Is the sun the center of our universe....or is the earth the center of our universe. Years ago people would believe that each was the center and lives were lost in this dispute.
My purpose here is to talk about
paradigm and paradigm shifts. What do they have with me...my class, anyone...?
First of all there are a number of definitions regarding paradigms. They range from a simple but strong 'belief' to a 'technology' prospective change that will make computers look like obstacles rather than assistance.
I have always wondered and still do whether there is a biological change in our cellular stucture or if there is a physical change in the brain due to paradigm changes. I believe there is a change in our neuronal networks which is tantamount to "new prior knowledge".
Url downloaded from the internet on August 13, 2005.
Be well, We can have some fun with these.
Rob
Look under Paradigm Shifts 1996 ( I think )URL:
http://www.positivepractices.com/Positiv...index.html
We talked a little about Paradigm Shifts last night. In simple terms a paradigm is a belief. It can and really is more profound than that...but this will do. Awhile back we moved from a long standing paradigm (belief) of teaching to a real paradigm shift (shift in belief) of learning. I found an url that will be of interest to you. I retrieved it today August 14, 2005 on the internet. Take time to really digest the entire URL......
Be well, URL:
http://pcrest.com/changes.htm
Rob
Hi...
It seems that if a paradigm shift is
so severe on a human emotionally...and we know that a
paradigm shift is learning and manifests this in the form of a neuronal network as prior learning; then the severe emotions must also cause a neurobiological physical change in the body also. At least it seems to follow. But the question is; in what physical form if any is the emotion manifested. The amygdala might be included and other limbic areas of the brain. Would the thalamus be affected? Actually I am thinking outloud, but so be it.
You will know if you have had a paradigm shift so severe that it shakes you all over, and your body becomes numb. We need to follow up on paradigm shifts and see where it leads us.
Best,
Rob
Hi...
It seems that if a paradigm shift is
so severe on a human emotionally...and we know that a
paradigm shift is learning and manifests this in the form of a neuronal network as prior learning; then the severe emotions must also cause a neurobiological physical change in the body also. At least it seems to follow. But the question is; in what physical form if any is the emotion manifested. The amygdala might be included and other limbic areas of the brain. Would the thalamus be affected? Actually I am thinking outloud, but so be it.
You will know if you have had a paradigm shift so severe that it shakes you all over, and your body becomes numb. We need to follow up on paradigm shifts and see where they leads us.
Best,
Rob
Yes, emotions do manifest physically in the brain. Though not exhaustive, the limbic system concept provides a useful estimation of many of the brain areas involved in various emotions. Some of the central structures of the limbic system are the amygdala, septum, hypothalamus, hippocampus, fornix, cingulate gyrus, olfactory bulb, and mammillary body.
Do you know how emotions manifest themselves...as neuronal networks .....something physical in the brain?
Thank you,
Rob
Different emotions involve different neuronal networks. The neuronal circuit underlying fear has been the most clearly elucidated. Emotional circuits are complex and integrated with cognitive circuits and bodily activity. Here is an excerpt from a draft that I am currently working on that describes fear conditioning from a neurobiological perspective:
Fear conditioning involves the repeated temporal pairing of an initially neutral stimulus, termed the conditioned stimulus (CS), with a noxious unconditioned stimulus (US). As a result of this pairing, an organism learns to respond to the CS with fear (Pavlov, 1927; LeDoux, 1996; LeDoux, 1998a; LeDoux, 2000) . For example, a tone (CS) paired with a shock (US) conditions an organism to express fear in response to the tone alone (Fanselow, 1994; LeDoux, 1996). Similarly, a student could learn to fear mathematics (CS) as a result of previous associations with unpleasant consequences (US).
The neural circuits involved in fear conditioning have been clearly elucidated and are preserved across species, ranging from mice to humans (Bechara et al., 1995; Buchel et al., 1998; Fanselow, 1994; LaBar et al., 1995; LeDoux, 1996; LeDoux, 1998a; LeDoux, 2000). Incoming CS and US converge on the lateral nucleus (LA) of the amygdala. External CS and US input to the LA via two pathways: direct thalamic and indirect cortex-relayed (Mascagni et al., 1993; McDonalds, 1998; Romanski and LeDoux, 1992; Romanski and LeDoux, 1993). The direct pathway transfers rapid, albeit imprecise, emotionally-charged information from the sensory thalamus to the LA, eliciting a cascade of information flow that initiates a response. Concurrently, the cortex acts as a liaison between the sensory thalamus and the LA, processing information from the thalamus and relaying a delayed and detailed representation to the LA. When the indirectly-transferred information arrives at the LA, it modifies the progressing response (LeDoux, 2000). This modification could be characterized as influence of a cognitive component of experience on an emotional component.
Consider, for example, the following scenario. The last time Patricia was asked to solve a mathematics problem, she answered incorrectly and felt terribly embarrassed, which formed an association between mathematics and negative emotional consequence. Her teacher asks her to come to the chalkboard to solve a problem. This causes an immediate transfer of this emotionally-charged association via the direct thalamic pathway to the amygdala, which begins the process of fear. Meanwhile, a slower, more detailed cognitive appraisal of the situation is occurring via the indirect pathway: she remembers her difficulty completing her mathematics homework last night, notices the problem on the board contains complicated graphs, and realizes that Bobby, the boy she has a crush on, is watching her in anticipation from a front-row seat. These various thoughts converge to a cognitive confirmation that this is a dangerous situation, which reinforces her progressing fear response.
The cognitive-emotional influence does not occur in a unidirectional manner. In addition to receiving inputs from cortical areas, the amygdala also projects to them, enabling a bi-directional influence of cognitive and emotional experiential components (LeDoux, 2000; McDonald, 1998). Once the amygdala receives sensory information from the thalamus or cortex, it begins to regulate cortical function simultaneously (LeDoux, 2000). In fact, there are more projections from the amygdala to the cortex than visa versa, which could explain difficulties exerting cognitive control over emotion, and the resultant ability of emotional components to dominate experience (LeDoux, 1998b; Robertson, 1999). Therefore, once a fear response has been initiated in Patricia, she will struggle to steady her cognitive thoughts in the monsoon of emotion.
In addition to direct cortical projections, the amygdala also affects cortical processes indirectly through inputs to various networks implicated in arousal, including the basal forebrain cholinergic system, the brainstem cholinergic system, and the locus cerouleus noradrenergic system, each of which innervates the cortex (Holland and Gallagher, 1999; LeDoux, 2000; Weinberger, 1995). Therefore, the amygdala recruits arousal systems to further sculpt sensory processing. For example, Patricia’s amygdala orders her arousal systems to focus attention on emotional-significant stimuli, such as the threatening mathematics problem and Bobby’s intimidating gaze. The sensory input into the cortex is now a selective collection of emotional stimuli. Consequently, it is this bias input that further directs the experience.
Simultaneous to these cognitive-emotional interactions, bodily events also integrate into the experience (Damasio, 1994; LeDoux, 2000). When sensory information initially reaches the LA, it is relayed to the central nucleus (CE) of the amygdala, which projects to various areas regulating somatic response, including the hypothalamus and brainstem (Davis, 1997; LeDoux, 1988; Schafe et al., 2001). These bodily responses, in turn, influence cortical activity through feedback from visceral signals or hormones, thereby further modifying cognitive experiential components (McGaugh et al., 1995; Damasio, 1994). Therefore, Patricia’s initial fear response involves physiological events, such as an increased heart rate, perspiration, and elevated adrenaline levels, which converge with cognitive and emotional processing to signal a threatening situation and reinforce the response. Patricia experiences the incident as a concurrent aggregation of the cognitive-emotive-somatic events that continually feedback into the experience.
Well, we started off a couple of months ago talking about sensory systems...We briefly discuss the five senses....which we all know....of course the proprioceptive sytem is also sensory and helps you yourself determine where all you body parts are....such as legs, arms, ....sometimes we actually have trouble with proprioceptive sensations whereby if we close our eyes and are lying down...we cannot tell for sure in which direction our legs are pointing.
The big thing about sensory perception has alway [to me] been so.....hearing, seeing, touch, smell and taste. We will just use the five for what we will be doing now. I believe this statement to be true. Quoted from The neuron: Cell and Molecular Biology by Levitan and Kaczmarek [2002].
Pg. 341, " [I]
Although most neurons receive input from other neurons, the business of the brain is to act on information from the outside world".[/I]
I pose this question since I just finally discovered the real answer...How does the five senses bring the outside world into the brain?
Best,
Rob
Perhaps in the same way that waves wash up on the shore, where each wave reshapes the shore.
Though we also have the Wind, and the changing Seasons.
Along with the random Flotsam and Jetsam.
The brain as an everchanging beach?
"To see a world in a grain of sand
and a heaven in a wild flower,
hold infinity in the palm of your hand
and eternity in an hour."
-William Blake
Geoff.
Great Geoff,
You are a poet and don't know it. I think that was really neat. It is a sign of high intelligence and good spirit. Besides it is beautful....
Best,
Rob
The neuron's real " business" of the brain is to act on information from the outside world....Levitan and Kaczmarek 2002. We get information from the outside environment by connecting with the experience of the environment with our sensory receptors. [my family is arriving] I need to keep it really short.
Cell Signal Tranduction is the real key for this and very interesting. I will go into this later, but the web is replete with signal transduction....and sensory receptors....I didn't know it. Also with all the sensory receptors in and on the five senses and other senses from the proprioceptive and other cells covering and within our body; sensory cells transduce the environment and experience into a unique system for reception and distribution to our brain. It is more complicated that just that but very exciting. Will return either this afternoon or tonight to explain more fully.
Best,
Rob
Well, I got back later than I thought,but we had fun. I am going to continue discussing signal transduction at the cellular level.....retrieved a very good url August, 22, 2005 Indiana University.....Signal transduction...
Please look this over if interested.
Best,
Rob
URL: Mechanisms of Signal Transduction
http://web.indstate.edu/theme/mwking/sig...ction.html
Quote for Website:
Signal transduction at the cellular level refers to the movement of signals from outside the cell to inside. The movement of signals can be simple, like that associated with receptor molecules of the acetylcholine class: receptors that constitute channels which, upon ligand interaction, allow signals to be passed in the form of small ion movement, either into or out of the cell. These ion movements result in changes in the electrical potential of the cells that, in turn, propagates the signal along the cell. More complex signal transduction involves the coupling of ligand-receptor interactions to many intracellular events. These events include phosphorylations by tyrosine kinases and/or serine/threonine kinases. Protein phosphorylations change enzyme activities and protein conformations. The eventual outcome is an alteration in cellular activity and changes in the program of genes expressed within the responding cells.
Please refer to the page on Growth Factors for descriptions of the growth factors described in this page and the explanation of their abbreviations.
I have been looking for some material that would show transduction of experiential learning to afferent nerve cells...but not there yet.
This particular URL does not quite do it, but I retrieved it from the internet on 8-24-05 to move us into transduction mode of thinking.
Best,
Rob
URL:
http://www.blauplanet.com/cgmp/transd.html
Hi Rob,
I had to introduce my favourite part of the brain, the White Matter.
Which provides the Network for communications between Cells throughout the entire brain and CNS and PNS.
The most exciting aspect of it, is that it built and rebuilt throughout life, in direct response to usage.
I would suggest that this is where 'real learning' occurs?
This is where Experiential Learning actually effects physical changes.
Through establishing new myelinated Networks.
Here's a link to a fairly brief but comprehension explanation:
http://www.answers.com/topic/white-matte...#copyright
Myelination Forever!
Geoff.
geodob Wrote:Hi Rob,
I had to introduce my favourite part of the brain, the White Matter.
Which provides the Network for communications between Cells throughout the entire brain and CNS and PNS.
The most exciting aspect of it, is that it built and rebuilt throughout life, in direct response to usage.
I would suggest that this is where 'real learning' occurs?
This is where Experiential Learning actually effects physical changes.
Through establishing new myelinated Networks.
Here's a link to a fairly brief but comprehension explanation:
http://www.answers.com/topic/white-matte...#copyright
Myelination Forever!
Geoff.
Hi Geoff,
Just a reminder that myelination is not everywhere. Even on a typical neuron the myelin is primarily on the axon; not the dendrites etc.
So we are exploring
how the outside world gets from where it is....outside our bodies ....environment, experiences to the brain....that is a goal, but we need to go slowly to be sure that we have the prior knowledge to understand this.....me too.....Good next URL: retrieved 8-25-05......from the internet UCSD. Review the URL slowly and it will bring up more questions and the need for additional prior learning...That is ok...
Best,
Rob
URL:
http://ucsdnews.ucsd.edu/newsrel/science/sdivlabor.asp
Hi Rob,
That is a most interesting article on the operation of the Hippocampus and its 'data sorting and selection' process. Especially given the crucial role that the Hippocampus plays in defining what will become 'new memories'.
Though its important role in Emotions as well, only confirms the strong relationship between Emotions and Memory formation.
I also recently read some research that identified that higher levels of estrogen, caused an increase in both the number and size of synapses/connections in the hippocampus.
Which I found most interesting, as I never knew that this fluctuation occurs.
You also earlier mentioned that Dendrites aren't Myelinated, though if they were myelinated, then this would create a 'closed circuit', preventing new connections being made? Yet this could be relevant to some research into Autism and White Matter, which I'll post on the autism thread.
Have a good weekend,
Geoff.
geodob Wrote:Hi Rob,
That is a most interesting article on the operation of the Hippocampus and its 'data sorting and selection' process. Especially given the crucial role that the Hippocampus plays in defining what will become 'new memories'.
Though its important role in Emotions as well, only confirms the strong relationship between Emotions and Memory formation.
I also recently read some research that identified that higher levels of estrogen, caused an increase in both the number and size of synapses/connections in the hippocampus.
Which I found most interesting, as I never knew that this fluctuation occurs.
You also earlier mentioned that Dendrites aren't Myelinated, though if they were myelinated, then this would create a 'closed circuit', preventing new connections being made? Yet this could be relevant to some research into Autism and White Matter, which I'll post on the autism thread.
Have a good weekend,
Geoff.
Hi Geoff,
I answered you in the Autism and Pervasive Developmental Disorders thread...sorry...Good article....I also registered to the URL....
Best,
Rob
Hi,
I was reading a variety of books and journals last night and found that I was not understanding them very well. I guess we begin to memorize when we cannot understand, however in this case....I did not address my own prior knowledge/learning. I was reading over my "head"; not literally but maybe... This reminded me of how vital prior learning is to our own learning construct. If we do not understand after many attempts to do so, then we need to assess our own prior knowledge/learning.
:o I found that I did not have some much needed background in the basic sciences to read with ease molecular biology and I decided to go back to the drawing board or in this case maybe a book for dummies....or something that would help me bridge the knowledge....or maybe I don't want to bridge the knowledge, maybe just maybe I want to understand it.
Anyway, David Perkins from Harvard University is outstanding in his understanding of prior knowledge/learning. He has written a number of books which I consider outstanding....and I understood them perfectly. I had the prior knowledge in that particular area of study.
I cannot emphasize too strongly how important it is to our students that we are considerate of their prior knowledge/learning....it could be the whole ballgame for many youngsters.
Be well,
Rob
Well, prior learning is very important as I mentioned for continuous learning. Many times adults stop learning a subject because the material all of a sudden gets too hard. Well, actually the subject matter is too hard and we did not find the assessment of our terminal prior learning in that particular subject...we tried to learn it by skipping a whole section of learning that never became prior learning to us. I also mentioned before that prior learning is a physical change in the brain whereby neuronal networks are physically formed and can be seen with the most high powered microscope. If you get a chance I suggest you read the book by James Zull from Case Western Reserve University...titled
The art of changing the brain[2002].
Now without skipping our prior knowledge we can move to how we bring the environment into the brain. We all know about neurons....we know that they communicate via a synapse to another neuron and so on. There are sensory neuron receptors for each of the senses....vision, touch, hear, smell and taste and lots of them:along with proprioceptive senses etc. .....This particular url retrieved 8-30-05 is significant and can be a reach for our prior knowledge, but it is the LAST PARAGRAPH of the page is my understanding objective for today. Also read the subsequent page which is on URL#2.
URL:#1
http://www.hhmi.org/senses/a130.html
URL:#2
http://www.hhmi.org/senses/a140.html
URL:#3
http://www.hhmi.org/senses/a150.html
Best,
Rob
Hi,
Reflecting on the issue of Students prior learning/knowledge, as the foundation for learning to progress.
Along with individual Students Cultural prior learning/knowledge.
Given the modern classroom of Students with a complex variability of prior learning/ knowledge.
It occurs to me that Experiential Learning is the only genuine way to recognise this variation in Students prior learning?
Given that it enables Students to progressively build on their experience.
Which crucially can avoid 'disconnects' in their learning.
Importantly, 'new' learning in an experiential approach, both consolidates prior learning, and also enables greater integration of new learning.
With consolidation and integration as the keywords.
Which supports transferrance and problem solving potential.
Experiential Learning also enables a recognition of the variation in pace of development of individuals neural processes.
Supporting a more 'self paced' learning style.
Which has more potential to maintain personal confidence in one's ability to learn?
Essentially my concern is with a 'culture of learning'! Of life-long learning.
Learning as a joyous journey of discovery, not something to be endured!
Schooling as learning how to learn?
Geoff.
[QUOTE=geodob]Hi,
Reflecting on the issue of Students prior learning/knowledge, as the foundation for learning to progress.
Along with individual Students Cultural prior learning/knowledge.
Given the modern classroom of Students with a complex variability of prior learning/ knowledge.
It occurs to me that Experiential Learning is the only genuine way to recognise this variation in Students prior learning?
Given that it enables Students to progressively build on their experience.
Which crucially can avoid 'disconnects' in their learning.
Importantly, 'new' learning in an experiential approach, both consolidates prior learning, and also enables greater integration of new learning.
With consolidation and integration as the keywords.
Which supports transferrance and problem solving potential.
Experiential Learning also enables a recognition of the variation in pace of development of individuals neural processes.
Supporting a more 'self paced' learning style.
Which has more potential to maintain personal confidence in one's ability to learn?
Essentially my concern is with a 'culture of learning'! Of life-long learning.
Learning as a joyous journey of discovery, not something to be endured!
Schooling as learning how to learn?
Geoff.
I enjoyed your writings. It seems to me that you are covering a great deal of good things in this paragraph.
Once we have fully concentrated on learning rather than our ego driven teaching, then a great many of these things will fall into place....and I don't mean an abdication of our responsibilities as educators....... You mentioned supporting a more 'self paced' learning style...if the onus is on learning the self paced learning style may take on a most unusual appearance.
Be well Geoff.
Rob
Rob,
Your reference to focusing on learning rather than "ego-based teaching" reminds me of Parker Palmers' The Courage to Teach and Jane Tompkins' A Life in School: What the Teacher Learned. Are you familiar with these?
Take good care,
Christina