relaxed_alertness - George Bradford on Diigo

07 Aug 08

Education best practice or malpractice

Other researchers have found that the human brain will “downshift” to more primitive structures when under stress. Goleman (1995) referred to this as a “neural hijacking.” When under stress, the brain is programmed to respond in two ways: fight or flee. In times of perceived or real danger, it makes sense that the brain would resort to simple, basic patterns of self-preservation; however when the brain is hijacked, it is at the expense of critical and careful thought.

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brain_based_learning relaxed_alertness stress neural_hijacking

Other researchers have found that the
human brain will “downshift” to more primitive structures when under
stress. Goleman (1995) referred to this as a “neural hijacking.” When
under stress, the brain is programmed to respond in two ways: fight or
flee. In times of perceived or real danger, it makes sense that the
brain would resort to simple, basic patterns of self-preservation;
however when the brain is hijacked, it is at the expense of critical and
careful thought.
Goleman, D. (1995). Emotional
intelligence: Why it can matter more than IQ. New York: Bantam.

MSF Perspectives

The learning environment in the BRC is characterized by high challenge and low threat, and learning occurs in a context of relaxed alertness, a situation that arises when a student is motivated in a non-stressful environment - proven to enhance learning. A few critics suggest that this environment, in which students are more relaxed, less stressed, learn vital skills earlier and have fewer crashes during training, is evidence the new curriculum is less rigorous. Indeed, to the uneducated eye, especially one that focuses on what the instructor does instead of what the students are doing, the teaching-learning dynamic in the new curriculum may appear on the surface to be too simplistic.

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brain_based_learning relaxed_alertness applied_science

High Challenge, Low Threat
The learning environment in the BRC is characterized by high challenge and low threat, and learning occurs in a context of relaxed alertness, a situation that arises when a student is motivated in a non-stressful environment - proven to enhance learning. A few critics suggest that this environment, in which students are more relaxed, less stressed, learn vital skills earlier and have fewer crashes during training, is evidence the new curriculum is less rigorous. Indeed, to the uneducated eye, especially one that focuses on what the instructor does instead of what the students are doing, the teaching-learning dynamic in the new curriculum may appear on the surface to be too simplistic.
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- For instance, imagine two training sequences. One has a novice rider practicing sharp, tight turns with an instructor barking out scripted commands each time the student approaches. The other shows a novice rider practicing sharp, tight turns with the instructor sometimes giving a thumbs-up signal, sometimes encouraging the student to make an adjustment to technique, and often saying nothing. Which scenario would be considered the best approach?
  
  Old-school evaluators would like the first scenario and likely consider the second as inferior. Those familiar with more effective teacher-learner dynamics and motor skill development principles would choose the latter as the better approach. Indeed, it's the latter that produces more than just surface level learning. The students are engaged and responsible, and there's a greater likelihood that important concepts and content will be retained and applied after the course is over. It's important not to focus on teacher performance, but rather on the quality of learning and its results. Instruction should not get in the way of learning.
  
  We've frequently used the term "adult learning" in relation to the BRC. Adult learning means that instruction should acknowledge the past experience of the students and honor their tendency toward self-direction. Adults like problem-solving situations and learning environments where their dignity is honored and respect is shown. An intensive motorcycle instruction course is no place for treating adults like second graders.

Second Psychophysiological Study of<br /> Out-of-the-Body Experiences in a Selected Subject at Charles T. Tart Home Page and Consciousness Library Online. For Transpersonal Psychology, Parapsychology, Consciousness, Hypnosis, Psi, Mindfulness.

Relaxed alertness is accompanied in many people by the alpha rhythm, a rather regular, sinusoidal rhythm whose frequency varies from about 8 to 13 cps, although in a single person the frequency is relatively constant. As a person becomes drowsy, this alpha rhythm breaks up, clusters of it becoming less and less frequent as they are replaced by a stage- 1 drowsy pattern. Consciousness waxes and wanes with the alpha rhythm, although it is impossible to say clearly at exactly what point consciousness is lost

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brain_based_learning relaxed_alertness definition

Relaxed alertness is accompanied in many people by the alpha rhythm, a rather regular, sinusoidal rhythm whose frequency varies from about 8 to 13 cps, although in a single person the frequency is relatively constant. As a person becomes drowsy, this alpha rhythm breaks up, clusters of it becoming less and less frequent as they are replaced by a stage- 1 drowsy pattern. Consciousness waxes and wanes with the alpha rhythm, although it is impossible to say clearly at exactly what point consciousness is lost.

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Education best practice or malpractice

MSF Perspectives

Second Psychophysiological Study of<br /> Out-of-the-Body Experiences in a Selected Subject at Charles T. Tart Home Page and Consciousness Library Online. For Transpersonal Psychology, Parapsychology, Consciousness, Hypnosis, Psi, Mindfulness.

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