LEARNING: THE WHOLE PERSON IN CONTEXT

1. LEARNING:THE WHOLE PERSON IN CONTEXT 28 January 2010

2. The Theories Compared

4. Dimensions of Learning • MIND, BRAIN AND BODY • Cognition tends to be treated as preeminently an activity of the mind. But what and where is the mind? • Descartes considered the mind to be of another order than the body. The contemporary view rejects this “dualism” and tries to avoid talk about the mind as separate from the body. • Mental activity involves and depends on all bodily systems, but the key organ is the brain, which itself consists of many different interacting systems, such as visual perception, control of body movement, reasoning, etc. • Recent research has shown: • The functional organization of the brain and the mind depends on and benefits positively from experience. • Development is not merely a biologically driven unfolding process, but also an active process that derives essential information from experience. • Some experiences have their most powerful effects during specific sensitive periods, while others can affect the brain over a much longer time span.

5. EMOTION • Emotion is “of eminent importance to educators as they work to prepare skilled, informed, and ethical students who can navigate the world’s social, moral, and cognitive challenges as citizens.” • Emotional responsiveness to current body state and ongoing events, supported by the emotional memory of previous events, directs attention and prepares and orients the body and mind for action in the present. • It is through early social/interpersonal experiences that the social influences of culture come to shape learning, thought, and behavior. • Without an emotional rudder, developed through experience-based learning in social situations, people cannot make good decisions. • Emotional processes are required for the skills and knowledge acquired in school to transfer to novel situations and to real life. • “Emotion is a basic form of decision making, a repertoire of know-how and actions that allows people to respond appropriately in different situations.” In conjunction with complex thinking and reasoning, it underpins creativity and ethical decision making. • BUT emotions aroused by events unrelated to classroom activities may make it difficult for body and mind to give full attention to those activities.

6. Thinking, Feeling and Acting [Thought] is not born of other thoughts. Thought has its origins in the motivating sphere of consciousness, a sphere that includes our inclinations and needs, our interests and impulses, and our affect and emotions. The affective and volitional tendency stands behind thought. Only here do we find the answer to the final"why" in the analysis of thinking. ( Vygotsky, 1934/1987, p. 282)

7. MOTIVATION • Extrinsic and Intrinsic Motivation: Who’s in Control? • Extrinsic: Grades; Stickers; Teacher Approval; Rewards/Punishment; etc. • What emotions are involved? • What peer social relations are involved? • What happens when there is no-one to distribute the rewards/punishments? Is financial reward and/or social approval/disapproval enough to motivate? • Intrinsic: Being interested in topic or task; Taking on tasks that present realistic challenges; Satisfaction in achievement; Autonomy and Efficacy; Recognizing one’s own progress; Helping others when asked; etc. • What emotions are involved? • What peer social relations are involved? • What long-term benefits accrue from developing intrinsic motivation?

8. CREATING AN IDEAL CLASSROOM • What Characteristics Would You Aim For?