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Re: [xmca] Educational neuroscience and sococultural theory to education

I am teaching Lurian neuropsychology based on the concept of higher
psychological functions to teachers. So I start the course with short
introduction about Vygotsky's approach and bring modern researches with all
new methods to confirm main theoretical formulations of Luria. All my
teaching materials are in Hebrew.

On Wed, Jul 24, 2013 at 11:38 PM, Ulvi İçil <ulvi.icil@gmail.com> wrote:

> Dr. Willis is a neurologist and an educator, a classroom teacher. It seemed
> to me interesting that she combined the two in herself.
> And I think, what the joyful or non-joyful education verifies is ,
> sociocultural approach to education since, is not joyful education a social
> environment created by the educator?
> Not only the character of the milieu in which education is realized, is
> social. But this verifies also that brain is a social organ, a social brain
> in close interaction with this social milieu. So one must be distant to
> searches for "pure neuroscientific inputs" into learning and teaching.
> Thus, I believe, educational neuroscience and sociocultural theory to
> education are  not and should not be conceived as rivals or extremes, but
> they should be conceived as complementary, working in close connection for
> the best outcome.
> http://www.ascd.org/publications/educational-leadership/summer07/vol64/num09/The-Neuroscience-of-Joyful-Education.aspx
>  When students are engaged and motivated and feel minimal stress,
> information flows freely through the affective filter in the amygdala and
> they achieve higher levels of cognition, make connections, and experience
> “aha” moments...
> Neuroimaging and measurement of brain chemicals (neurotransmitters) show us
> what happens in the brain during stressful emotional states. By reading
> glucose or oxygen use and blood flow, positron emission tomography (PET)
> and functional magnetic resonance imaging (fMRI) indicate activity in
> identifiable regions of the brain. These scans demonstrate that under
> stressful conditions information is blocked from entering the brain's areas
> of higher cognitive memory consolidation and storage. In other words, when
> stress activates the brain's affective filters, information flow to the
> higher cognitive networks is limited and the learning process grinds to a
> halt.
> and
> http://shop.ascd.org/ProductDetail.aspx?ProductId=1090

Sincerely yours Bella Kotik-Friedgut