BBI 2007 Session 9
- Loops : nervous system as explorer
- Bipartite : "I-function", nervous system as story teller
"If behavior is caused by the removal of inhibitions, then what caused the inhibitions to be removed? How much does experience factor into the removal of inhibitions. I just found out that atleast 2 students from my school were involved in a massive fight that resulted in the ending of a life. Was this caused by the removal of inhibitions?" ... Tammi (see also Deidre)
"I liked the idea of the brain being a scientist and generating outputs to see if the resulting inputs match the expectations." ... Cheryl
"I think that the phrase "Beauty is in the eye of the beholder" should really be said "Truth/reality is in the brain of the beholder." I think this definition of truth encourages thoughtfulness and diversity as apposed to creating confusion and fear." ... Keith
"Why attribute only what is conscious to "I"? Why isn't "I" all that I do, via my body--all that my body does--in the world, whether I'm conscious of it or not? Especially if most of what I do is done unconsciously?" ... Anne
"Do we possess the will or internal resources to rewrite stories that are so comfortable and ingrained that they seem to be written in permanent ink?" ... Teresa
"We need workshops that incorporate both the researcher/expert and the elementary/secondary teacher as facilitators. The discussion period in this Institute tends to make sense of the delivered information by all of us trying to apply it to the classroom. Yes, we can write our ideas on this forum however it is not as rich as the live connection between us. The delivered brain information is a fabulous stimulus for us to bounce ideas off of each other ... The missing piece is the facilitating teacher who could build the formulated keys (from all of our interactions), that we need to take back to our classroom" ... Joyce
Moving on - Additional architectual principles from looking at the output side ...
- Motor symphony
- Central pattern generation
- Gene/environment interactions
- Corollary discharge
- Distributed control, coordination without a conductor
- Output associated with "expectation" or "model"
- Input as test of expectation/model
- Brain as explorer/scientist
- Action without "thinking", "I-function", story teller - preferable in some circumstances
- Purpose, expectation, creativity, exploration without "thinking", "I-function", story teller
- Damage to neocortex in humans leads to "paralysis"
- Loss of "willed movement"
- Loss of inhibition
- Motor cortex - "I-function"?
- I-function as a way to conceive new things?
Your thoughts in forum ... new understandings/questions? Relevance of all this to classroom?