SMM
The Living Force
These are some videos from an Eaton Arrowsmith conference on neuroplasticity and education. The focal point is on learning disabilities and cognitive deficits.
A wide array of matters are covered over the course of the conference related to neuroplasticity. Topics discussed include epigenetics, mindfulness, stress and emotional safety, cognition and malleability of the brain (an obvious one), exercise, effects of the current [education] system on its members and so on.
It is also interesting to observe how a few of the speakers tend toward the idea that smaller groups and communities - like hunter-gatherer size and style of living - thrive the best.
Psychopathology is not taken into account unsurprisingly.
Max Cynader
https://youtu.be/tUXXbISrhS8
"Neurons that fire together, wire together" is the motto. Cynader talks about developments in neuroscience and introduces brain plasticity. He dives a little into epigenetics and methylation which I think are VERY important sectors of future study, as well as cytokines and/or stem cells. He talks about how health adversaries can be mediated by neuroplasticity and epigenetics.
Methylation controls which groups of genes are read. It also increases surface area and enables cell divisions among other functions, which could be a direct result of activating - partially or wholly - a set of genes. In a sense we could say methylation regulates epigenes through the environmental.
John Ratey
https://youtu.be/lRwMf7QVMvs
Ratey talks through the hows and whys of neuron activation and growth [neurogenesis] acceleration as a result of exercise. How exercise effects the brain, its capacity to learn, make receptors and optimizes neuroplasticity. In short, increased GABA, better circulation increases oxygen transportation to the brain, changing its chemistry and creating a cellular environment that is conducive to new pathways. The most significant impact of exercise is in the hippocampus.
One point that stuck with me which I thought was worth noting was a quote, "That which we call thinking is the evolutionary internalization of movement." It reminded me of the long-wave/short-wave cycle as described by the C's, as they relate to densities, and how conduction of nerves in the brain are electric thus receptive of electric charge influences from external sources. If that makes sense?
His new book "Go Wild" (June 3rd release) is an effort to give an account of hunter-gatherer living features: diet, exercise, play, sleep, biophilia [being out in nature], mindfulness, connections and small tribes.
I'm especially curious about the diet and what is said on that.
Gabor Mate
https://youtu.be/OgiqMQTfw1Y
Mate discusses the emotional basis of cognition concerning the viscera and emotions. His talks centers around the development of emotional [brain] circuits and pre-frontal cortex and their impact on a brain's ability to learn. Our internal body state sends the brain a lot of information, emotions and survival instincts are brought into awareness through this mechanism.
The argument extends to our current culture and society, as a civilization, being detrimental to brain development. Epigenetics features in his talk, how a nurturing environment or not modulates the activity of genes. He touches on stress, disassociation, vulnerability and growth. Mate mentions a study where hunter-gatherer tribes provided an optimal nurturing environment due to decreased stress.
Rick Hanson
https://youtu.be/IflQtD_4BEU
Rick Hanson talks about mindfulness and the benefit of meditation. He uses ideas supported by Porges' Polyvagal Theory. I think a lot of what he talks about is congruent with brain wave synchronicity and "like attracts like". In short he presents an idea of self-directed neuroplasticity: "Pet the lizard, feed the mouse, hug the monkey" as an analogy for the three tiers of the brain respectively (reptillian, limbic, mammalian) and how what we experience form structures in the brain - the cycle of learning.
Hanson's main thesis is that the brain has a negativity bias - it easily forgets positive experiences (or has greater difficulty absorbing positive experiences) and repeatedly centralizes on negative ones, forming structures corresponding to same. By learning to absorb positive experiences, we can act in such a way to use and cultivate the mind to change the brain to change the mind for the better.
Brad Hale
https://youtu.be/7crkRFFtVkU
Hale's talk is more practical and education-based. He talks about individual differences (cognitive abilites and experiences) in learning disabled children and how adults and other people supporting and teaching these children are not in possession of empirically evinced psychological education and scientific methods, such as neuroplasticity.
I think he proposes that science is not doing enough in this regard. Academia use reductionist numerical means of testing for disability, potential and awarding qualifications and behaviourist standards of correction. An example of this would be the markedly high sales of prescription drugs to control a child's behaviour in the classroom e.g. Ritalin for ADHD.
This can be applied on a larger scale if we consider a system that attempts to teach us what to think, not how to think. He proposes educating educators based on epigenetics, cognitive development and neuroplasticity studies. I think everyone can benefit with knowledge therefrom.
Panel Discussion - Q&A from audience members
https://youtu.be/00gQPVT3NhU
A wide array of matters are covered over the course of the conference related to neuroplasticity. Topics discussed include epigenetics, mindfulness, stress and emotional safety, cognition and malleability of the brain (an obvious one), exercise, effects of the current [education] system on its members and so on.
It is also interesting to observe how a few of the speakers tend toward the idea that smaller groups and communities - like hunter-gatherer size and style of living - thrive the best.
Psychopathology is not taken into account unsurprisingly.
Max Cynader
https://youtu.be/tUXXbISrhS8
"Neurons that fire together, wire together" is the motto. Cynader talks about developments in neuroscience and introduces brain plasticity. He dives a little into epigenetics and methylation which I think are VERY important sectors of future study, as well as cytokines and/or stem cells. He talks about how health adversaries can be mediated by neuroplasticity and epigenetics.
Methylation controls which groups of genes are read. It also increases surface area and enables cell divisions among other functions, which could be a direct result of activating - partially or wholly - a set of genes. In a sense we could say methylation regulates epigenes through the environmental.
John Ratey
https://youtu.be/lRwMf7QVMvs
Ratey talks through the hows and whys of neuron activation and growth [neurogenesis] acceleration as a result of exercise. How exercise effects the brain, its capacity to learn, make receptors and optimizes neuroplasticity. In short, increased GABA, better circulation increases oxygen transportation to the brain, changing its chemistry and creating a cellular environment that is conducive to new pathways. The most significant impact of exercise is in the hippocampus.
One point that stuck with me which I thought was worth noting was a quote, "That which we call thinking is the evolutionary internalization of movement." It reminded me of the long-wave/short-wave cycle as described by the C's, as they relate to densities, and how conduction of nerves in the brain are electric thus receptive of electric charge influences from external sources. If that makes sense?
His new book "Go Wild" (June 3rd release) is an effort to give an account of hunter-gatherer living features: diet, exercise, play, sleep, biophilia [being out in nature], mindfulness, connections and small tribes.
I'm especially curious about the diet and what is said on that.
Gabor Mate
https://youtu.be/OgiqMQTfw1Y
Mate discusses the emotional basis of cognition concerning the viscera and emotions. His talks centers around the development of emotional [brain] circuits and pre-frontal cortex and their impact on a brain's ability to learn. Our internal body state sends the brain a lot of information, emotions and survival instincts are brought into awareness through this mechanism.
The argument extends to our current culture and society, as a civilization, being detrimental to brain development. Epigenetics features in his talk, how a nurturing environment or not modulates the activity of genes. He touches on stress, disassociation, vulnerability and growth. Mate mentions a study where hunter-gatherer tribes provided an optimal nurturing environment due to decreased stress.
Rick Hanson
https://youtu.be/IflQtD_4BEU
Rick Hanson talks about mindfulness and the benefit of meditation. He uses ideas supported by Porges' Polyvagal Theory. I think a lot of what he talks about is congruent with brain wave synchronicity and "like attracts like". In short he presents an idea of self-directed neuroplasticity: "Pet the lizard, feed the mouse, hug the monkey" as an analogy for the three tiers of the brain respectively (reptillian, limbic, mammalian) and how what we experience form structures in the brain - the cycle of learning.
Hanson's main thesis is that the brain has a negativity bias - it easily forgets positive experiences (or has greater difficulty absorbing positive experiences) and repeatedly centralizes on negative ones, forming structures corresponding to same. By learning to absorb positive experiences, we can act in such a way to use and cultivate the mind to change the brain to change the mind for the better.
Brad Hale
https://youtu.be/7crkRFFtVkU
Hale's talk is more practical and education-based. He talks about individual differences (cognitive abilites and experiences) in learning disabled children and how adults and other people supporting and teaching these children are not in possession of empirically evinced psychological education and scientific methods, such as neuroplasticity.
I think he proposes that science is not doing enough in this regard. Academia use reductionist numerical means of testing for disability, potential and awarding qualifications and behaviourist standards of correction. An example of this would be the markedly high sales of prescription drugs to control a child's behaviour in the classroom e.g. Ritalin for ADHD.
This can be applied on a larger scale if we consider a system that attempts to teach us what to think, not how to think. He proposes educating educators based on epigenetics, cognitive development and neuroplasticity studies. I think everyone can benefit with knowledge therefrom.
Panel Discussion - Q&A from audience members
https://youtu.be/00gQPVT3NhU
