Brain Behavior Institute - Session 13
Architecture: From the Input SideReview: a shifting perspective, the cognitive unconscious and the I-function -> story teller
Actions and reactions in our students, as they use their cognitive unconscious, seems to imply that maybe they don't have control of their basic self(instincts). I think the cognitive unconscious and the neocortex(I function) need a healthy balance. Is there one? How do we enable our students to create and be productive along with fitting in with what society demands?.... Or should we want to? ... Judith
On boxes in the cognitive unconscious: isn't is true that there is not such thing as a 'bad' box? All the 'boxes' are doing is trying to help us survive as an organism, so their conflict with each other is not bad, even though it certainly can cause some negatative consequences, and their action needs to be 'managed'. However, these boxes, these drives are what keep us alive and so should be respected! ... As for application to kids: when we see 'bad' behavior, I think we view it the same way; as the organism's/student's best attempt to survive in its system, even if it is a misguided and dysfunctional attempt ... Carol
As a student, who has had an ineresting set if experiences, I can say that sometimes my actions or responses must seem ridiculous to my teachers. If only they could understand what is going on with my brain. Or at least, for privacy's sake, admit that there might be something significant happening in my head ... Julia
The I-Function and the cognitive unconscious seem to work helping one another. Although no one box is in charge they effect one another and work together ... Seta
the first task that educators have at the beginning of the school year is to discover the qualities embedded in the students they are going to work with (not teach) for that particular year and take advantage of it rather than suppress it ... Tunde
After taking B&B last year, I occasionally felt (saw?) the course information ping-pong around my cognitive subconscious while I was teaching my high school students. It was as if these B&B connections would rise to the top of my awareness like air bubbles that would disappear when other priority tasks would pop them. However as I take the course again this year I am finding that my cog/sub is able to offer not only the information that I took in last year but that I am also able to remember the same connections that partially floated to the surface while teaching in the past year.
Without the distractions am I now able to pull my I-function into play and actually formulate new ideas about the series of connections? ... Joyce
More thoughts on "society of mind" ... PaulFrom the examples we discussed today, they all involved motor units. How does the neocortex inhibit patterns in parts of the brain to allow learning? ... Penn
New principles from the input side
- Multiple inputs, unconscious/"I-function" distinction
- Brain "making things up" (see BBI05 and BBI05 with I-function help)
- Built in presumptions of "reality"
- Ambiguity as fundamental
- Testing and retesting, negotiating and renegotiating - all unconscious, doesn't worry about "Truth" or "Reality", just comes up with something that works - "story"
- The "crack"
- Different for different people
- Again an unconscious/"I-function" distinction in abilities/uses
- Perception an exploratory process, testing and retesting
- Using both unconscious and I-function
- From I-function to "story teller", and story creator (making what hasn't been seen)
- "Self" as story
- Input is always incomplete (and affected by output)
- Input is always interpreted based on prior information (including genetic information)
- Input is always ambiguous
- Interpretation is improved (but not completed) by combining multiple perspectives, resolving conflicts
- Both input and interpretation are different for different people
- What we see is a "story" reflecting unconscious processes
- "Reality" is a collective story, reflecting (desirably) the different perspecties of different people
- Stories can in turn generate new questions/observations/stories, and new stories (that in turn ...)