I'm hungry for knowledge. That's what this world is about. Perhaps you can join a network of other high performers, work in a high-touch industry like real estate, or learn to intentionally talk to people sitting next to you on the plane, when you donate blood, or at dinner events. But this isn't about information consumption.
In every phase of education, from early years to later life, there are educational issues whose understanding requires concepts about brain function. The debate about how this knowledge should be included in educational thinking has only just begun and it must continue to grow from should be included into the can and must be included. Neuroscience has shown the surprising extent to which the brain is still developing in adolescence, particularly in the frontal and parietal cortices where synaptic pruning (where infrequently used connections are eliminated) does not begin until after puberty.
This is the process by which the axons, carrying messages from and to neurons, become insulated by a fatty substance called myelin, thus improving the efficiency with which information is communicated in the brain. In the frontal and parietal lobes, myelination increases considerably throughout adolescence and, to a less dramatic extent, throughout adulthood, favouring an increase in the speed with which neural communication occurs in these areas. Taking these considerations together, you might expect the teenage brain to be less ready than an adult brain to carry out a range of different processes.
Although in adult brains the changes are less radical than during childhood, the brain continues to change and develop through adulthood Our brain's ever-increasing knowledge n is producing expectations of new educational insights, and many such insights are already beginning to surface.
Some neuroscientists have even suggested that education might be considered as "a process of optimal adaptation such that learning is guided to ensure proper brain development and functionality". There is a growing need for collaborations between neuroscience, psychology and education that embrace insights and understanding from each perspective, and that involve educators and scientists working together at each stage. These collaborations are not straightforward, because the philosophies of education and natural science are very different - with various forms of psychology, bridging the two.
Natural science, on the other hand, is more concerned with the controlled experimental testing of hypotheses and the development of cause-effect mechanisms.Neuroscience is still at an early stage in our understanding of the brain.
In applying recent studies is their focus upon individual cognitive factors rather than the complex abilities required in every day or academic settings.This provides an exciting opportunity with so much yet to be discovered, that teaching and learning will only continue to benefit from the rapid advances in neuroscience and it's growing partnership with teaching, although a fair degree of caution is necessary while the hypotheses, experiments and testing is verified for accuracy and efficacy in the teaching environment to ensure the very best for our learners.
Winners, intentionally learn powerful things. When you learn something new, your brain gets happy. As soon as I changed the association to learning from the constant and explosive growth creates success, my brain became a ramped learning machine!
I think our thirst for knowledge is very good for us.Sharing it is even better. Knowledge is a strength, the greatest strength of all.
By Rosemarie Sumalinog Gonzales
Article Source: My Insatiability In The Quest For Knowledge
In every phase of education, from early years to later life, there are educational issues whose understanding requires concepts about brain function. The debate about how this knowledge should be included in educational thinking has only just begun and it must continue to grow from should be included into the can and must be included. Neuroscience has shown the surprising extent to which the brain is still developing in adolescence, particularly in the frontal and parietal cortices where synaptic pruning (where infrequently used connections are eliminated) does not begin until after puberty.
This is the process by which the axons, carrying messages from and to neurons, become insulated by a fatty substance called myelin, thus improving the efficiency with which information is communicated in the brain. In the frontal and parietal lobes, myelination increases considerably throughout adolescence and, to a less dramatic extent, throughout adulthood, favouring an increase in the speed with which neural communication occurs in these areas. Taking these considerations together, you might expect the teenage brain to be less ready than an adult brain to carry out a range of different processes.
Although in adult brains the changes are less radical than during childhood, the brain continues to change and develop through adulthood Our brain's ever-increasing knowledge n is producing expectations of new educational insights, and many such insights are already beginning to surface.
Some neuroscientists have even suggested that education might be considered as "a process of optimal adaptation such that learning is guided to ensure proper brain development and functionality". There is a growing need for collaborations between neuroscience, psychology and education that embrace insights and understanding from each perspective, and that involve educators and scientists working together at each stage. These collaborations are not straightforward, because the philosophies of education and natural science are very different - with various forms of psychology, bridging the two.
Natural science, on the other hand, is more concerned with the controlled experimental testing of hypotheses and the development of cause-effect mechanisms.Neuroscience is still at an early stage in our understanding of the brain.
In applying recent studies is their focus upon individual cognitive factors rather than the complex abilities required in every day or academic settings.This provides an exciting opportunity with so much yet to be discovered, that teaching and learning will only continue to benefit from the rapid advances in neuroscience and it's growing partnership with teaching, although a fair degree of caution is necessary while the hypotheses, experiments and testing is verified for accuracy and efficacy in the teaching environment to ensure the very best for our learners.
Winners, intentionally learn powerful things. When you learn something new, your brain gets happy. As soon as I changed the association to learning from the constant and explosive growth creates success, my brain became a ramped learning machine!
I think our thirst for knowledge is very good for us.Sharing it is even better. Knowledge is a strength, the greatest strength of all.
By Rosemarie Sumalinog Gonzales
Article Source: My Insatiability In The Quest For Knowledge