was a favorite of the gods and was invited to dine with them on Mount Olympus.
- However, Tantalus offended the gods by either stealing their nectar and ambrosia or revealing their secrets to mortals.
- As punishment, the gods banished Tantalus to the underworld and made him suffer eternal torment.
Tantalus’ punishment was to stand in a pool of water up to his chin, surrounded by fruit trees heavy with ripe fruit. However, every time he reached for the fruit or tried to drink the water, they would recede out of his reach. This torture became known as the Tantalusian torment, a phrase used to describe an unattainable desire or goal.
Tantalus’ story is also linked to the study of etymology and linguistic reconstruction. The word “tantalize” comes from Tantalus, and it means to tease or torment someone with something desirable but out of reach. Similarly, the word “Niobe” comes from Tantalus’ daughter, who was turned into a stone sculpture for her pride and arrogance.
|Brothers and Sisters|
In conclusion, Tantalus was a complex figure in Greek mythology whose story represents the consequences of hubris, greed, and betrayal. Despite his status as a demigod and a member of the royal family, Tantalus was punished by the gods and became a cautionary tale for mortals. His legacy lives on in the words and phrases that bear his name, as well as in the study of mythology and language.
Tantalus and his Descendants in Greek Literature
Tantalus is one of the most infamous figures in Greek mythology. He was a mortal king who dared to steal nectar and ambrosia, the food of the gods, and share it with his fellow mortals. As punishment, he was banished to Tartarus, a place in the underworld reserved for the wicked. Tantalus was doomed to spend eternity standing in a pool of water up to his chin, with fruit hanging above him. Whenever he tried to eat or drink, the water would recede and the fruit would move out of his reach. This is where the word “tantalize” comes from.
- In Greek literature, Tantalus represents the punishment of the gods. He serves as a warning to mortals not to overstep their boundaries and to respect the power of the gods.
- Tantalus is also the ancestor of some of the most important figures in Greek mythology, including Pelops, Atreus, and Agamemnon. These figures were often plagued by the curse of their ancestor and brought destruction upon themselves and their families.
- Pelops, the son of Tantalus, was a hero in his own right. He won the hand of Hippodamia, the daughter of King Oenomaus, in a chariot race. However, Pelops had to cheat in order to win, and he killed his charioteer to ensure his victory. Pelops was cursed by the gods and his descendants suffered as a result.
The story of Tantalus and his descendants is a cautionary tale about the consequences of greed and ambition. It warns against the dangers of overreaching and the hubris of mortals who seek to challenge the power of the gods. Tantalus serves as a symbol of punishment, while his descendants represent the enduring legacy of his mistakes.
The Curse of Tantalus
The curse of Tantalus is a recurring theme in Greek mythology. His descendants were often haunted by the sins of their ancestor and brought destruction upon themselves and their families. Atreus, the son of Pelops, killed his brother Thyestes and served him the flesh of his own children as revenge for Thyestes’ affair with Atreus’ wife. This act of cannibalism brought a curse upon Atreus’ family, and his descendants suffered from a series of tragedies and betrayals.
The Family Tree of Tantalus
The family tree of Tantalus is a complex web of relationships and betrayals. The curse of Tantalus follows his descendants through the generations, causing them to commit unspeakable acts and suffer terrible punishments. However, despite their flaws and weaknesses, these figures remain some of the most enduring and compelling characters in Greek mythology.
Tantalus in Art and Sculpture
Tantalus, the mythological figure cursed to eternal thirst and hunger in the underworld, has been a popular subject in art and sculpture throughout history. From ancient Greek pottery to modern paintings, artists have used Tantalus as a symbol for various themes and ideas. One of the most commonly depicted scenes is Tantalus reaching for fruit or water that is just out of his reach.
The following are some of the ways Tantalus has been portrayed in art and sculpture:
- Greek Pottery: Dating back to 5th century BC, Greek pottery often featured depictions of Tantalus and his punishment. Many of these scenes showed Tantalus standing in a pool of water with fruit trees overhead, reaching up for a grape or apple. The image was meant to evoke feelings of frustration and the consequences of greed.
- Italian Renaissance Sculptures: During the Italian Renaissance, artists like Michelangelo and Baccio Bandinelli created sculptures of Tantalus as part of larger works. Michelangelo’s unfinished sculpture “Giant Tantalus” was intended to be part of a massive tomb for Pope Julius II. The sculpture depicts Tantalus as a massive, muscular figure reaching up and straining his neck towards the heavens.
- Contemporary Art: In more recent times, many contemporary artists have used Tantalus as a metaphor for modern society. Tantalus is frequently portrayed with a cell phone or a wallet instead of food or drink, and the message is often about the never-ending quest for material gain and the emptiness that accompanies it. One example is Banksy’s mural “Tantalum,” which shows Tantalus reaching for a shopping cart filled with a flat-screen TV and other consumer goods.
Overall, Tantalus symbolizes the human desire for pleasure and satisfaction, and the inevitable frustration that comes with never being able to fully attain it.
|Greek Pottery||Unknown||Tantalus Reaching for an Apple|
|Renaissance Sculpture||Michelangelo||Giant Tantalus|
Through art and sculpture, Tantalus continues to serve as a reminder of the pitfalls of desire and greed, and the fleeting nature of satisfaction.
Tantalus in Modern Literature and Pop Culture
Tantalus, a character from Greek mythology, has transcended time and has made his way into modern literature and pop culture. His story continues to captivate and intrigue writers, filmmakers, and musicians, as Tantalus embodies various universal themes such as desire, punishment, and temptation.
- The Hunger Games Trilogy by Suzanne Collins: The similarity between Tantalus being punished for his gluttony and the Hunger Games tributes being punished for their rebellion against the Capitol is not lost on the readers. In the series, hunger is a key theme, and the capitol uses the Hunger Games to punish the districts for their rebellion.
- Lost in Michel Pollan’s The Omnivore’s Dilemma: In his book, Pollan talks about how modern industrial food production has resulted in a Tantalus-like situation where food is readily available, but it is either of poor quality or unhealthy. He argues that we need to go back to our roots and understand where our food comes from.
- Pirates of the Caribbean: Dead Man’s Chest: In the movie, Tia Dalma tells Jack Sparrow that he needs to retrieve the heart of Davy Jones to become immortal, a classic Tantalus-like temptation of immortality. It is an unexpected twist in the film and underscores the dangers of yielding to this temptation.
In addition to literature, Tantalus has also found his way into popular music. For example, Led Zeppelin’s song “Tangerine” describes a woman who is unattainable, and the lyrics state that “Tangerine, Tangerine, living reflection from a dream; I was her love, she was my queen, and now a thousand years between.”
Tantalus, in all his complexity, is not just a mythological character; he is a symbol that we can all relate to in our everyday lives. As such, Tantalus, his story, and his themes, continue to inspire writers, filmmakers, and musicians to this day.
Tantalus and the Theme of Hubris in Greek Tragedies
As one of the most infamous figures in Greek mythology, Tantalus has come to represent the dangers of overweening pride, or hubris. Throughout Greek tragedies, characters who exhibit hubristic behavior are often punished by the gods in a manner similar to Tantalus. Here, we’ll take a closer look at the symbol of Tantalus and its connection to the theme of hubris in Greek tragedies.
- Tantalus and the Crime of Hubris
- The Hubris of Greek Tragedy
- The Lesson of Tantalus
In Greek mythology, Tantalus was a king who was favored by the gods. However, he began to believe that he was equal to the gods, and even dared to steal ambrosia and nectar from their table. As punishment for his hubristic crime, Tantalus was banished to the underworld, where he was forced to stand in a pool of water that receded whenever he tried to drink from it, and beneath fruit that was just out of reach whenever he tried to eat from it. His eternal torment became a symbol of the dangers of hubris and the punishment that awaited those who dared to believe they were equal to the gods.
In Greek tragedy, characters who exhibit hubristic behavior are often met with divine retribution. For example, the play Antigone by Sophocles tells the story of a young woman who defies the king’s order not to bury her brother, and is punished by the gods. Similarly, Oedipus in Oedipus Rex is punished for his hubris in thinking he could escape his fate, while Icarus in the story of Daedalus and Icarus is punished for his hubris in thinking he could fly too close to the sun. In each of these cases, the punishment fits the crime of hubris, and serves as a warning to those who would dare to challenge the gods.
The symbol of Tantalus serves as a powerful reminder of the dangers of pride and arrogance. Those who become too consumed with their own power risk being punished by the gods, just as Tantalus was. In this way, Tantalus represents a cautionary tale for anyone who would attempt to rise above their place in the world.
Overall, the symbol of Tantalus and its connection to the theme of hubris in Greek tragedies provides a valuable lesson for us all. By recognizing the dangers of pride and arrogance, we can avoid the fate of Tantalus and the other tragic figures of Greek myth. Instead, we can strive to live our lives with humility and gratitude, honoring and respecting the gods who hold our fate in their hands.
|King who believed he was equal to the gods||Excessive pride or arrogance|
|Stole ambrosia and nectar from the gods||Results in punishment by the gods|
|Forced to stand in a pool of water and beneath fruit||Banished to the underworld as punishment for his hubris|
By understanding the symbol of Tantalus and the lesson it teaches, we can strive to live our lives with humility and respect for those greater than ourselves. In doing so, we can avoid the punishment of the gods and instead live a life of meaning and purpose.
Tantalus and the Concept of Eternal Punishment
Tantalus is one of the most famous figures in Greek mythology, known for his eternal punishment by the gods. He was condemned to stand in a pool of water beneath a fruit tree with low branches. The fruit, however, always eluded him, and the water in the pool receded whenever he tried to drink it. This story has been interpreted in many ways, but one of the most common interpretations is that Tantalus represents the concept of eternal punishment.
- The number 9: Tantalus’ punishment is often linked to the number 9. The fruit on the tree was said to represent the nine fruits of the gods, which were often depicted in groups of three. The water in the pool, on the other hand, was said to represent the nine rivers of the underworld. Tantalus was condemned to eternal hunger and thirst, never able to satisfy his desires.
- The punishment fits the crime: Tantalus was punished for his crimes, including killing his own son and serving him as food to the gods. The punishment, however, was not a simple retribution for his sins. Instead, it was an eternal reminder of his desires and the consequences of his actions. In a way, Tantalus is both the victim and the perpetrator of his own punishment.
- The psychology of punishment: Tantalus’ punishment is often seen as a representation of the concept of eternal punishment in general. The psychological impact of such a punishment is enormous, as it forces the punished to constantly face the consequences of their own actions. In a way, Tantalus is the embodiment of this concept, a figure forever trapped in his own desires and unable to escape the consequences of his own actions.
Overall, the story of Tantalus is a powerful reminder of the concept of eternal punishment. The figure of Tantalus represents the human desire for satisfaction and the consequences of our actions when we pursue those desires without thought for the consequences. The story reminds us of the importance of taking responsibility for our actions and the need to consider the consequences before we act.
|• Tantalus represents eternal punishment in Greek mythology.|
|• The number 9 is linked to Tantalus’ punishment.|
|• The punishment fits the crime and reminds us of the importance of taking responsibility for our actions.|
|• Tantalus’ punishment has a powerful psychological impact.|
|• We should consider the consequences of our actions before we pursue our desires.|
In conclusion, Tantalus and his eternal punishment offer us a provocative and enduring symbol of what can happen when we let our desires and actions go unchecked. The figure of Tantalus reminds us that our choices have consequences, and that we must always consider the long-term impact of our actions. By reflecting on Tantalus’ plight, we can learn important lessons about responsibility, restraint, and the human condition.
Tantalus and the Moral Lesson of Self-Control and Moderation.
Tantalus is a figure from Greek mythology who was condemned to an eternal punishment in the underworld. His story has become a symbol for the importance of self-control and moderation, as he suffered the consequences of his own lack of these virtues.
The Story of Tantalus
- Tantalus was a mortal man who was favored by the gods.
- However, he let his pride and desire for greatness get the best of him.
- He stole ambrosia (the food of the gods) and shared it with other mortals.
- Tantalus also served his own son as a meal to the gods, trying to trick them into thinking they were eating something else.
- The gods were furious and punished him by sentencing him to the underworld, where he stood in a pool of water beneath a fruit tree.
- However, whenever he reached for the fruit or tried to drink the water, they would recede from his grasp.
- This torture was his punishment for his lack of self-control and moderation.
The Lesson of Self-Control and Moderation
The story of Tantalus serves as a warning to all of us about the dangers of letting our desires control us. In our society, where instant gratification is often the norm, it is easy to lose sight of the importance of self-control and moderation. However, the story of Tantalus reminds us that it is through these virtues that we can avoid punishment and reach greater heights of success and fulfillment.
10 Ways to Practice Self-Control and Moderation
|1. Mindful eating||Slow down and savor your food, paying attention to your body’s hunger and fullness signals.|
|2. Delayed gratification||Avoid impulse buying and wait before making purchases to ensure they align with your values and goals.|
|3. Time management||Prioritize your time and avoid procrastination to stay on track with important tasks.|
|4. Setting boundaries||Learn to say no to people and activities that don’t align with your priorities.|
|5. Meditation||Cultivate mindfulness and reduce stress through daily meditation or reflection.|
|6. Exercise||Stay physically active to improve self-discipline and mental clarity.|
|7. Accountability||Seek out support from friends or coaches to hold yourself accountable to your goals.|
|8. Sleep hygiene||Ensure quality sleep through a consistent sleep schedule and a relaxing bedtime routine.|
|9. Mindful technology use||Set boundaries around technology use, including daily limits and unplugging during meals or before bed.|
|10. Gratitude||Cultivate a sense of gratitude and contentment with what you have, rather than constantly seeking more.|
By practicing self-control and moderation in these ways, we can avoid suffering the consequences of our desires and instead achieve greater success and fulfillment in all aspects of our lives.
FAQs: What does the hero Tantalus symbolize?
1. Who is Tantalus?
Tantalus was a mythological Greek hero who was punished by the gods for his arrogant behavior.
2. What punishment did Tantalus receive?
Tantalus was punished with eternal hunger and thirst, as he was trapped in a pool of water with fruit hanging overhead, always just out of his reach.
3. What is the deeper meaning behind Tantalus’s punishment?
Tantalus’s punishment is meant to symbolize the idea that those who have it all can never be satisfied and will always want more.
4. How does Tantalus’s story serve as a cautionary tale?
Tantalus’s story serves as a cautionary tale about the dangers of hubris and the importance of humility and respect towards the gods.
5. What are some common interpretations of Tantalus’s punishment?
Some common interpretations of Tantalus’s punishment include the idea that he was being punished for betraying the gods or for his greed and selfishness.
6. How does Tantalus’s story relate to modern times?
Tantalus’s story can be seen as a warning about the dangers of excessive consumption and the need for moderation in all aspects of life.
7. What can we learn from Tantalus’s story?
Tantalus’s story teaches us the importance of being humble, respectful, and grateful for what we have, rather than constantly striving for more and risking punishment as a result.
Closing Thoughts: Thanks for stopping by, and please visit again soon!
Tantalus’s story may be an ancient myth, but its lessons are still relevant today. By understanding the dangers of arrogance and the importance of gratitude and moderation, we can learn important life lessons from this cautionary tale. Thank you for reading, and please visit us again soon for more insights into the world of mythology and symbolism.


Active voice is a grammatical construction where the subject of a sentence does the action expressed by the verb. It is shorter than passive voice and makes sentences clearer, more engaging, and easier to understand. Active voice emphasizes the subject’s part in the action, making the writing stronger and more professional.
- It identifies the subject and their action, which is great for formal writing like academic papers and business reports. For example, “The committee made the decision” rather than “The decision was made by the committee”. This is more direct and makes the statement stronger.
- Active voice also improves clarity and readability. It avoids confusion and long sentences, highlighting the most important information. This keeps the reader engaged throughout the text.
It’s not just for formal writing – active voice is used in everyday communication. By using it, individuals can express themselves better. It makes ideas more convincing and leaves a lasting impression on the reader.
Active voice is essential for effective communication. It allows for concise and engaging writing, especially in professional settings. It enhances clarity and readability and conveys a confident and authoritative tone. Employing active voice helps writers deliver their message with greater impact and professionalism.
Understanding Active Voice
When it comes to understanding active voice, it’s crucial to grasp its definition and examine various examples. In this section, we will explore the definition of active voice and delve into examples that highlight its importance in clear and concise communication. By exploring these examples, we can gain a deeper understanding of how to effectively utilize active voice in our writing.
Definition of Active Voice
Active Voice: the hero of clear and captivating writing! It’s a direct and simple way to convey ideas. The subject takes the lead in the sentence, which follows a subject-verb-object pattern.
The use of active voice brings clarity and straightforwardness to communication. It makes it evident who or what is responsible for an action. This helps avoid any misunderstandings and ensures that messages are communicated effectively.
Unlike passive voice, active voice uses a sentence structure that is more stimulating to read. The subject becomes the focus, attracting attention and creating a feeling of urgency. This keeps readers interested and engaged in the writing.
Moreover, active voice allows writers to control their narrative. By specifying who is doing something, they can decide how information is presented and guide readers’ understanding. This active involvement with language gives them the ability to clearly communicate their desired meaning.
Studies have revealed that using active voice consistently increases overall readability and comprehension for readers (Smith et al., 2018). Active sentences are simpler to comprehend than passive sentences, making them invaluable for clear and effective communication.
Examples of Active Voice
Active voice is a grammatical structure that puts the focus on the subject performing the action. It promotes clarity and straightforwardness in communication. Active voice sentences follow a subject-verb-object pattern, making information clear.
- Example 1: “The teacher explained the lesson.”
- Example 2: “I finished my work.”
- Example 3: “The dog chased the squirrel.”
- Example 4: “She wrote a letter.”
These examples show the subject directly performing an action. Each sentence is clear about who or what is taking part in the event.
Active voice has advantages. It ensures clarity and directness in conveying information. There’s no confusion or ambiguity.
Moreover, active sentence structures make reading enjoyable. Active voice engages readers by focusing on dynamic and actionable subjects, not passive characters.
However, passive voice may be appropriate in certain cases. It emphasizes the receiver of an action, when the subject is vague or unknown.
Active voice: delivering punchlines with precision!
Advantages of Active Voice
Active voice in writing offers numerous advantages worth exploring. In this section, we will dive into the benefits of utilizing active voice, focusing specifically on the clarity and directness it brings to your sentences, as well as the structured and impactful nature of active sentence construction. With these techniques, your writing will become more engaging and impactful, ensuring your message is effectively conveyed to your readers.
Clarity and Directness
Active voice is all about clarity and directness. It identifies the subject doing the action, making communication simple and straightforward. Active voice allows writers to convey their message without ambiguity or confusion. Clarity and directness are the focus, ensuring the intended meaning is easily understood.
Active sentences stress the doer of the action. The subject is clear, making readers quickly understand the main idea. Writing is more engaging and lively, emphasizing the subject’s involvement in the action.
Using active voice also creates a connection between the writer and the reader. Engagement is increased, helping readers understand and remember the information. Active sentences keep readers interested in what is being said.
The use of active voice guarantees clear communication with the intended audience. It ensures comprehension and engagement, making it perfect for conveying information or telling a story. Active voice enables writers to stay precise while keeping their readers interested.
Active Sentence Structure
Creating active sentence structures is essential for clear and interesting writing. To do this, start with a clear subject – usually a noun or pronoun – which shows who or what is taking action. Then, pick an active verb that reflects the action accurately. Finally, place the direct object – which gets affected by the action – after the verb.
By following these steps, writers can make sentences that communicate information well and are clear. Active sentences are great for engaging readers and communicating clearly. They also make writing more dynamic and exciting.
For example, “The team scored two goals.” (Active) and “Two goals were scored by the team.” (Passive). Here, the active sentence makes it clear who did the action (the team) and what action was taken (scoring two goals).
In conclusion, knowing and using active sentence structures can boost writing quality and help writers get their ideas across. Avoid the passive voice, which is as fun as watching paint dry, and create more powerful content.
Comparison with Passive Voice
When it comes to understanding the active voice, it is important to compare it with the passive voice. In this section, we will explore the differences between the two and delve into the definition of passive voice, as well as provide examples to highlight its usage. By examining these examples, we can gain a better understanding of how to effectively utilize the active voice in our writing.
Definition of Passive Voice
Passive voice is a grammatical construction in which the subject of a sentence receives the action of the verb. It is characterized by a form of the verb “to be” followed by the past participle of the main verb. For instance, in the sentence “The book was written by John,” the subject “book” is receiving the action.
Passive voice shifts the emphasis from the doer to the recipient. It can be used to draw attention to the receiver and add variety to writing. It’s also beneficial when lacking knowledge about who performed an action or when it’s unimportant.
However, passive voice should be used sparingly. Active sentences are often best for clear communication and engaging writing. Too much passive voice can make writing seem vague or impersonal.
A study by Grammarly found passive sentences are less engaging for readers than active sentences (Grammarly). This shows the importance of knowing when and how to use passive voice properly.
Ready for some examples that may make you rethink your grammar? Here we go!
Examples of Passive Voice
Passive voice is when the subject of a sentence is acted upon by the verb. Instead of doing the action itself, the subject is acted on. Examples of passive voice include:
- John ate the cake.
- A construction crew built the house.
- You will receive the letter tomorrow.
We use passive voice when we want to emphasize the receiver of the action, or if the subject is unknown. It can also be used to shift focus or sound polite.
Grammarly, an online grammar resource, states that using active voice instead of passive voice can lead to clearer communication and more interesting writing.
Situations to Use Passive Voice
In exploring the situations to use passive voice, we will uncover two key aspects: emphasizing the receiver and dealing with a vague or unknown subject. These scenarios shed light on the effectiveness and practicality of utilizing passive voice in various contexts.
Emphasizing the Receiver
Passive voice enables us to shift focus to the receiver of the action. It draws attention to their significance in the context. Plus, it enables unknown or vague subjects to be de-emphasized. Passive sentences even create politeness and diplomacy. Emphasizing the receiver through passive voice allows for indirect communication. It offers versatility while staying precise. Unknown culprits can use passive voice as an alibi!
Vague or Unknown Subject
Passive voice can be useful when the speaker or writer wants to focus on the action or receiver of an action, rather than identifying who is performing it. For instance, “My bike was stolen” instead of saying “Someone stole my bike.” This ambiguity can be beneficial in certain contexts.
For example, when there is a lack of clarity about the subject doing an action, passive voice can help. It can be employed in describing actions that were witnessed, but not necessarily by whom, like “A decision was made” or “An error was made.” It also allows for events beyond anyone’s control, such as natural disasters or accidents, to be discussed without attributing responsibility to an individual.
Passive voice can be advantageous depending on the context. It draws attention to the action rather than the individual, which can be beneficial when attributing blame or responsibility isn’t necessary. It also provides flexibility in communication by allowing less explicit identification of individuals involved.
So, liven up your writing and use active sentences for engaging readers!
Recommended Use of Active Sentences
Communicating clearly and engagingly is essential in writing, and using active sentences greatly aids in achieving this. In this section, we will explore the recommended use of active sentences, highlighting how they contribute to clear communication and effectively engage the reader. By employing active voice examples, we can enhance the flow and impact of our writing, ensuring our message gets across with clarity and conviction.
Effective communication is key for clarity and understanding between people or groups. Active voice plays a big role here. It is a sentence structure where the subject does the action, which creates direct and concise statements. This eliminates ambiguity and confusion (Reference Data: 6.1 Clear Communication).
Active sentences have many benefits. By putting the subject first, active voice ensures the message is transparent and straightforward (Reference Data: 3.1 Clarity and Directness). It also makes writing more engaging, keeping the reader’s attention (Reference Data: 6.2 Engaging the Reader).
Passive voice can be used in certain situations. These include when the subject is vague or unknown (Reference Data: 5.2 Vague or Unknown Subject). But generally, active sentences help achieve clear communication.
Research from grammar tools, books and courses shows the importance of active voice for clear communication (Reference Data: 9.1 Online Grammar Resources, 9.2 Grammar Books and Courses). This helps with grammar rules and techniques which enhances clarity in written communication.
To sum up, active voice is a must for clear communication. It helps convey messages directly and engages readers (Reference Data: ‘Clear Communication’). Research from reliable sources shows the benefits of using this sentence structure for better grammar and improved writing quality (Reference Data: Grammar Checkers).
Engaging the Reader
Engaging readers is key for successful communication. Active voice sentences are vital for capturing reader attention. Using active voice creates energetic, vibrant, and direct sentences. This keeps readers curious and interested.
Active voice has a subject doing the action stated by the verb. Strong and concise verbs add energy and clarity. Writing this way conveys the message precisely, making it easier for readers to follow.
Active voice also adds life to writing. It creates a sense of involvement and action, catching reader attention from the start. Thus, engaging readers is easy as they become actively involved in the narrative.
To further engage readers, writers can use vivid descriptions, storytelling elements, or ask rhetorical questions. These strategies evoke emotions and curiosity, prompting readers to finish reading. Examples and anecdotes make content relatable and memorable, building a deeper connection between writer and reader.
In conclusion, combining active voice sentences with creative techniques to increase engagement helps writers captivate their audience. Clear communication and an engaging writing style improve comprehension and leave a lasting impression on readers.
Strategic Use of Passive Sentences
When it comes to effective communication, strategically using passive sentences can make a significant impact. In this section, we’ll explore the benefits and techniques of shifting focus, as well as the role of politeness and diplomacy. By mastering these aspects of passive voice, you can enhance your writing and achieve your desired outcomes in various situations.
Shifting focus is a strategic use of passive sentences. This technique redirects attention or highlights a different element in a sentence. Instead of saying “The company fired him,” we can say “He was fired by the company.” Changing the perspective or emphasis can be a powerful tool in conveying meaning.
Active voice has the subject performing the action. Passive voice has the subject receiving the action. We can switch from active to passive voice strategically. This can be beneficial in situations like when we want to avoid confrontation.
Grammar checkers help identify errors and offer suggestions. They provide features like sentence rephrasing and vocabulary enhancement. To improve grammar, there are resources like online grammar resources, books, and courses.
Being polite and diplomatic is like wearing a mask. Don’t forget to take it off when the masquerade ball ends!
Politeness and Diplomacy
Politeness and diplomacy are important for effective communication. Politeness means being considerate and showing respect, whereas diplomacy is the art of dealing with tough situations in a tactful way. Using these traits can help keep relationships harmonious and create a pleasant atmosphere.
When writing, politeness and diplomacy can be conveyed by picking words and phrases which show respect and sensitivity. This way, writers can stay away from sounding offensive or aggressive. Instead, they can maintain a respectful tone which encourages understanding and teamwork.
Moreover, using passive sentences strategically can also help with politeness and diplomacy in writing. Passive voice permits the writer to shift attention away from people or particular actions. This indirect method enables authors to discuss delicate matters without pointing fingers or accusing someone.
Overall, politeness and diplomacy are key to forming strong relationships and achieving effective cooperation through writing. With thoughtful word selection and the smart use of passive voice, writers can make their messages more powerful while staying professional and polite.
Improving Grammar with Grammar Checkers
Improving your grammar just got easier! In this section, we’ll explore the benefits and features of grammar checkers, the ultimate tool to help you polish your writing. From catching grammar mistakes to enhancing clarity and coherence, grammar checkers have your back. Get ready to elevate your writing to a whole new level with these invaluable tools!
Benefits of Grammar Checkers
Grammar checkers come with awesome advantages for those seeking to up their writing game.
For starters, they provide a fast, simple way to spot and fix grammatical errors. Verbs, subject-verb agreement, punctuation – all can be checked at once.
Plus, they suggest rephrases to make the text clear and understandable. Unclear phrases? Grammar checkers have you covered.
Lastly, a great feature is their ability to suggest synonyms for overused or repetitive words. This’ll make your writing more interesting and captivating.
Using grammar checkers is an efficient way to improve your writing and save time. So why not take advantage of it? Try out a grammar checker today and see your writing take off!
Features of Grammar Checkers
Grammar checkers are a great tool for improving writing. They have many benefits, like finding and fixing grammar and punctuation errors. They suggest better words and give suggestions on how to improve the writing style. Plus, they can detect plagiarism and help with citing sources. Grammar checkers are an essential resource for anyone wanting to hone their writing skills. Students, professionals, or even casual writers, should use a grammar checker to become a grammar expert! Don’t wait – start using a grammar checker today.
Resources for Grammar Improvement
Looking to improve your grammar skills? Discover valuable resources that can help you sharpen your language proficiency. From online grammar tools and interactive courses to informative grammar books, this section will guide you through various avenues for enhancing your grammar knowledge and usage. Unleash your full potential by exploring these valuable resources!
Online Grammar Resources
Online grammar resources are great for those looking to sharpen their language skills. These resources offer plenty of features, like grammar checkers, tutorials, quizzes, style guides, and forums. Grammar checkers are particularly helpful in fixing grammatical mistakes. Tutorials and lessons provide learners with explanations and examples of grammar topics, such as sentence structure, punctuation, and verb tenses. Quizzes and exercises let users test their knowledge.
Style guides are another feature online grammar resources provide. They describe rules and conventions of writing in certain contexts, e.g. business or academic writing. This helps users stick to proper writing standards. Also, some online grammar resources offer forums where learners can communicate with others, ask questions, and get feedback on their writing. This helps the learning experience.
A great advantage of online grammar resources is their accessibility. They are available at any time, so people can learn at their own speed. There is no need for textbooks or in-person classes. By using these resources, individuals can improve their language skills.
It’s important to remember that online grammar resources should not replace formal education or instruction from trained instructors. Although they provide great support, they work best when used with other learning methods. It’s also crucial to use reliable sources with accurate information. By using online grammar resources responsibly and combining them with other learning methods, individuals can improve their grammar proficiency.
Grammar Books and Courses
Grammar books and courses are a great help for those who want to improve their grammar. They provide comprehensive info, exercises, and examples.
Comprehensive Explanations: They explain complex grammar rules in easy terms.
Exercises: Exercises come with answers or explanations so learners can check their progress.
Examples: Examples show how grammar is used in real life.
Variety of Topics: Different levels and interests are covered.
Structured Learning: Teaching starts with basics and progresses to advanced topics.
Supplementary Resources: Online exercises, quizzes, and activities are provided.
Experts: Written by experts to give accurate and reliable info.
By studying these resources, individuals can improve their grammar. This boosts their communication skills and effectiveness.
Paragraph 1: The article ‘What Is an Active Voice Example?’ clearly explains active voice. It examines reference data, helping readers understand this linguistic construct and how it can improve their writing.
Paragraph 2: Looking at active voice through the reference data, readers see the importance of using this grammatical structure. It sets a direct and assertive tone. From the data, readers understand how active voice can make their writing more readable and interesting.
Paragraph 3: This article explores the effects of active voice on communication. It follows an informative and formal tone and uses semantic NLP to explain its significance.
Conclusion: In summary, this article shows the importance of active voice in writing. It uses reference data to explore various aspects, so readers can improve their communication skills.
FAQs about What Is An Active Voice Example?
What is an active voice example?
An active voice example is a sentence where the subject performs the action. For instance, “John painted the fence” is an active voice example because the subject “John” performs the action of painting.
What are some common mistakes to avoid when using active voice?
Some common mistakes to avoid when using active voice include using passive voice instead, using intransitive verbs that don’t require an object, and using awkward plurals that can confuse the reader.
How is the past continuous tense used in active voice?
The past continuous tense in active voice is used to describe an ongoing action in the past. For example, “She was humming a tune” is a past continuous tense sentence in active voice.
What is the structure of a simple present tense sentence in active voice?
The structure of a simple present tense sentence in active voice is subject + verb + object. For example, “He sells stylish apparel” is a simple present tense sentence in active voice.
Where can I find A-Z idioms, proverbs, and ESL vocabulary lists?
You can find A-Z idioms, proverbs, and ESL vocabulary lists on Grammar Monster’s website. They provide comprehensive resources to enhance English language skills.
What resources does Grammar Monster offer?
Grammar Monster offers a variety of resources, including A-Z grammatical terms, FAQs, punctuation lessons, tests and games, weekly newsletters, YouTube videos, and ESL vocabulary lists. They also provide a Grammar Checker for your browser to help improve your grammar.