Dr. Andrew Huberman

I would think that we perhaps should teach kids some tools to modulate their stress in real time, like physiological size.

I don't see why not.

I certainly wish I had tools to regulate my stress when I was younger.

They didn't teach us that stuff.

They didn't know it, or the knowledge was there, but as I mentioned earlier, they didn't teach us that stuff.

They taught us all sorts of stuff in high school, health and stuff.

I mean, they taught us that drunk driving's bad.

They taught us it just takes one sperm one time.

They taught us all sorts of stuff, but they didn't teach us the...

this business of physiological size or stress thresholds or about the interior mid-singulate cortex, because a lot of that stuff wasn't known or just wasn't discussed.

So I think some tools to control one's inner landscape.

music.

I certainly am going to encourage the exploration of these energy states that, you know, letting kids explore.

I mean, they need rules and regulation and boundaries, of course, but there's this concept of impingement that I find very interesting that the classic psychologist used to talk about, you know, when a kid says they like something or don't like things, like, yes, they need to be

doing certain things for their normal life progression.

But kids are very good sensors of what works for them and what doesn't work for them.

We don't want to impinge on, certainly, their healthy loves and desires, things that don't endanger them, things that really reflect their unique loves and desires.

Don't force them to play Suzuki violin if they want to play the drums.

Let them bang on stuff.

And let the kids that want to play Suzuki violin do that.