Brain, Education, and Inquiry - Fall, 2010: Session 14D

This experiment in co-constructive inquiry was, in my opinion, very valuable. First, because if I was asked at the end of the semester about what I learnt, I'd probably be able to say more for this class than my other classes that were more lecture and exam based. The discussions we had were very interesting as they allowed us to guide the course of  the class, to the some extent. Moreover, the different perspectives and experiences we were shared we quite enlightening. Second, it proves that it is effective way to teach and learn. I've never really been a big fan of the sciences, but I was able to learn about the brain much more by the discussions than I would have from a text book. I also think the studying the brain is much more imperative now than I did before. Something I wish we has talked about is what we can/should do with all we learnt during the course of the semester. Quite a few of us were interested in and involved with education. I'm curious to know what people think they learnt that they could apply to current or future interactions with the realm of education. We didn't quite resolve the question as to what the big answer is, but that's probably because there is no, one right way to "fix" education. I wonder if we could have all come have decided with the best option, though, that was acceptable to all or at least most of us. Overall, it was a great class that I really enjoyed. Thank you, Professor Grobstein and everyone.

Through the class "Brain, Education, and Inquiry," we have taught ourselves, through co-constructive inquiry, that there are myriad ways one can learn and teach. These go beyond teaching and learning in the classroom, which in itself has enormous variety. We have discussed how one can teach and learn through observation, the power of stories, repetition, inquiry, exploration, experimentation, instruction, and more. Within each (and in combinations) of these ways of learning, there are myriad varieties, making teaching and learning broadly defined terms that have more applications than one can fathom. To speak simply, education comes in many shapes and forms. Additionally, we have learned to notice commonalities where differences are obvious and vice versa. Through the different ways of teaching, we have searched for a common goal, and when students share a class in common, we have decided the importance of understanding the differences in how each student learns best. We have learned that no two nervous systems are the same, despite the high percentage of DNA shared in humans. We have learned that the nervous system, a classroom, and a flock of geese have no puppet master, but instead have small pieces that form a whole.

I think the co-constrictive framework of inquiry is very generative, although I wish I learned more about the structure and the function of the brain. At first I was really frustrated with the unfocused discussion and the general format of the class. I like to explore but I was not prepare for such an open space. I'm definitely more comfortable with the class format now (and it's the end of the semester). In most classes, I still stand by my preference for a more focused class format and discussion. But there were some moments of revelation when my own rigid way of thinking was challenged. Just those realizations are worth the while.