copyright linda b. caviness, 2001 no duplication of any part of this presentation without permission
TRANSCRIPT
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Copyright Linda B. Caviness, 2001No duplication of any part of this presentation
without permission.
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Many Voices on the Brain
• Macro-intersystemic thoughtMacro-intersystemic thought• Micro-intrasystemic thoughtMicro-intrasystemic thought• Wholistic thoughtWholistic thought
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Macro-intersystemic Voices
Describe brain activity as a phenomenonDescribe brain activity as a phenomenonof its environmentof its environment
Software, HardwareSoftware, HardwareSystemicSystemic MetacognitionMetacognition
BehaviorBehaviorMovementMovementLanguageLanguage
Abstract AnalysisAbstract Analysis
Inferred brain Inferred brain activity from activity from external behavior external behavior and brain and brain malfunctionmalfunction
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Micro-intrasystemic Voices
Study brain activity from within the human Study brain activity from within the human unitunitCellsCells
Amino AcidsAmino Acids
QuantificationQuantification
MoleculesMolecules
Smaller cellular systems Smaller cellular systems within more complex within more complex
systemssystems
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Wholistic Voices
Cognitive PsychologistsCognitive PsychologistsLinguistsLinguists
Physical AnthropologistsPhysical AnthropologistsPhilosophersPhilosophers
Artificial Intelligence ExpertsArtificial Intelligence Experts
EducatorsEducators
NeuroscientistsNeuroscientistsNeuroanatomistsNeuroanatomists
NeurophysiologistsNeurophysiologistsNeurochemistsNeurochemists
EducatorsEducators
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Education-related Neuroscience
Does it provide anything new after all?
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A Theoretical-Analytical Study of
Educational Brain Researchas Compared with
E. G. White’s Counsels to Educators
By: Linda B. Caviness
Andrews University
September, 2000
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Research Questions
• Themes/principles for instruction from education-related brain science (ERBS)?
• Themes/principles for instruction from E. G. White’s (EGW) writings on education?
• Common themes/principles in education when ERBS is compared with EGW’s principles for education? Differences?
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Alignment between Brain Research andE. G. White Principles of Education
0%
20%
40%
60%
80%
100%
EGW : BR BR : EGW
Not AlignedSomewhat AlignedAligned
25%25%
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Additional Findings
• Brain, body and heart - integral synchrony• Understanding brain/body states requires
understanding the heart• Relationships - conscious and subconscious
communication• Fractal Postulate - a repetitive pattern exists at
all levels of brain-body-heart function
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Theme List
• Body and mind• Senses• Exercise and movement• Health habits• Emotions and
neurochemistry• Music and art• Attention• Social influences
• Plasticity and enrichment• Stages of development
(critical periods)• Making meaning
(connections)• Individualism• Language development• Motivation• Memory
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Mind-Body-Spirit
Themes of education-related
neuroscience suggest
integral harmony.
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Triad of Wholeness“Three in One”
SpiritualPhys
ical
Mental
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Triad of Wholeness“Three in One”
SpiritualPhys
ical
Mental
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The Fractal Concept
• Brain science: “Mental, physical, emotional/social”
• E. G. White: “Mental, physical, spiritual”
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Triad Relationship
• A Fractal Construct
• Harmonious Function
• Inter- and Intra-dependence
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But… What is a fractal?
• Simply stated, a fractal is a pattern that is replicated in a given entity at all levels of form or function.
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Benoit Mandelbrot
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Sierpinski Triangle
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Conscious Thought
Higher Thinking -order
Sensing, Emotion,
Memory
Physical Intake/Output
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Social/Emotional/Spiritual
Mental
Physical
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Picture Source: Library of Congress
Brain
Body
Heart
Brain
Heart
Body
Men
tal
Emo/Soc/Spiritual
Physical
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Soma
Axon
Den
drite
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Copyright Linda B. Caviness, 2001No duplication without permission.
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Traditional Education
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Philosophy“Three Branches of One Whole”
SpiritualPhys
ical
Mental
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Postmodernism
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Plumping the PyramidPotentiating People
A Fractal for Wholeness
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Dr. George Javor
Life and Disequilibration
Copyright Linda B. Caviness, 2001No duplication without permission.
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Three Parts of Wholeness
But, a critical need for DISEQUILIBRATION
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A Metaphoric Transfer
E = mcE = mc22
EE11 = (m+p+s) S = (m+p+s) S33
Where EWhere E11 is “Educational Potential”; m is “Mentality”; p is “Physicality”; is “Educational Potential”; m is “Mentality”; p is “Physicality”;s is “Human Spirituality”; and Ss is “Human Spirituality”; and S33 is “Service with mental, physical and spiritual focus.” is “Service with mental, physical and spiritual focus.”
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Phys
ical
Mental
Spiritual
Serv
ing
Inte
llect
ual
Nee
ds
Serving Social/Emotional/Spiritual
Needs
Serving Physical
Needs
Mot
or In
tegr
atio
nSensory Integration
Conceptual Integration
Plumping the Pyramid, Potentiating People
Copyright 2001Linda B. Caviness
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Learning cycle and brain cycle
From James Zull’s The Art of Changing the Brain
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1
2
4
3
Cortical Processing
Service Learning for LTP
Sensory Integration
Motor Integration
Conceptual Integration
“Movement is Cognition Expressed.”
--Extrapolated from James Zull, The Art of Changing the Brain
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4
23
1
Intrinsic MotivationIntrinsic Motivation
Extrinsic MotivationExtrinsic Motivation
Intrinsic MotivationIntrinsic Motivation
Extrinsic MotivationExtrinsic Motivation
Caviness-adjusted McCarthy ModelCopyright 2001
No duplication without permission
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The Fractal in Teaching and Learning
• Divergent learners, but same needs
• Model to insure wholeness in instruction
• Active/Passive learning
• Concrete/Abstract processing
• Extrinsic/Intrinsic balance
• Authentic assessment
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Heart - A Significant Factor in Cognition
Not just a recent concept.
More literal than figurative.
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History of the Heart
• Ancient times • Biblical literature
Heart in KJV - > 830 times
mind in KJV - < 90• Neurocardiology • Psychophysiology• Earl and Doris Bakken Heart-Brain Research
Institute – Cleveland Clinic, June 2006.
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Brain
(mental)
Neurochemistry
Heart
(emotional/social/spiritual)
Body
(physical)
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Heart Facts
• The heart contains neuron-like structures--a little brain in the heart.
• Heart’s amplitude is 40-60 times greater than brain’s electrical amplitude.
• Heart unlike all other muscles; generates own electrical energy.
• EMF of heart = 5,000 stronger than brain’s EMF • Heart--a sensory organ. Sends more signals to brain
than brain to heart.• Like the brain, the heart produces neurochemistry.• Heart, Brain and Body--inter- & intra-dependence.
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Coherence and Autonomic Balance
The heart rate variability pattern shown in the top graph, characterized by its random jerky form, is typical of feelings of anger or frustration. Sincere positive feeling states like appreciation (bottom figure) can result in highly ordered and coherent HRV patterns, generally associated with enhanced cardiovascular function.
Inhibits cortical function
Facilitates cortical function
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A measure of neurocardiac function that reflects heart-brain interactions and autonomic nervous system dynamics.
McCraty & Singer, 2002
Heart Rate Variability is:
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Love, Peace, Joy, Trust, Faith
• Increased health• Less stress hormones• Lower blood pressure/heart rate• Higher levels of immunity• Increased survival rate after heart surgery• Longer life
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Fear, Apprehension, Distrust
• Lower NK cell levels and immunity• Higher levels of catecholamines
– Sticky blood platelets– Increased clogging potential– Increased oxygen demand
• Greater variations in heart rate/rhythm• More frequent bouts with illness and
hospitalization
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40
60
80
100
120
140
160
0 5 10 15 20 25 30 35 40 45 50 55 60
Minutes
Hea
rt R
ate
(BP
M)
Husband During Argument with his Wife
Wife said something that got under his skin
Heart rate remains elevated after argument ends
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Amygdala: Emotional Memory
Thalamus: Synchronizes cortical activity
Ascending Heart Signals
© Copyright 2001 Institute of HeartMath
Facilitates cortical function
Inhibits cortical function
Medulla: Blood pressure and ANS regulation
Heart Rhythms >>>
OxytocinAtrial Peptide
DopamineEpinephrineNorepinephrine
Pulse (Biophysical)
ECG (Electromagnetic)
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Parasympathetic
Constrict bronchioles
Slow down heartbeat
Increase secretion
Increase motility
Empty colon
Empty bladder
Stop secretion
Sympathetic
Dilate bronchioles
Speed up heartbeat
Secrete adrenaline
Decrease secretion
Decrease motility
Retain colon contents
Delay emptying
Constrict
Secrete saliva
Dilate
gland
Stomach
Bladder
Spinalcord
Sympatheticganglionchain
Parasympathetic
Parasympathetic
Adrenal
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CortexCortex
Subcortical AreasSubcortical Areas
MedullaMedulla
RespirationRespirationBlood PressureBlood PressureCardiac OutputCardiac Output
ThermoregulationThermoregulationRenin-Angiotensin SystemRenin-Angiotensin SystemOther InfluencesOther Influences
Heart’s IntrinsicHeart’s IntrinsicNervous SystemNervous System
HormonesHormonesBlood PressureBlood Pressure
SkinSkinArteriesArteriesLungsLungs
HRV PatternHRV Pattern
SYMPATHETICSYMPATHETIC(Very low frequency)(Very low frequency)
PARASYMPATHETICPARASYMPATHETIC(High frequency)(High frequency)
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Synchronized electrical activity in the brain and nervous system underlies our ability to perceive, feel, focus, learn, reason and perform at our best.
Getting in Sync
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Applications of Heart Rate Variability Analysis:
> Determine the relative balance between the sympathetic and parasympathetic nervous systems. (Friedman, et al. J. Psychosom. Res. 1998)
> Predict increased risk of sudden cardiac death and all-cause mortality. (Tsuji, et al. The Framingham Heart Study. Cir. 1994)
> Indicate fitness levels. (Gallagher, et al, Clin. Auton. Res. 1992)
> Indicate nervous system aging rate. (Umetani, et.al., J. Am. Coll. Cardiol. 1998)
> Assess moment-to-moment changes in autonomic function due to changes in mental or emotional states or stress.(Wood, et al. J. Cardiopulm. Rehabil. 1998)
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Conscious/Sub-conscious Communication
• Pheromones
• Oxytocin & Trust Levels - Dr. Paul Zak
• Stereotype Threat
• States of Resilience - Confidence (Belief)
• Teacher/Parent Expectations
• HRV & Effect of Love
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0 10 20 30
0.00
0.05
0.10
0.15
0.20
0.25
0.30
Frequency (Hertz)
ECG Frequency SpectrumECG Frequency Spectrum
0 10 20 30Frequency (Hertz)
FrustrationFrustration AppreciationAppreciation( Incoherent ) ( Coherent )
Emotions Produce Different Information Emotions Produce Different Information Patterns in the Heart’s Electromagnetic Patterns in the Heart’s Electromagnetic
FieldField
ECG Frequency Spectra
mV
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-0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5
Seconds
Heart-Brain Synchronization Between Two People
PZPZ
CZCZ
FZFZ
Subject 1 ECGSubject 1 ECG
Subject 2 HRVSubject 2 HRV
Subject 2 EEGSubject 2 EEG
1 mV1 mV
1 µV1 µV
600
700
800
900
1000
0 50 100 150 200 250 300
Seconds
mse
c.
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Josh and Mabel
© 2004 Institute of HeartMath
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Implications for Teaching
• Decreased levels of:– Classroom stress – Test apprehension – Violence in schools
• Improved likelihood of:– Creativity advantage – Knowledge retention– Positive learning environments
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Linda Bryant Caviness, Ph.D.
La Sierra University
4500 Riverwalk Parkway
Riverside, CA 92515
909 785-2203