Within a child’s agency, nothing is more universally determining of how they are becoming the adults they are becoming than the ongoing live flow of their learning. Consider the life-benefits of learning early in life that “I will become who I learn to become”.
Throughout the following conversation please filter your responses through our previous agreements: Children can’t help but learn to become adults Learning is not just “a” central focus; it is “the” central dynamic of being human, encompassing every aspect of our existence and development. Because nothing within a child’s potential agency is (or can be) more […]
The Brain Isn’t as Adaptable as Some Neuroscientists Claim. The idea of treating neurological disorders by marshaling vast unused neural reserves is more wishful thinking than reality.
Stanford University professor Robert Sapolsky just released a new book called: Determined A Science of Life Without Free Will How could a field-leading behavioral neuroscientist claim we have no free will? He’s not being tricky. He has scientifically arrived at the conclusion that what we commonly call free will is an illusion. You can get […]
Even if you deny the warnings of climate science, there’s no denying the effects of climate change. Extreme weather has now become so commonplace that insurance companies will no longer cover weather related natural disasters. Think about that. It won’t be long before life, health, property, and even auto insurance premiums will all be more […]
Learning genderizes our gender. Learning doesn’t determine gender – learning determines genderization.
I share this article from “Neuroscience News” because it’s a good summary of interesting neuroscience, and because, like my prior post: “Sound In the Womb Provides Sound Learning Benefits“, it’s another example of how even neuroscience obscures the role of learning in our lives. First a bit of history. In early 2014, I encountered a […]
This fascinating post outlines the temporal dynamics and training wheels’-like benefit-effects of initially learning the gross and fuzzies before learning to differentiate the more extensive, intense, subtle, and nuanced. However, I share this because it is yet another example of how our common language obfuscates the role of learning in our lives. “Early Sound Exposure […]
What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.
In response to a Harvard University release summarized by Brain Mysteries: Re: Wiring the brain, through experience Whether our brain’s ‘wiring’ starts minimal and extends through learning or starts maximal and is pruned by learning is less important to our common understanding than ‘getting’ that (to a profoundly significantly degree) our brain’s wiring is learned.
