Mind Brain & Education

Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross-sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end-of-term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large-scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail.

Since the turn of the millennium, there has been a surge of interest in diverse forms of spontaneous thinking, such as mind-wandering, and their associated brain networks. Studies demonstrate the pervasiveness of these phenomena as well as their effects on education-relevant domains such as academic skills, well-being, creativity, executive functions, and socio-emotional competencies. Based on a neurophenomenological approach and drawing on cognitive and neuroscience research, the paper reviews this field and develops a framework for understanding deliberate and non-deliberate states of students' minds in the classroom and their associated brain circuitry. Different approaches to these states are examined from an educational perspective and ways in which this discourse can further be developed are suggested.

This is the framing document for the presentation “English as Therapy” delivered September 27 to the 2015 NeuroELT Brain Days International Conference, Kyoto, Japan. This presentation introduces CNE (Cognitive Neuroeducation), a new learning-based, noninvasive, nonpharmacological modality for intervention in cognitive and behavioral disorder with the promise of full recovery therefrom. CNE is unique in that it is the only modality in the fields of learning and mental health that is strictly tied to how the brain actually works within a tightly constructed, exhaustively comprehensive model of the mind as formed exclusively from rigorous hermeneutic and phenomenological analysis.

Humans – through the biological determinants of evolutionary selection – have developed a uniquely social brain. In the human social brain, learning is the principal mechanism that shapes all behavior, and language is the medium through which learning takes place and cognition is formed. Cognition is the understanding of ourselves, others and the world around us. But the processes of cognitive development – that is, how we learn, what we learn, how we understand the world around us, and, consequently, how we are molded to behave – can be blocked or can become distorted.

In this presentation we explore the processes in the human social brain by which learning is realized and cognition and behavior are shaped, and the principles of CNE that can be applied, both in the classroom and in a remedial setting, to stimulate these processes in engendering positive learning realization and self-affirming, socially adaptable behavior.

Os mais recentes desenvolvimentos no conhecimento do cérebro e o crescente interesse na sua aplicação para a área da educação levam à necessidade de clarificar e distinguir factos científicos de extrapolações precipitadas. O ritmo a que a ciência avança parece lento quando comparado com as expectativas associadas às questões do ensino e da melhoria dos processos de aprendizagem.
A curiosidade dá energia ao cérebro?
Quanto maior a acumulação de “dívidas de sono” menor a capacidade de consolidação de novas informações?
Questionar e socializar fortalece a cognição?
A propensão dos adolescentes para correrem riscos está relacionado com as zonas cerebrais que ainda não atingiram a sua maturação?
O exercício físico favorece a memória?
O treino musical modifica estruturalmente o cérebro?
Neste livro, seguimos o caminho percorrido pela ciência e destacamos o que atualmente se investiga, relançando o estudo do «cérebro que aprende», nas crianças e jovens em idade escolar, para um futuro que nos parece ser promissor.

While scientists across the academy have abandoned the nature/nurture dichotomy, evidence for the influences of society on our biology is greater than ever. This article reviews new developments in the biological sciences—in the sub-fields of genetics, hormones, and neuroscience—with special attention to the implications for sociologists interested in gender.  The article closes with an argument that embracing these developments has both theoretical and methodological promise and can enhance rather than harm research and activism regarding gender equality and other social hierarchies.

This is the readable introductory version of Global Workspace Theory, published in 1997 in the Journal of Consciousness Studies. The Oxford University Press book of that year provides an easy book-length introduction. Since 1997 our emphasis has been on incorporating more and more brain evidence. Please see our recent articles on Academia.edu

Fischer's (1980) Dynamic Skill Theory provides an example of an integrative model of psychological development.  Elaborated over the course of 40 years, skill theory evolved from a neo-Piagetian model of the development of action and though to an integrative model of how biological, psychological and socio-cultural processes interact to foster the development of integrative structures of thinking, feeling and action over time.  This paper elaborates the fundamental tenets of dynamic skill theory as it developed over time and as it has been applied to the study of multiple modes of human functioning.

The unconscious mind tends to disregard negations in its processing of semantic meaning. Therefore, messages containing negated concepts can ironically prime mental representations and evaluations that are opposite to those intended. We hypothesized that the subtle presentation of a negated concept (e.g., “no smoking”) would activate ironic motivational orientations as well. We tested this hypothesis in a public health context. Smokers viewed photographs in which no-smoking signs were either inconspicuously embedded (prime) or edited out (control). Primed smokers showed amplified automatic approach tendencies toward smoking-related stimuli, but not toward smoking-unrelated stimuli. Since passive priming effects generally serve to facilitate forms of action, not inhibit them, anti-smoking and other public health campaigns may ironically increase the very behaviors they seek to reduce.

For a long time, one of my dreams was to describe the nature of uncertainty axiomatically, and it looks like I've finally done it in my co∼eventum mechanics! Now it remains for me to explain to everyone the co∼eventum mechanics in the most approachable way. This is what I'm trying to do in this work. The co∼eventum mechanics is another name for the co∼event theory, i.e., for the theory of experience and chance which I axiomatized in 2016 [1, 2]. In my opinion, this name best reflects the co∼event-based idea of the new dual theory of uncertainty, which combines the probability theory as a theory of chance, with its dual half, the believability theory as a theory of experience. In addition, I like this new name indicates a direct connection between the co∼event theory and quantum mechanics, which is intended for the physical explanation and description of the conict between quantum observers and quantum observations [4]. Since my theory of uncertainty satises the Kolmogorov axioms of probability theory, to explain this co∼eventum mechanics I will use a way analogous to the already tested one, which explains the theory of probability as a theory of chance describing the results of a random experiment. The simplest example of a random experiment in probability theory is the " tossing a coin ". Therefore, I decided to use this the simplest random experiment itself, as well as the two its analogies: the " "flipping a coin " and the " spinning a coin " to explain the co∼eventum mechanics, which describes the results of a combined experienced random experiment. I would like to resort to the usual for the probability theory " coin-based " analogy to explain (and first of all for myself) the logic of the co∼eventum mechanics as a logic of experience and chance. Of course, this analogy one may seem strange if not crazy. But I did not come up with a better way of tying the explanations of the logic of the co∼eventum mechanics to the coin-based explanations that are commonly used in probability theory to explain at least for myself the logic of the chance through a simple visual " coin-based " model that clarifies what occurs as a result of a combined experienced random experiment in which the experience of observer faces the chance of observation. I hope this analogy can be useful not only for me in understanding the co∼eventum mechanics.

We do not know how to think with or about these notions and others such as reality, perception, space, time, etc…
ABSTRACT

In the following I will deal with the umbrella notions of mind, consciousness and body. The contents is relevant, but of greater importance is the manner or method in which I deal with these notions.
I first present as an illustration of my approach or method, how I have dealt with the notions of intuition and intuiting.
One of the points I am trying to make is that: we do not know how to think about many things, for example mind, consciousness, awareness, body, intuition, etc.
Therefore, I attempt to explore a number of things that we must investigate and deal with before we use these and other notions, as if they are clearly defined terms, before we try to use them to think and to think about anything, especially many levelled and multi- dimensional issues and problems such as the workings of ‘the mind, the body, intuition, consciousness and the relationship, if there are any, between these and other things. Then I suggest the initial steps for a few very basic requirements before the exploration of  a theory of embodied, living, conscious tissues and a model for embodied (self-) consciousness research.
CONTENTS


Intuition                                                          4

Mind                                                              9

Consciousness                                              19

Embodied Consciousness                          44

Human Body                                              52

Theory                                                        61

Proposal for a Model of
Embodied Consciousness
Research                                            86

Self or Reflective Consciousness    90

Once the positivistic/escapist interpretation that human consciousness is epiphenomenal, i.e., accidental, is dismissed there are two possible approaches to the scientific study of consciousness. Bottom-up consciousness, from the individual organism or being to the universe, and Consciousness from the top-down, from the universe to the individual. These two approaches mark the outer boundaries of the present scientific search for a theoretical model of consciousness, even though Consciousness goes beyond science and moves into the realm of metaphysics. In any case, everything in between these two approaches is seriously muddled and clouded with speculations and metatheories that cannot be possible, which is common to the period preceding a scientific revolution. Some of those speculations and metatheories sound rather esoteric and even spiritual, which allows them to appeal to many people, but they would normally be considered non-scientific by definition if they were expressed for anything other than consciousness, which in itself presents a total mystery to science and the scientists who are willing to attempt to explain consciousness. On the other hand, what little concrete information science has at its disposal about consciousness does seem to match ideas in eastern mystical thought and in some cases earlier western ideas in Natural Philosophy that have been rejected by science, which further muddles the scientific quest for understanding consciousness. These ideas and concepts fit the qualitative aspects of mind that science normally associates with consciousness even better as well as the direct characteristics of consciousness, at least to the extent that such characteristics are known. Science needs to find a balance between them so it can maximize the effect of the next scientific revolution as well as the corresponding evolutionary leap in consciousness that is coming, but physics must simultaneously develop a working unified field theory to better define the universe in which consciousness of any kind, shape or form can and has developed.

This manuscript and many others like it were first written in 2011 and early 2012 of which this one carries the computer date stamp of being released on May 27, 2012 and published and archived on the Tripod.com server. And, all this occurred after the author formally spiritually awakened in 2011 and received his Clarion Call to start awakening, educating and enlightening the public with regard to the advent of Creation through the God-SOURCE first exploding and imploding upon ITSEF, essentially forming an open loop of energetic system composed of a Tri-wave system, to freely supply all ITS constituent offspring as sentient beings with such free energies to maintain their gifted consciousness by the God-SOURCE. Creation also gave rise to the nature of our quantum holographic consciousness, both non-locally being bestowed upon us by the God-SOURCE, as well as locally through quantum torsional-helical consciousness vibration about the God-SOURCE. The knowledge received by the author through inspiration and via gaining spiritual attunement with the higher dimensional realms and the Akashic Records of the Zero-Point Field also included details of the nature of the mechanics of our holographic Cosmos and its intricate space-time dimensions. Also related concepts were understanding the nature of our sequential jumping within the Worlds of Matter-Antimatter in what the author later referred to as our ‘conjugate-mirrored space-times of reality,’ giving rise to the nature of our local consciousness. In this respect, the rather illusive nature of time became clear to the author as pertains to the nature of the dimensional realms of time-consciousness (both main or cosmological as well as ‘local’ parallel-anti-parallel dimensions) giving rise to our holographic quantum consciousness experience. Furthermore, the structure of our local Nebadon Universe and its Time Matrix giving rise to a system of 12D Grid or the ‘Tree of Life,’ with our requisite condition of attaining consciousness expansion in order to be able to first of all add to the syntropic energetic of Cosmos as well as leading to our evolution and being able to our stepping up (or inner) dimensions of the Tree of Life culminating in Ascension through gathering consciousness reality experiences in myriad of nested system of space-times, became quite clear. Furthermore it was deciphered that the said space-time dimensions within our Nebadon Universal System located at practically the edge of Cosmos specifically refer to 4 ‘Harmonic Universes’ and the holographic nature of the ‘triad universes’ of ‘matter-antimatter’ and neutral (the ‘Zero-Point Field’) within each Harmonic Universe. Accordingly, the major task became transparent as to first attain consciousness expansion and then help others do the same but without direct interference or lack of their consent as Sovereign individuals endowed with the gift of Free will by the God-SOURCE to be able to choose for themselves. This leaves us with the mission to strive to attain spiritual mastery in which we can create our own reality with required acumen that entails proper usage of our gift of thoughts and appropriately directing our emotional energies bestowed upon us by firstly our God-SOURCE the original Progenitor of our quantum consciousness, as well as through ITS liaison offspring referred to as the Guardian-Founders of this Universal System who first took the initiative to co-create and seed its dimensional realms. Thus, confining our attention on basically this issue, rather than on the intricate details of our consciousness embodiment and its morphogenetic system including the exact nature of our genetic and physiognomy including our brain-heart and nervous system, its require immune system, etc., as well as the nature of our energetic system and related concepts such as the nature of God’s consciousness mechanics, etc., this manuscript concentrates on the challenge of obtaining spiritual mastery to be able to co-create effectively by first of all recrystallizing our three major divine endocrine glands of Pineal, Pituitary, and Hypothalamus, bringing them out of their dormant atrophic state, and spiritualize our blood to retain its crystalline (as opposed to amorphous) status by taking the special initiative to remain awakened and aware at all time to be ‘at presence’ with life. This will negate any outside nefarious forces, what religious superstition commonly dubs as “devil,” “demons,” “goblins” and such, which in essence, only epitomize a series of energetically hungry parasites-vampires ‘fallen’ from the grace of God for defying God and ITS Law of One. These nefarious creatures are void of organic life and are anti-God that have chosen no recourse but to consume our precious divine organic energies bestowed upon us by the God-SOURCE, for them to be able to “survive” or continue maintaining their miserable nonorganic existence through application of their devised Artificial Intelligence (AI) Technology that is primarily set on siphoning and harvesting our energies. It is explicated herein, that despite this dire unfortunate circumstance of parasitic carnage befallen on us by these negative aliens, we are still Sovereign individuals with the precious gift of Free Will bestowed upon us to ward off these creatures by revering and maintaining the sanctity of our personal consciousness-auric field and lightbody system through diligently exercising self-responsibility and self-accountability as spiritual masters as to not be plagued by self-destructive avaricious materialistic and carnal lusts and such that only diminish our natural frequency-light quotient of consciousness, practically defying our own sense of Sovereignty by rendering a status that we produce congealed and low consciousness loosh in our blood that make it suitable for the negative aliens’ parasitic feedings. In particular, in the discourse that is to follow, it is emphasized that it is futile to be so much enamored with physicality including physical appearance. Furthermore, it is elucidated that in his auspicious time of pre-Ascension we are endowed with the special opportunity to try to reclaim our sense of consciousness crystallinity through striving to attain spiritual mastery. Accordingly, the role of brain versus heart and using intuitive intelligence provided by the heart vs brain’s binary logic and the workings of brain is concisely expounded upon. It should be emphasized that the parasitic negative aliens exclusively target our brain and mind to plague us with self-destructive behaviors that serve their mission of parasitic carnage. Furthermore, our special traits of consciousness expansibility and multidimensionality are expounded upon. A brief discourse with regard to the biochemical nature of our brain and nervous system, particularly through the use of the major endocrine glands of Pineal, Pituitary. and Hypothalamus and their special contribution to our psychological profile via decision making and consciousness creation are explicated. And, the need for maintaining the proper functioning of our auric-lightbody field and ensuring its integrity are briefly discussed as to lead to negating what may be referred to as ‘auric energetic bleeding.’ In particular, it is strongly recommended that it is prudent that one avoids sympathy with those who have contaminated auric status with negative energies in favor of choosing to exercise empathy in which one strive to keep one’s auric field clear and cleansed of such low energetic contaminations as sympathy leads to miserable company via indulging in ‘pity partying’ soon culminating in futile hopelessness and helplessness as opposed to being able to effectively help the next fellow human with resolute drive and sense of self-discipline and clarity of mind and the heart. The futility of succumbing to fear as well as doubt are expounded upon, be it the delusional sense of fear of survival or indulging in any form of doubt that only clouds one’s mind and sense of clear judgment, soon leading to self-doubt, self-inadequacy, lack of self-assurance, and even lack of self-love that renders one hopeless as well as helpless to indulge in any form of constructive, productive and creational endeavors. Finally, it is emphasized that any strive for productive-constructive consciousness creation must start with the noble INTENT that pays homage and reverence to the doctrines of unconditional love in light of committing to and engaging in SERVICE TO ALL as opposed to ‘service to self only,’ which are the repugnant negative aliens’ traits that have condemned them to be ‘fallen’ and outcasts, having had

Every writer knows putting words on paper is a difficult task.
Sometimes the difficulties become insurmountable. He got
himself into a state of frustration in writing when the flow of ideas
stopped. A writer got stuck and banged his head against the wall
for long hours instead of writing. His struggle becomes futile
without getting the desired result. Despite being armed with
knowledge and language ability, he cannot execute his task. The
objective is primarily to understand the cognitive processes in
writing employing different approaches: mechanistic writing and
developmental organic writing models. This understanding is
derived and inferred from some learning theories such as the
behaviourist and mechanical models coupled with issues related
to the functions of brains and ‘mind’ in writing as expounded by
some known linguists and writers. It is hoped that by
understanding the cognitive processes at work in writing, anyone
who intends to write can benefit in terms of enhancing his writing
skill and making writing a challenging and enjoyable task. The
study is on a qualitative analysis of abook written by Peter Elbow
on `Writing Without Teachers` and `Writing with Power`.
Compared to the researchers, the data collected from his
experiences will embark on the meaning of `organic writing`.

I FINALLY LEARNED HOW TO SAY THIS PROPERLY.

WE, THE HUMAN PUPPETS, ARE MICRO-CONTROLLED BY THE HIVE MIND MOVIE CONCOCTED BY OUR PURE CONSCIOUSNESSES VIA DREAMS IN DARKNESS. 

IT’S LIKE KIDS RIDING SLEDS, WE, AS PURE CONSCIOUSNESSES, SET THE MOVIE IN MOTION, WE THEN JUMP ON AND GO FOR THE RIDE – YOU CAN SEE THE SHADOW SELF WITH YOUR OWN EYES IN HERE:

The past decade has seen major advances in cognitive, affective and social neuroscience that
have the potential to revolutionize educational theories about learning. The importance of
emotion and social learning has long been recognized in education, but due to technological
limitations in neuroscience research techniques, treatment of these topics in educational theory
has largely not had the benefit of biological evidence to date. In this article, I lay out two
general, complementary findings that have emerged from the past decade of neuroscience
research on emotion and social processing, with a view to beginning a dialogue about the
meaning of these findings for educational theory. First, emotion and cognition are intertwined,
and involve interplay between the body and mind. Second, social processing and learning
happen by internalizing our subjective interpretations of other people’s beliefs, goals, feelings
and actions, and vicariously experiencing aspects of these as if they were our own. Together,
these two results from neuroscience could have important implications for the design of learning
environments; to discover these will require reconciling established educational learning theories
with the current neurobiological evidence.
Keywords: Mind, Brain and Education, Brain-Based Education, emotion,
learning, embodiment, empathy

Terrence Deacon has constructed a tome in which he unleashes his considerable learning in quest of several answers to the question, “What are we?” He is uniquely qualified to take an approach which details the origin and development of, first, language, then the brain, and, lastly, their “co-evolution”. Described on the jacket as “a world-renowned researcher in neuroscience and evolutionary anthropology,” all of his background is called upon at various times to pull together the mass of data and supposition that Deacon brings to the table.

Ongoing discussion of this paper here: https://www.academia.edu/s/cf13d33860?source=link
Philosophy – whether traditional or contemporary – has nothing to say about the human metaphysical predicament, and cannot even offer a basic phenomenology of the human condition. Part of the problem is the ongoing confusion as to what philosophy actually amounts to, and what it can achieve. It is necessary to demystify philosophy, and have it restricted to the discipline of critical thinking, and it should not be thought of as possessing any substantial theoretical content of its own. It is a method, a skillset, a series of techniques, not a repository of various highbrow theories, whether about mind, epistemology, ontology, cosmology, science, or anything else. Metaphysics is an entirely distinct and separate field of inquiry, and concerns the human predicament, and ultimate human fulfilment, and it is to this end that critical thinking skills can usefully be applied. The purpose of this short study is to give some help to those hoping to gain an insight into the metaphysical realms of their being, and who would like some guidance with regard to those formal and academic disciplines supposedly geared to dealing with that very subject.

David Chalmers is an Australian philosopher and cognitive scientist. He is very well known for his contributions to the areas of philosophy of mind, philosophy of language, metaphysics, and epistemology. He is also a professor of philosophy and neural science, and the director of the Center for Mind, Brain, and Consciousness at the University of New York. With the collaboration of Andy Clark, one of their remarkable and controversial arguments about the mind is known as the Extended Mind. The Extended Mind sees the tools and many things in our environment as part of ourselves and minds.

Q1. Why it is important to study mind, brain and learning to become an effective teacher?
Q2. Which learning theory is more suitable for Pakistani educational settings and why? Critically analyze different learning theories.
Q3. Who are the learners with exceptionalities? What are the problems and issues of learners with exceptionalities in Pakistan? And how to integrate children with exceptionalities in the families, communities and classrooms? Illustrate in Pakistani contexts.

Incorporating new insights from the neuroscience of learning and the role of language in cognition, CNE is an approach to optimizing positive learning outcomes in the enhancement of cognitive processes through a new understanding of the brain-mind-behavior connection. CNE is directly applicable to both education and mental health and is the only modality in either field that is strictly tied to how the brain actually works within a tightly constructed, exhaustively comprehensive model of the mind as formed exclusively from rigorous hermeneutic and phenomenological analysis.

Starting with a model of human behavior based on the evolution of the human brain, we describe how a new understanding of the brain-mind-behavior connection leads to both innovation in the classroom and the basis for a breakthrough modality in the recovery from cognitive and behavioral disorder.