This link has been bookmarked by 20 people . It was first bookmarked on 31 Jul 2006, by Kevin Wen.
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31 Jul 06
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10 Feb 05
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09 Feb 05
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Principle One: The brain is a complex adaptive system. Perhaps the most potent feature of the brain is its capacity to function on many levels and in many ways simultaneously. That is one reason why we have here subsumed two former principles ("The brain is a parallel processor" and "Learning engages the entire physiology".) Thoughts, emotions, imagination, predispositions and physiology operate concurrently and interactively as the entire system interacts with and exchanges information with its environment. Moreover, there are emergent properties of the brain as a whole system that can not be recognized nor understood when the parts alone are explored. Education MUST come to terms with the complex, multifaceted nature of the human learner Principle Two: The brain is a social brain. "For the first year or two of life outside the womb, our brains are in the most pliable, impressionable, and receptive state they will ever be in" (Zen Physics, P.18). We begin to be shaped as our immensely receptive brain/minds interact with our early environment and interpersonal relationships. Vygotsky was partially responsible for bringing the social construction of knowledge to our awareness. It is through this dynamic interaction with others that therapy works, for instance. It is now clear that throughout our lives, our brain/minds change in response to their engagement with others - so much so that individuals must always be seen to be integral parts of larger social systems. Indeed, part of our identity depends on establishing community and finding ways to belong. Learning, therefore, is profoundly influenced by the nature of the social relationships within which people find themselves.
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Principle One: The brain is a complex adaptive system. Perhaps the most potent feature of the brain is its capacity to function on many levels and in many ways simultaneously. That is one reason why we have here subsumed two former principles ("The brain is a parallel processor" and "Learning engages the entire physiology".) Thoughts, emotions, imagination, predispositions and physiology operate concurrently and interactively as the entire system interacts with and exchanges information with its environment. Moreover, there are emergent properties of the brain as a whole system that can not be recognized nor understood when the parts alone are explored. Education MUST come to terms with the complex, multifaceted nature of the human learner Principle Two: The brain is a social brain. "For the first year or two of life outside the womb, our brains are in the most pliable, impressionable, and receptive state they will ever be in" (Zen Physics, P.18). We begin to be shaped as our immensely receptive brain/minds interact with our early environment and interpersonal relationships. Vygotsky was partially responsible for bringing the social construction of knowledge to our awareness. It is through this dynamic interaction with others that therapy works, for instance. It is now clear that throughout our lives, our brain/minds change in response to their engagement with others - so much so that individuals must always be seen to be integral parts of larger social systems. Indeed, part of our identity depends on establishing community and finding ways to belong. Learning, therefore, is profoundly influenced by the nature of the social relationships within which people find themselves.
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Principle One: The brain is a complex adaptive system. Perhaps the most potent feature of the brain is its capacity to function on many levels and in many ways simultaneously. That is one reason why we have here subsumed two former principles ("The brain is a parallel processor" and "Learning engages the entire physiology".) Thoughts, emotions, imagination, predispositions and physiology operate concurrently and interactively as the entire system interacts with and exchanges information with its environment. Moreover, there are emergent properties of the brain as a whole system that can not be recognized nor understood when the parts alone are explored. Education MUST come to terms with the complex, multifaceted nature of the human learner Principle Two: The brain is a social brain. "For the first year or two of life outside the womb, our brains are in the most pliable, impressionable, and receptive state they will ever be in" (Zen Physics, P.18). We begin to be shaped as our immensely receptive brain/minds interact with our early environment and interpersonal relationships. Vygotsky was partially responsible for bringing the social construction of knowledge to our awareness. It is through this dynamic interaction with others that therapy works, for instance. It is now clear that throughout our lives, our brain/minds change in response to their engagement with others - so much so that individuals must always be seen to be integral parts of larger social systems. Indeed, part of our identity depends on establishing community and finding ways to belong. Learning, therefore, is profoundly influenced by the nature of the social relationships within which people find themselves.
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08 Feb 05
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07 Feb 05
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