Brain, Education, and Inquiry - Fall, 2010: Session 6
Class is itself an experiment in a particular form of education: co-constructive inquiry
Learning by interacting, sharing observations and understandings to create, individually and collectively, new understandings and new questions that motivate new observations
Depends on co-constructive dialogue, being comfortable sharing existing understandings, both conscious and unconscious, in order to use them to construct new ones. Need diversity of understandings, need to be able to both speak and listen without fear of judgment. Need to see both self and others as always in process, always evolving
Working through commenting on papers on line. Of interest so far ...
"To do well within the education system is to be institutionalized ..." ... D2B
we should be focusing less on standardized testing ... eledford
Society has acknowledged and progressed in many areas within special education, but ED [emotional disturbance] is still taboo ... epeck
If we fail to incorporate a more experiential style of learning into the current system, idea generation and creation of new knowledge will be stifled ... Angela DiGoia
"The idea is that, rather than learning words or word pieces out of context, students will begin and continue the process of learning to read by becoming experts on their favorite books" ... Abby Em
"Instead of leaving creativity development to chance, it should be nurtured in all the students from the very start. " ... Amenah
"rest allows one to be a more adept learner of new information, and that when a challenge is posed rest allows one to be better able to come up with creative and helpful solutions." ... FinnWing
"Teachers show students, from the very beginning of their educations, how to interact with other people, understand them, and be generous and receptive to difference. Teachers model ways of being in the world ..." ... Bennett
Will finish on-line comments, email additional comments within next week.
Modified course schedule to add two additional PG orchestrated sessions. Think of topics you want to organize, individually or in groups.
Continuing from where we are: from last weeks forum
We may have patterned activities, but that we are able to go outside of them is reassuring as it means that there is really creativity and surprise to be had ... FinnWing
the ability to adapt to different environments and to learn to solve new problems quickly and effectively is desirable not only for its own sake but also for the sake of employability. Usefulness and education for education's sake do not have to contradict ... LinKai_Jiang
so what happens in the case of Christopher Reeves, for example, to the neurons that are below where he severed his spinal cord? Is there no way for them to communicate with the neurons above, even if it's in a round-about way? ... Angela DiGioia
This article is so frustrating...I feel that my characteristics, moods, emotions, conscience, motivations, and what not are not competing with each other as separate entities; but complimenting each other in some way or another, and very connected, unable to be set apart or disconnected ... eledford
I feel like if we have so many "selves" then we would have no consistent personality and instead our actions would be all over the place ... ln0691
This article actually describes my experience of reality pretty well ... it seems right to say that we are each more a plurality than a central authority ... the "selves" are intimately connected, set up to help each other out, balance one another, or sometimes in a sort of self-sabotaging structure, but always in a more complicated relationship than just competing ... jessicarizzo
I see us as having situational roles/identities more so than selves, as selves don’t represent who we truly “are.” .... mmc
I think that my different simones are my own creation, as the stage, home, and classroom simone are conscious creations that i have established in order to try to be as successful as possible in diffrerent situations ... simonec
I very much like the idea of there being multiple selves and not having to choose one of them to be “me”. However, like other similar post-modernist ideas, it sounds great in theory but might not be applicable practically ... Assuming that some of these parts will be in conflict with each other, how do you live your life? How do make decisions? Maybe that’s why multiple personality is considered a disorder. This can also be generalized for multiple selves to multiple realities/worlds. How do we feel about that? Do we see some inherent truth in it but disregard it because in the world and society we’ve constructed, it just wouldn’t work? Moreover, what implications does that have for education? If we let go of the idea of there being one self, then what does education do? ... Amenah
entity theorists see their characteristics as more set and unalterable, factors out of their control. Incremental theorists, on the other hand, see themselves as able to change and improve due to their own efforts, see themselves as more malleable due to their own volition and behaviors ... Abby Em
Is education the medium by which we establish and develop our "selves"? ... L Cubed
Thinking of the essence of a person in terms of their nervous system is an idea I would like to pursue more ... epeck
Implications for education (to date):
- Stop presenting understandings as "right," "definitive"; present instead as foundation for developing new understandings?
- Diversity in classrooms an asset rather than a problem?
- Ability to see things in multiple ways a virtue, a desired result of education?
- Inquiry skill is present at birth, rather than dependent on maturation/education (How Babies Think)
- Acknowledge, make use of distributed/bipartite organization, internal "conflict"?
Adding to our model/story of the brain
Notice loop, comparison of expectation and input, as per loopy science/inquiry
Notice also that "conflict" is a necessary element of empirical inquiry and of ns organization as empirical inquirer
Topographic organization: the brain as a distributed system, interacting "separate entities" that can be "disconnected"
Beginnings of sensation/perception: pattern of action potentials in sensory neurons; action: patterns of action potentials in motoneuron; thinking: patterns of action potentials in interneurons
Using multiple perspectives ... to add location and depth (multiple depth cues)
The bipartite brain - adding in the neocortex (where is Christopher Reeves?)
More on bipartite brain
Dreaming, sleep walking, locked in syndrome
Relevant for thinking about constructedness of world but also of self: pain, phantom limb pain, confabulation
Interactions of cognitive unconscious (Marvin Minsky, Society of Mind) and story teller
Thoughts, feelings, aspirations not parallel to cognitive unconscious but rather derived from it
Emotion, intuition not distinct from thought but a part of it (Antonio Damasio, Descartes' Error)
Internal co-constructive dialogue/inquiry as well as external
Internal conflicts (weight control), added capabilities: to conceive beyond experience
Implications for understanding "understanding"? (look over for next class session)
Your continuing thoughts about distributed systems, bipartite brain in the forum below ....