Many parents complain that their children suffer from “selective hearing.” Their kids only hear what they want to hear. 
 
This happens to me regularly. Me: “Why didn’t you do the dishes after school, like I reminded you this morning?” Kid: “I didn’t hear you.” Or me: “I see your shoes are still on the kitchen floor—didn’t you remember Dad asking you to put them away twice?” Kid: “No, I never heard that!” 
 
Or me: “You should bring a water bottle for your activity today.” Then, me, getting a text an hour after my daughter arrived at her far-away, full-day event: “Mom, I need a water bottle. I didn’t know I was supposed to bring one. Can you drop it off?” And then me, 45 minutes later, carrying water bottle…
 
This issue has nothing to do with the physical auditory sense but everything to do with what we choose to focus on, and what we do or don’t want to acknowledge. It’s actually more of a “doing” problem than a hearing one. Usually it’s a function of the conflict between what we (the parents) want them to do, and what they (as individuals, and as children) want to do.
 
It can be tough as a parent. There is no great solution that I know of to consistently get kids’ attention. Perhaps the best we can do is to let nature take its course, so that our children experience some kind of natural consequence for not heeding our guidance (for example, getting so thirsty that they might even seek out a distant water fountain during breaks, prompting them to remember the need for a water bottle next time). If you have other ideas, please let me know in the comments!
 
But what I really wanted to point out is that I’m also coming to realize that there’s a related phenomenon: “Selective seeing.” It’s what we choose to notice in our surroundings, and what we don’t; it’s what seems visible to us, and what we miss... even if it is obvious to others.
 
For instance, imagine your child has an array of clothing, homework, markers, and pencils on her bedroom floor. Have you had the experience of reminding that child about to clean up, only to find that she does not seem to “see” that the floor has stuff on it, and she tends to focus only on her dresser or some other spot? Some of us tune out what we’ve gotten used to seeing.
 
I suffer from this, too. When it comes to my own clutter, I have trouble seeing it. Some days it pops right out at me, in a rather discouraging way. But a lot of times, it takes a huge effort to notice the excess stuff is there. My leaning Tower of Pisa-style stack of books by my bed; my cache of markers and pens littering my desk; junk mail piled on the coffee table; a stack of clean clothes, folded, rising high above the rim of a laundry basket; toiletries spread out across the sink counter; I could go on.
 
It is the same with so many things, and some are a lot more serious. Our brains get used to  walking past someone sleeping at the train station. Or encountering worn-out tents lined up by the underpass. Or news reports showing hungry people in refugee camps. We get used to it, without really seeing it. To some degree, it is a defensive mechanism: If we saw everything all the time, our brains would become overwhelmed. 
 
But still, I now recognize I need to turn on my power of sight and awareness more often. 

Here's a Stoic-inspired question to ask ourselves: "What is it we're not seeing?" Put another way "What truths or situations are we not acknowledging?"
 
At home, it’s about stuff. I’m working on becoming more selective about what I buy after suffering a rash of purchase-return cycles. In fact, “depriving” ourselves of stuff is a Stoic tradition, to help us understand we don't need more.  
 
That’s easier said than done in our market-driven economy, where we are surrounded by ads, offers, and sales on stuff. But the stuff doesn’t make us happy, especially since the psychological phenomenon of hedonic adaption holds very true: We soon get used to having a nice thing, and it doesn’t really have an impact on our contented feelings anymore. Perhaps the thrill of the chase for stuff could be replaced by something else, maybe by challenging ourselves to do something creative, something athletic, or something sociable with real, live people (not just social media). 
 
And in the wider world, outside my home and sphere, in terms of all the inequities and suffering of others: This year, I’m working on seeing and understanding more. I’ve started by listening to a very interesting audiobook by the woman who “wrote the book” on modern genocide: Samantha Power, former US Ambassador to the UN. She has an uncanny ability to see what others miss in terms of human suffering across the globe, and to elevate others’ safety and well-being.
 
Seeing can help us understand the urgent need to focus on a situation and do something. The ancient Stoics emphasized our common humanity: Other people, no matter how far or different, are our siblings. I know I don’t have all the answers for helping others, or even much knowledge of what should be done, and I can only do what’s within my power. But I hope I can continue to make myself see and acknowledge even what’s terrible, such as the human rights abuses Power has reported on and fought against.  
 
And I’d like my kids to do the same: See bigger picture things, in addition to small ones. It’s a key reason why I support project-based learning. When my children recognize a real-world problem that they want to understand better, to encounter through actual people and places (even remotely), they learn more.
 
In terms of my life philosophy, this approach stems from the Stoic effort to pierce through our unexamined impressions—the BS—on the outside, and to come to grips with the reality underneath. Ancient Stoics often admonished their followers to examine things more closely. Epictetus reminds those who follow philosophy to see beyond the superficial and to understand the true nature of our world. This isn’t always popular or pleasant, since most people avoid seeing what’s true, uncomfortable, or inconvenient—me among them. 
 
But I’m working on it.  

Do you ever wish you could just KNOW what to say to your kids to guide and support them? 
 
Lately, when I’m trying to help one of my daughters by saying something I think is supportive or giving some gentle guidance, it doesn't seem to go so well.

I don’t blame them for their frustrated responses. It’s all about perspective and how you interpret what’s being said. 
 
For example, saying “You’re doing so well, that’s great!” when we were doing an athletic activity together sounded to my daughter like: “You’re a little kid who needs to be told how good she is.” 
 
She asked, “Why are you so surprised I can do this? You don’t have to tell me that.” Good point. And I’m glad to see she wasn’t waiting for/dependent on my praise to know she’s got things covered. 
 
“You’re kind of talking to me like a baby,” was her other comment. I know that for her, acting like a “baby” is probably one of the worst insults a person could throw at her. So I stopped to think. Maybe I hadn’t evolved how I talked to her to really meet her age, level, and self-reliant character? 

And when I try to provide a little coaching about simple things like vocabulary words or piano practice, I get pushback. I thought I was helping. But I can see that my lessons on independence for my kids have actually sunk in, to the point where they really don't want that kind of intervention. 
 
In general, my advice and “help” are not what my kids need to understand how they should think or feel about things. My daughters are in middle and high school now. They have to go through their own process of examining their impressions and discerning the right choices. They are of an age to internalize the lessons that I’ve shared with them about how to understand the world without blinders on—about how to question knee-jerk reactions and groupthink—and about striving towards virtues and moral guideposts such as courage, wisdom, justice, and self-control. 
 
So my parenting now has to focus on teaching (and reinforcing) the PROCESS for how to navigate their world. It's a process that can enable teens to live without focusing exclusively on misguided externals, and to think through their choices using their "spark of reason" and good judgment.

You remember when you were taught to "Stop, Drop, and Roll" if you smelled smoke or a fire? The process is kind of like that, it just happens in our minds rather than our bodies as we respond to the world around us. Stop, drop, and question your impressions. Stop, drop, and tune into your reason and your ruling center, the part of your brain designed to help you navigate away from a deadly fire. Except instead of a fire, we're coping with an unhealthy emotion, or irrational belief, or any thought that just isn't in sync with reality and the nature of the universe.

Then, you can ask yourself: Is what I want to do next next wise, fair, brave, and common-sensical? Does it help others, not just me? Does it help me become the kind of person I want to be? Or does it just serve my own ego and my own biases?

These questions are a good place to start. It is undeniably hard for fast-moving children, but as they get older, they can begin to shape a well-informed process. And as I remind my daughters, a kind of  shorthand for this: "Don't believe everything you think."

We can model that process in our own lives, and in how we talk through our own everyday activities and decision-making. None of this is simple for adults either! Personally, I find that I often let doubts creep in about choices… so I stay vigilant about what I say and do to undermine my own process.
 
Encouraging this process is analogous to our schools trying to teach students HOW to analyze and think for themselves, not WHAT to think or just memorize. Critical thinking and questioning are what philosophy is all about—we can recall how Socrates encouraged these things in his followers and students, and then Epictetus, and many other ancient philosophers. Don't wait for a teacher to guide you, Epictetus said: Once you've mastered the basic ideas for how to live, just go out there and do it.

And the same holds for adults, too. 

As much as we might like to KNOW what to do, we cannot ask our philosophy for ALL the answers, written out for us to follow. Ultimately we all need to cultivate a powerful ruling center to help make choices, and to live with the choices we have made. 

And that's hard! There's just no way to know all the ideal choices, all the right ways to approach our complex world. We have freedom, and we must make the best of it even when it feels like a tough burden to navigate our lives. Philosophy helps us find illuminated checkpoints in the fog... but the fog remains.
 
Even Stoic role models such as Marcus Aurelius would probably have been the first to admit that they didn’t know everything. And I think they would have been careful to avoid giving unwanted or unwarranted advice. Can you picture Socrates telling you which car to buy? Or which job to apply for? 
 
No life philosophy is a decision tree showing specific steps. There's no flow chart with spelled-out answers for always doing the right thing. Anything that proscriptive would not allow people to be individuals, to think for themselves, or to get to know their own ruling center.
 
Instead, our life philosophy should equip us to discern the path towards eudaimonia... and with that process, we can bring a conscious, thoughtful faculty of choice to our decision-making, avoiding fires and other dangers along the way.  

​The college admissions scandal has exposed wealthy parents for transforming their kids into "perfect" college candidates by lying and cheating—by illegally manipulating a system that’s supposed to be outside their influence. 
 
Many people were not terribly surprised: In the service of “what’s best for our children,” we are all tempted to go to outrageous lengths. As a parent, I, too, have sometimes felt the desire to control my children’s lives and pave the way for their success (though never using illegal means).
 
But I have realized that this is an impossible—and misguided—task. Ultimately, I have found a way to handle my frustration without falling into the trap of trying to control everything. 
 
I found ancient Greek and Roman Stoicism. And I think all parents could benefit from a dose of Stoic philosophy. 
 
Here’s the central reason it can help parents: Stoicism’s core tenant, "the dichotomy of control," teaches us to stop trying to exert control over things that are outside our power.
 
One of the defining experiences of parenting is loss of control. From the moment I became pregnant, my body was doing things I had zero power over. And when my first daughter was born, and then my second, I quickly realized that they were unique human beings whose personalities and behaviors seemed inborn. They acted in ways I couldn’t manage, organize, or keep to a “proper” schedule. When I tried, the tantrums got worse, and the anxiety increased for me, making me so irritable that my ability to make good decisions faltered. 
 
But by taking a Stoic approach, I focus on things I cancontrol—my own thoughts, emotions, actions—and on recognizing that others’ judgments of me and my family are just not that important. What matters is cultivating an ethical character and doing the right thing, even in the face of criticism, doubt, and fear. 
 
For three years now, Stoic ideas have helped me become a better parent and person. I have absorbed original ancient texts by Epictetus, Marcus Aurelius, and Seneca, and I’ve read modern interpretations. Stoic philosophy has given me a new acceptance of my lack of control over my children’s behaviors, preferences, and interests. And it’s helped me set my kids on a path of well-reasoned choices that, I hope, will serve them long beyond college.  
 
And now, as a teen and a preteen, my daughters still do their own thing. Though they look like me, they often do not do what I would, and do things I’d never do. It’s still hard to accept, but I do my best. 
 
I’m sure when college applications roll around, I’ll be a basketcase, too. The admissions process tests people’s sanity. It’s the same challenge that we have with our kids in general, but writ large: The process is (or is supposed to be) completely outside our control, it is capricious, and it is largely impenetrable. 
 
We wish the admissions system were clear, and yet, we want schools to assess the “whole student,” not just a score on one high stakes test like in some other countries’ systems. (Americans want to have it both ways in that sense.)
 
With the new criminal case, we have seen searing examples of well-heeled parents’ desire to control both their kids and the process. These parents believed that money can and should exert control over what seems uncontrollable to others. It’s all crashing down now. 
 
So are there lessons we can learn from Stoic philosophy about how parents (and kids) could approach college admissions differently?
 
First, we must stop pretending the we can, or should, control other people, whether that’s our children or admissions officers.
 
Studying Stoicism has reminded me that kids are not cars or computers or robots—nor are they performing circus animals who happen to live in my house. Parents can’t manage kids’ intelligence or how much they apply themselves in school. We can’t force them to become talented athletes. And obviously we can’t change their SAT scores or pretend that they are something they’re not for the sake of applications or awards. 
 
This is hard to swallow because our society is forever telling us that as parents, we need to give our kids the very best in life. We are also reminded that we are responsible for our kids’ success—and that it reflects on us and our own achievements. 
 
But let’s try to remember that our children have to be allowed to be themselves. Not everyone is a competition-winning water polo player. Students should be able to exercise freedom, even if it leads to missteps along the way. That means parents letting go of everything from the sense of “I should be able to stop my kid’s tantrum” to “I should be able to get my kid into a prestigious school.”
 
In the service of control, the indicted parents used money to impose their will on the system. And in the process, they took autonomy and personhood away from their children.
 
Second, in contrast to controlling our children and their circumstances, we can encourage our kids to find the right path “in accord with nature.” In Stoic thought, this means using your own sense of right and wrong—a sense embedded in all humans—combined with an understanding of the reality we live in, to make good judgments and decisions. 
 
This approach doesn’t mean letting kids do whatever they want. We can model good choices and set high standards, demonstrating how to live inspired by the Stoic virtues of wisdom, justice, courage, and self-control. We can guide. Kids who ignore this will face their own consequences.
 
One more note on choices: Key to Stoicism is ignoring others’ judgments of you, your status, prestige, wealth, looks, etc., because those things have no real value (they are mere “preferred indifferents”). All parents want a great education for their kids, but the prestige of a particular university is not what really matters. 
 
And third, we should all (parents and kids alike) keep in mind our common humanity, and with that, a sense of fairness and justice. 
 
Though we all make choices individually, we aren’t isolated. Ancient Stoics emphasized that all humans belong to the same family. By that reasoning, we should aim to help one another, collaborating to solve mutual problems.
 
It’s not easy, though. We are all “patients in the same hospital,” as Seneca put it. We all have troubles, we all seek answers, and we all struggle. There’s no mythical doctor coming to cure us. But some patients, Seneca suggests, have been aware of their ailments longer, and can help others make progress. 
 
Maybe we could find a silver lining to this admissions scandal if universities and parents, along with regulators, worked together to find more rational approaches to the college admissions process. We’d all benefit from changes that would minimize the insane competition and financial pressure that applicants and their families experience—forces that drive so many schemes, legal and not, to manufacture ideal college candidates. 
 
Until that happens, it’s absolutely essential to become a Stoic mom (or dad).