"Learning Mind: Experience Into Art is astonishing in its range of authors, depths of perception, and subjects, gliding elegantly among three thematic clusters, from 'Being of Being an Artist' to 'Making Art and Pedagogy' and, finally, to ...
Author: Mary Jane Jacob
Publisher: University of California Press
"Learning Mind: Experience Into Art is astonishing in its range of authors, depths of perception, and subjects, gliding elegantly among three thematic clusters, from 'Being of Being an Artist' to 'Making Art and Pedagogy' and, finally, to 'Experiencing Art.' The editors have brilliantly and imaginatively realized the promise of their anthology's tantalizing, terse title."--Moira Roth, author of Traveling Companions/Fractured Worlds "Jacob and Baas have gathered together an exceptional group of some of the most articulate writers about art of this generation, as well as some of the most intelligent, thoughtful, esteemed and socially engaged artists. The Learning Mind invites them to speak from their own experiences with art; what emerges are important biographical moments of insight about the way art is a device for transforming consciousness."--Jennifer Gonzalez, University of California, Santa Cruz
Author: Mary Helen Immordino-YangPublish On: 2015-11-16
ImmordinoYang, M. H. (2008). The smoke around mirror neurons: Goals as
sociocultural and emotional organizers of perception and action in learning. Mind
, Brain, and Education, 2(2), 67–73. ImmordinoYang, M. H., & Damasio, A. R. (
Author: Mary Helen Immordino-Yang
Publisher: W. W. Norton & Company
An orientation to affective neuroscience as it relates to educators. In this ground-breaking collection, Mary Helen Immordino-Yang—an affective neuroscientist, human development psychologist, and former public school teacher—presents a decade of work with the potential to revolutionize educational theory and practice by deeply enriching our understanding of the complex connection between emotion and learning. With her signature talent for explaining and interpreting neuroscientific findings in practical, teacher-relevant terms, Immordino-Yang offers two simple but profound ideas: first, that emotions are such powerful motivators of learning because they activate brain mechanisms that originally evolved to manage our basic survival; and second, that meaningful thinking and learning are inherently emotional, because we only think deeply about things we care about. Together, these insights suggest that in order to motivate students for academic learning, produce deep understanding, and ensure the transfer of educational experiences into real-world skills and careers, educators must find ways to leverage the emotional aspects of learning. Immordino-Yang has both the gift for captivating readers with her research and the ability to connect this research to everyday learning and teaching. She examines true stories of learning success with relentless curiosity and an illuminating mixture of the scientific and the human. What are feelings, and how does the brain support them? What role do feelings play in the brain's learning process? This book unpacks these crucial questions and many more, including the neurobiological, developmental, and evolutionary origins of creativity, facts and myths about mirror neurons, and how the perspective of social and affective neuroscience can inform the design of learning technologies.
You also learn why people who drive a Ferrari never race. It is because they don't
have to. So, what are the benefits of learning Mind Control? You tell me. What if
you don't learn Mind Control? That's a great question, and I can say that, if you ...
Author: J. K. Ellis
Why would someone write a book on Mind Control? Because as much as we try to elevate ourselves above being human animals we are, in fact, animals. We are subject to the wants and desires of any being with a genome and vertebrae. To rise above that is an admirable and a task we should take on as a worthy spiritual endeavor. But to deny that we are, truly, animals is to lie to ourselves. We must deal with people who may not be so enlightened advanced as we are. They may desire what we have and be secretly filled with envy and contempt. The worst event is to have these suspicions fulfilled and then be pulled down into the politics of man. Do we deny that it's happening and hope others will be touched by our honesty and good will enough to change? Or do we drop our highest spiritual ideals and play their game? I would like to suggest a radically different strategy. Take the game of manipulation and Mind Control and make it a part of your spirituality.
The initiative has led to two major activities which have been very influential. The
first activity was a so-called “Week of Brain and Learning” which was organised
in February 2004 with the title “Learning to Know the Brain”. The core activity was
Publisher: OECD Publishing
This book provides new insights about learning by synthesising existing and emerging findings from cognitive and brain science.
The aim of this chapter, therefore, is twofold: to consider research in relation to
gender issues and testing and assessment, but also to offer new insights into the
very complex relationship between learning, mind, and assessment that
Author: Patricia Murphy
By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners′ identities, as forms of competency, are transformed. The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment. Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment. It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.
Author: United States. Navy DepartmentPublish On: 1958
This learning mind is based upon inquisitiveness , that attribute which is the
evidence of intelligence ; more , which is the primary tool with which intelligence
operates . The first sign of real intelligence is the question , Questions mark the
Author: United States. Navy Management OfficePublish On: 1958
same we see To avoid this tragedy , it is necessary to develop and retain a " learning mind . " This learning mind is based upon inquisitiveness , that attribute
which is the evidence of intelligence ; more , which is the primary tool with which
—Tom Peters When educators are serious about helping students develop the
Habits of Mind, they find ways to make those habits integral to instruction,
assessment, and feedback. There is a distinction between assessments of learning and ...
Author: Arthur L. Costa
In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include * Persisting * Managing impulsivity * Listening with understanding and empathy * Thinking flexibly * Thinking about thinking (metacognition) * Striving for accuracy * Questioning and posing problems * Applying past knowledge to new situations * Thinking and communicating with clarity and precision * Gathering data through all senses * Creating, imagining, innovating * Responding with wonderment and awe * Taking responsible risks * Finding humor * Thinking interdependently * Remaining open to continuous learning This volume brings together--in a revised and expanded format--concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a "thought-full" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.
These include: self-control over the learning process; the concepts of passive
attention, nonverbal learning, mind/body synchrony; transfer of learning; and the
effect of belief structures. Drawn from these concepts, the paper suggests ...
Author: S. Ancoli
Publisher: Springer Science & Business Media
Biofeedback training is a research methodology and training procedure through which people can learn voluntary control over their internal physiological systems. It is a merger of mUltiple disciplines with interest deriving from many sources-from basic understanding of psychophysiology to a desire for enhanced self-awareness. The goals of biofeedback are to develop an increased awareness of relevant internal physiological functions, to establish control over these functions, to generalize control from an experimental or clinical setting to everyday life, and to focus attention on mind/body integration. Biofeedback is explored in many different settings. In the university, biofeed back equipment and applications can be found in the departments of experi mental and clinical psychology, counseling, physiology, biology, education, and the theater arts, as well as in the health service (student infirmary). Outside the university, biofeedback may be found in different departments of hospitals (such as physical medicine), private clinics, education and self-awareness groups, psychotherapy practices, and elsewhere. Its growth is still expanding, and excite ment is still rising as a result of biofeedback's demonstration that autonomic functions can be brought under voluntary control and that the long-standing arti ficial separation between mind, body, and consciousness can be disproven.
Students, during school hours and under teachers' control, were asked to play
individually with five mind games that had ... Keywords: games-based learning, mind games, reasoning skills, evaluation, primary education, technology
Author: Thomas Connolly
Publisher: Academic Conferences Limited
It has been said that the future will never be the same again, which is undoubtedly true, as is the statement that learning will never the same again. Many of the old rules of learning are being swept away and it is increasingly realised that knowledge of “fact” is less important than understanding of situations. It is now well established that understanding can be facilitated by simulation, which is one of the principles on which games-based learning is founded. Games-based learning is also important because there is so much pressure on the teaching resources available. Demand for learning has never been greater and it is likely to continue to grow exponentially. In this environment games-based learning has come into its own. It has always been true that there has been much to learn from games. Both competitiveness and team work have traditionally be learnt on the playing fields of schools around the world. Strategic thinking has been learnt from games such as Chess, even Checkers, and in a more sophisticated way the board game Diplomacy. With the power available through ICT entirely new games are possible that have a much richer and more engaging potential for learners. This is transforming learning and opening up new avenues for both learners and those who are helping them learn. This book represents some of the leading edge thinking in this field and is highly recommended to academics and training practitioners.
Reciprocity covers the social and interpersonal side of learning. ○
Reflectiveness covers the strategic and self-managing sides of learning. (Claxton
et al., 2011: 40) Through such careful attention to learning itself, a 'supple learning mind' can ...
Author: Margaret Gregson
Publisher: Bloomsbury Publishing
Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams. The team includes: Margaret Gregson (University of Sunderland, UK) | Yvonne Hillier (University of Brighton, UK) | Gert Biesta (University of Luxembourg, Luxembourg) | Sam Duncan (Institute of Education, University College London, UK) | Lawrence Nixon (University of Sunderland, UK) | Trish Spedding (University of Sunderland, UK) | Paul Wakeling (Havering Sixth Form College, UK) Reflective Teaching in Further, Adult and Vocational Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
Computer-Supported Collaborative Learning with Mind-Maps* Dmitrij Koznov1
and Michel Pliskin2 1 Saint-Petersburg State ... Collaborative learning is a set of
various approaches in education that involve joint intellectual effort by students or
Author: Tiziana Margaria
Publisher: Springer Science & Business Media
This volume contains the conference proceedings of ISoLA 2008, the Third International Symposium on Leveraging Applications of Formal Methods, Verification and Validation, which was held in Porto Sani (Kassandra, Chalkidiki), Greece during October 13–15, 2008, sponsored by EASST and in cooperation with the IEEE Technical Committee on Complex Systems. Following the tradition of its forerunners in 2004 and 2006 in Cyprus, and the ISoLA Workshops in Greenbelt (USA) in 2005 and in Poitiers (France) in 2007, ISoLA 2008 provided a forum for developers, users, and researchers to discuss issues related to the adoption and use of rigorous tools and methods for the specification, analysis, verification, certification, construction, test, and maintenance of systems from the point of view of their different application domains. Thus, the ISoLA series of events serves the purpose of bridging the gap between designers and developers of rigorous tools, and users in engineering and in other disciplines, and to foster and exploit synergetic relationships among scientists, engineers, software developers, decision makers, and other critical thinkers in companies and organizations. In p- ticular, by providing a venue for the discussion of common problems, requirements, algorithms, methodologies, and practices, ISoLA aims at supporting researchers in their quest to improve the utility, reliability, flexibility, and efficiency of tools for building systems, and users in their search for adequate solutions to their problems.
This comprehensive reader presents an accessible overview of recent?brain research and contains valuable insights into how students learn and how we should teach them.?It includes articles from the top thinkers in both the brain science and K-12 education fields, such as Joseph LeDoux, Howard Gardner, Sally Shaywitz, and John Bransford. This rich and varied volume offers myriad perspectives on the brain, mind, and education, and features twenty-six chapters in seven primary areas of interest: An overview of the brain The brain-based learning debate Memory, cognition, and intelligence Emotional and social foundations The arts When the brain works differently
Accelerated learning, the teaching methodology that takes into consideration
different learning styles as well as all the ... maximizes utilization of training time Mind Operation Models Lozanov's success can be traced to the way the brain ...
Publisher: American Society for Training and Development
Category: Business & Economics
The challenge to do more with less and in less time is the mantra of every organization. Accelerated learning is the training professionals answer to this business reality. This Infoline offers you a short course in the principles, process, and techniques of accelerated learning. You will learn how to use whole brain techniques that allow learners to acquire information and skills more efficiently and to retrieve, recall, or respond with confidence. These techniques include the use of music, peer teaching, collaboration, and mind mapping to improve the learning environment and get results.
In 1981, he cofounded SuperCamp, the nation's first and largest braincompatible learning program, now with over 50,000 graduates. He has since written
Teaching With the Brain in Mind, SuperTeaching, Deeper Learning, Arts With the Brain ...
Author: Eric Jensen
Publisher: Corwin Press
Adopt a teaching approach aligned with the brain's natural way of learning! An expert in brain research and brain-based teaching strategies, Eric Jensen offers an easy-to-understand explanation of the relationship between learning and the brain. Updated and streamlined, this second edition features in-depth information about the impact of physiological effects, sensory stimuli, and emotions on student learning and includes: A set of brain-based principles for informed decision making Low-cost teaching strategies that teachers can implement immediately Reader-friendly language accessible for both novice and veteran educators Easy-to-follow chapter outlines and helpful text boxes to emphasize key points
Author: Glenda Beamon CrawfordPublish On: 2007-02-22
Normalcy seems far from normal as students' minds and bodies undergo change
more rapid and remarkable than during ... This book addresses adolescent learning, curriculum design, and research- based instruction in the context of brain ...
Author: Glenda Beamon Crawford
Publisher: Corwin Press
Presents the newest research on the adolescent brain and offers a framework for linking brain-based teaching to students' social, emotional, and cognitive needs.
These debates created something of a battleground, where both pupils and their
teachers were the losers. As I read more about the brain, I realised that our
understanding of learning could one day be partly based on science, as the
Author: Frank McNeil
Using his findings to present practical strategies for enhancing pupil learning, Frank McNeil explores recent research in neuroscience and combines this with learning in three interconnected ways: attention, emotions, and memory.
chaptersix The learning mind Holy Roman Emperor Frederick II (1194-1250) had
a reputation as an amateur scholar. He filled his court with the famous
astrologers and savants of the day. He wrote a book on the taming of falcons, and
Author: Lord Robert Winston
Publisher: Random House
It is the most complex and mysterious object in the universe. Covered by a dull grey membrane, it resembles a gigantic, convoluted fungus. Its inscrutability has captivated scientists, philosophers and artists for centuries. It is, of course, the human brain. With the help of science we can now begin to understand the extraordinary complexity of the brain's circuits: we can see which nerve cells generate electricity as we fall in love, tell a lie or dream of a lottery win. And inside the 100 billion cells of this rubbery network is something remarkable: you. In this entertaining and accessible book, Robert Winston takes us deep into the workings of the human mind and shows how our emotions and personality are the result of genes and environment. He explains how memories are formed and lost, how the ever-changing brain is responsible for toddler tantrums and teenage angst, plus he reveals the truth behind extra-sensory perception, déjà vu and out-of-body experiences. He also tells us how to boost our intelligence, how to tap into creative powers we never knew we had, how to break old habits and keep our brain fit and active as we enter old age. The human mind is all we have to help us to understand it. Paradoxically, it is possible that science may never quite explain everything about this extraordinary mechanism that makes each of us unique.
ADOLPH, NEW YORK UNIVERSITY, AND AMY S. JOH, DUKE UNIVERSITY
Everybody says that infants learn to walk, but what do they mean by “learn?”
Does learning refer to experience-related changes, or is it only a convenient
Author: Amanda Woodward
Publisher: Oxford University Press
When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning.
Developing Executive Functions of the Human Brain Renate Nummela Caine,
Geoffrey Caine, Carol McClintic, Karl J. ... Despite vast amounts of research on learning, information from the brain and mind sciences, availability of the World ...
Author: Renate Nummela Caine
Publisher: Corwin Press
With updated research, revised sections on leadership, and new anecdotes, this second edition helps teachers and students reach higher performance levels based on how the brain learns.