The Brain: Significance for Education?
Memory, self, reality as story
Three loops, each important
- inside/outside (extrapersonal)
- unconscious/story teller (intrapersonal)
Learn/create from noticing discrepancies between expectations and input in each, changing to get it less wrong
My thought about what we learned today is that I want to combine the three loops of observations together in order to engage my students in their own meaningful learning experience about what they have already learned! This I think is what teaching is all about! ... Judith 
It's clear that there are many times that I function activity interferes with, rather than enhances, information coming from the unconscious. In a society like ours that very much values I function activity, I wonder how to 'celebrate' the unconscious, without striking fear into us all (including me) I guess the way is to continually talk about the need for both systems to be strong and healthy ... I've heard people dismiss the value of discussing feelings, or rather, see feelings as getting in the way of real thinking. I've always known that feelings were important to pay attention to, that they were clues/cues to something important going on inside of us. I kind of like the idea of considering feelings as a 'primary story' because dismissing a primary story is dismissing an incredibly important source of information into the nervous system, and would seriously handicap our ability to think, i.e. our I function ... Carol 
did I like else somebody to this send, dummy a like this reading time sweet your took you since ... Luisana 
There are two problems:
- teachers who are of the old school still believe they should spend time on spelling while the district says not like that.
- parents remember the way they learn and they think their kids should be taught the same way. That is always a problem but some of us have mastered the art of helping parents get in the flow of educational advancements. .... Tola 
After this course I understand the points being made about scientific consciousness. Getting it less wrong is key ... Cynthia 
I think that all of us have experience with teachers who also seem to relish the power they have in the classroom . . . and they behave like banana republic despots. I hold, however, that real power comes when a person (teacher) is willing to relinquish the power and let someone else exercise it ... Alan 
My mind will be reading this morning's notes and the links on the page . . . and playing the games (of course) for a day or 2 (or more) to enable my mind to "get a handle on" what was presented. At this point I feel that digestion takes longer than it used to. Maybe my "hard drive" is closer to its capacity than it used to be. More than likely, tho, it's just that the old central processor doesn't function as rapidly as it used to. Maybe it never really did. Maybe the "once faster processing speed" is just a story I made up because it makes me feel better. Maybe that statement shows that I am beginning to understand some of the material that was presented this morning ... Alan 
Story doesn't mean "lie" or "to be ignored", means tentative/revisable
One is never "trapped", there are always ways to get it less wrong
The relation between individuals and cultures , from the brain  perspective
- genes, experiences, culture, individual and story diversity, free will /personal responsiblity
- "I am, and I can think, therefore I can change who I am " (as well as things around me, including culture)
- What do I experience that I can't make sense of? What aspects of stories (mine or other peoples') don't make sense in terms of my experiences?
Things about the brain that might make one act differently in the classroom
- The brain consists of lots of boxes and cables
- The brain is different in every person
- The brain is constantly changing
- The brain can generate output without input
- The brain is organized to explore by generating expectations and trying out things
- The brain is organized to make informed guesses about what is out there
- The brain consists of a cognitive unconscious and an I-function/story teller
- Perception, self, and memory are all stories, subject to revision based on new observations
- The brain uses conflicts between itself and the world, between the cognitive unconscious and the I-functions/story teller, and between different people to learn by generating new candidate stories
Which three of these do you think will be most significant for your teaching this coming year and why? Put your choices, explanation in the forum.
My story , thanks for your contributions to it ...
Whether 'true" in detail or not, for both teachers and students ...
Trust your past (including your genome/culture/experiences), but not too muchThe hardest part ... ?
Trust your unconscious, but not too much
Trust your thinking, but not too much
Trust making choices, observing, learning, but not too much
Trust other people's stories as well as your own, but not too much
Keep looping ... And repeat, over and over and over again:"getting it less wrong" - its what your brain, and everyone else's, is "designed" to do
- Choose/act, even if you don't/can't know the "right" answer
- Recognize that disagreement is valuable; you have things to learn from other peoples' stories
- Being wrong is the only way to get it "less wrong"
- Choose/act to see what new things there are to see/do/create