Neuroscience and a Sense of Place

Wendy’s presentation today was excellent and our engagement in the material was obvious. We are so fascinated with how our brains function particularly when it is fooled. The notion that everything we perceive is fabricated by our mind poses questions about the stability of our world. We felt sorry for Clive Wearing but as Wendy pointed out, that’s our perception and we can’t really know Clive’s. I’d like to involve my students in this investigational process, not as a line of study but as a periphery reflection of how we think. To be engaged in the consideration of oneself is the ultimate joy of most teenagers so why not guide them through a philosophical/neuroscientific analysis of themselves and see what cast offs they throw that might enlighten me!

I was fascinated by this morning's presentation. One of Wendy's exploration questions - "Is your consciousness the same as mine?" - keeps resonating in the back of my mind. When she stated that we often "tend to make that assumption about our students, but it's not our job to fill their brains," it connected with our inquiry learning conversations. It's engaging rather than filling minds that is key in creating the kind of classroom environments in which critical/analytical thinking intertwines with factual learning.

Ashley's experiments engaged our small groups immediately in very comfortable conversations about the whys & hows of our particular activity. In the whole group discussion, I tried to remember high school experiences that stood out because of my personal involvement. It was a strain to recall any, which is why she'll be such a gift to her future students. Concern for helping students make connections as they learn, tempered with idealism, motivation, and engagement are admirable qualities for fresh AND seasoned teachers!