Tag Archives | neuroeducation

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Brain Gender Learning?

By Learning-Activist on March 13, 2023 in Brain Science, Comments on other sites, I AM LEARNED, Other Words for Learning

Learning genderizes our gender. Learning doesn’t determine gender – learning determines genderization.

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Re: What Is It About the Human Brain That Makes Us Smarter Than Other Animals?

By Learning-Activist on May 31, 2022 in Brain Science, Comments on other sites, First-Person Learning, I AM LEARNED, Learning, Other Words for Learning

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 […]

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Sound In the Womb Provides Sound Learning Benefits

By Learning-Activist on May 28, 2022 in Capital Value Case, Comments on other sites, Future Depends, I AM LEARNED, Learning, Other Words for Learning

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 […]

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Do you see what I see? The Child, the Child…

By Learning-Activist on December 18, 2013 in Brain Science, Capital Value Case, Challenge of Change, Healthy Learning, Learning, Maladaptive Schema, Mission of Education, Unhealthy Learning

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.

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Re: Wiring the brain, through experience

By Learning-Activist on June 18, 2012 in Brain Science, Comments on other sites, I AM LEARNED, 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.

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“Our problems are man-made” but “we” didn’t create them and “we” can’t solve them…

By Learning-Activist on June 17, 2012 in Challenge of Change, Comments on other sites, Learning

This is in response to David Roberts’ article: “Getting used to being in charge of the planet” David Roberts (DR): “the decisions made by people alive today will determine the fate of life on Earth for centuries to come” Yes. And, it’s always been true that what each generation profoundly affects the generations that follow. The […]

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Re: Kids’ Cognition Is Changing—Education Will Have to Change With It

By Learning-Activist on March 2, 2012 in Brain Science, Comments on other sites, Learning

Re: Kids’ Cognition Is Changing—Education Will Have to Change With It (The Atlantic 2-29-12) Real educational reform must start with reforming the very mission of education. In the face of the ever increasing rate of techno-social-workplace changes taking place we have to stop assuming that ‘what we think children should learn is more important than […]

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Interesting Post on Memory and Attention

By Learning-Activist on February 8, 2012 in Brain Science, Learning

Re: Greg Laden’s Blog: Modern Neuroscience Verifies a Peircian Idea Interesting reference to a recent paper in Neuroscience related to the role of long-term memory in orienting attention. It offers an interesting paradigm that is related to our interest in the ‘cycle of engagement’ that enables and constrains learning.

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Re: Forbes Spotlights Neuroeducation as Top trend

By Learning-Activist on January 31, 2012 in Brain Science, Capital Value Case, Comments on other sites

The post asks: Will the science of the brain give us new ways to engage with kids to improve their chances for lifelong learning? My response: No doubt brain science can provide us valuable information about the difference between brain ‘healthy’ and ‘unhealthy’ learning. But it must always be remembered that there is a ‘being’ […]

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

“This is critical to the future of our society as a whole! I thoroughly enjoyed the presentation and cannot begin to put into words how powerful it was. The general message (Healthy Learning) being spread is something that everyone needs to hear and understand in order to maximize the learning and success of future generations. The one-day experience was remarkable and unforgettable!” – J. Shirron, Teacher, LodiUSD, Lodi CA

“The most powerful professional development experience I have ever had. This was truly an awakening for me! – Julie Colley Lowery, Education Specialist, Alabama State Department of Education, Special Education Services

“A Mind-Blowing Way to View Learning. While many of us have observed this effect on an intuitive level, it took writer, researcher, and learning activist David Boulton to express the problem of incomplete learning in terms of its devastating effect on kids.” – Patricia Kokinos at ChangeTheSchools.com

“You made a wonderful contribution. The topics have stimulated classroom discussions. We are extremely pleased with the impact made in our community. ALL the comments heard from the registration people, people in our classes this week, table discussion leaders etc. have been positive. You are great. The BIG picture was outstandingly FINE!” – Linda Koehler, Professor of Special Education, University of Central Missouri

“The training was extraordinary! Six months later, conversations are still occurring around thoughts from that event. It was the easiest and best event we have done! Thank you for outstanding professionalism and customer service while delivering dynamic, relevant information and challenge!” – Mary Ashe, Coordinator,The Literacy Connection Project Enlightenment, Raleigh, North Carolina

More comments about PL/PD events
NOTABLE PAST LIVE EVENTS:

Science of Educating Conference – National School Mental Health Association – 21st Century Learning Initiative – World Futurist Society – PBS: New Science of Learning – Future of Learning Keynotes for Apple – New American Schools Design Team – National Technological University – California Education Summit – Dalian Medical University (China) – International Dyslexia Association – Nebraska School Psychologists Association – South Carolina Education and Business Summit – Scientific Learning’s National Circle of Learning – Lindamood-Bell Conference – Carus Foundation – Contra Costa Literacy Coalition – Convocation for New Britain Schools – Burnaby School District – JP Associates – University of Greenville SC – ACE of Florida – Michigan Council for Exceptional Children – Florida State Literacy Coalition – United Way – Rotary International – National Center for Family Literacy – Fundamental Learning Center – Wyoming State Education Leadership

“After listening to David Boulton, who explained and played several video interviews in his (National Circle of Learning Conference) keynote address, it was as if the pieces of the puzzle magically appeared and fit into place.” – N. Schmidt, Trainer, Onondaga Cortland Madison County BOCES, Syracuse, New York

“Clear explanations that do not focus on the blame game but work toward solutions. This was a tremendous awakening! This much needed information must be spread to the masses!” – B. Smyzer, Educator

“You are doing a great service – you are a voice crying in the wilderness about a problem that is very real right now & is only going to get worse (given the ongoing demographic changes of the US) AND you are presenting the way to help (rather than just admiring the problem!) you’ve done (& continue to do) outstandingly well!!! good show! good work!” – Dr. B. Stone, Psychologist, Kansas

Tag Archives | neuroeducation

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