Programming the Brain: Educational Neuroscience Perspective : Pedagogical Practices and Study Skills

Preface
Introduction
Part I—Introduction to Neuroscience Facts and Concepts Related to Learning
Basic Facts, Structure, and Features of the Human Brain
	Introduction
	Human Brain Facts
	Physical Layers of the Human Brain
	Brain Lateralisation
	Brain Cells: Neurones
	Memory and Related Structures in the Brain
	Some Other Interesting Brain Features
	Summary
Some Neuroscience Concepts That Explain Learning Processes
	Introduction
	Categorisation of Memory
	Defining Types of Learning
	Attention
	Consciousness
	Metacognition
	Author Reflections on the Topic and Anecdotes
	Summary
Neuroplasticity, Neurogenesis, and Epigenetics: Their Influence on Learning and Development
	Introduction
	Use of the Effects of Neuroplasticity for Purposeful Learning and Development
	Contributors to the Degree of Neuroplasticity
	Impact of Unregulated Emotions Such as Stress and Anxiety on Neuroplasticity, and Thereby on Resilience and Well-Being
	Fundamental Ways of Positively Affecting Neuroplastic Changes
	Epigenetic Influences on Behaviour
	Significance of Epigenetics
	Author Reflections on the Topic and Anecdotes
	Summary
Attention: The Significance of Attention or Paying Attention in Learning and Development
	Introduction
	The Significance of Attention or Paying Attention in Learning and Development
	How Can We Make Use of Attention or the Ability to Pay Attention Effectively?
	Positive Impacts of Practicing Attention/Focus Regularly and Purposefully
	Different Types of Attention-Training Practices and Their Common Uses
	Other Phenomena Related to Attention and Research Findings about Them
	Positive Physical Changes in the Brain Due to Attention Training/Meditation
	Foremost Outcomes of Attention Training
	Author Reflections on the Topic and Anecdotes
	Summary
Self-Awareness
	Introduction
	Emotional Self-Awareness
	Neuroscience Basis of Self-Awareness
	Significance and Usefulness of Self-Awareness
	Practices for Developing Self-Awareness
	Author Reflections on the Topic and Anecdotes
	Summary
Mindfulness
	Introduction
	Diverse Perspectives of Describing Mindfulness
	Positive Implications of Mindfulness Practices for Learning and Development and Overall Well-Being
	Mindfulness Practices as Part of Our Daily Routines
	Other Types of Mindfulness Practices
	Mindfulness as a Difficult Skill and the Need for Regularly Practice for Benefiting
	Challenges in Introducing and Using Mindfulness Practices in Typical Learning Systems
	Usefulness of Mindfulness in Leadership Roles and Organisational Change Management
	Author Reflections on the Topic and Anecdotes
	Summary
Self-Regulation: Attention Regulation (AR), Emotion Regulation (ER), and Cognitive Regulation (CR)
	Introduction
	The Significance of Self-Regulation (Conscious Choice Making)
	Relying on Neuroplasticity for Enhancing Self-Regulation
	From Attention Regulation to Self-Regulation
	From Emotion Regulation to Self-Regulation
	From Cognitive Regulation to Self-Regulation
	From Mindfulness and Other Meditation Practices to Self-Regulation
	Relating Self-Regulation (Conscious Choice-Making) to Learning and Development
	Major Causes Negatively Impacting Self-Regulation
	Author Reflections on the Topic and Anecdotes
	Summary
Part II—Commonly Used Learning-Related Concepts and Measures from the Viewpoint of Neuroscience
Mostly Learning-Related Concepts from the Viewpoint of Educational Neuroscience
	Introduction
	Chunking
	Sense and Meaning
	Transfer
	Rehearsal
	Wait Times
	Learner Motivation and Attention
	Developing Understanding on Concepts/Details and Implicit Memories Created Through Incidental Learning
	Types of Problem-Solving or Decision-Making
	Differentiating Machines and Human Brains in Regard to Learning
	Author Reflections on the Topic and Anecdotes
	Summary
Some Learning-Related Measures: Intelligence, Emotions, and Creativity from the Viewpoint of Educational Neuroscience
	Introduction
	Intelligence
	Emotions
	Creativity
	Author Reflections of the Topic and Anecdotes
	Summary
Popular Learning Theories from the Viewpoint of Educational Neuroscience
	Introduction
	Kolb’s Experiential Learning Cycle
	Deep, Surface, and Strategic Learning
	Constructivist Theory of Learning
	Gifted Learner Characteristics/Overexcitabilities
	Auditory-Sequential and Visual-Spatial Learning Preferences
	Bloom’s Taxonomy and Its Applications from the Viewpoint of Educational Neuroscience
	Author Reflections on the Topic and Anecdotes
	Summary
Part III—Goals of Education
Reflecting on the Goals of Education; Taking the Concepts of Educational Neuroscience into Consideration
	Introduction
	Producing Better Problem Solvers and Decision Makers as a Goal of Education
	Pursuing Human Development as a Primary Goal of Education—Dabrowski’s Theory
	Pursuing Human Development as a Primary Goal of Education—Maslow’s Theory
	Pursuing Human Development as a Primary Goal of Education—Jung’s Theory
	Human Development as a Holistic Process as Opposed to a One-Sided One
	Transferring Explicit Learning to Implicit Memories as a Goal of Education
	Transferring Implicit Learning to Explicit Memories as a Goal of Education
	Becoming Fair to All Learners of a Neurodiverse Society or Preserving Equity as a Goal of Education
	Developing Resilience and Well-Being of Individuals as the Ultimate Goal of Education
	Author Reflections on the Topic and Anecdotes
	Summary
Social Intelligence: Empathy and Compassion
	Introduction
	Significance of Social intelligence
	Defining the Notions of Empathy
	The Connection of Self-Awareness to Empathy
	Defining Compassion and Discerning Its Relationship to Empathy
	Neuroscientific and Evolutionary Roots of Empathy and Compassion
	Self-Compassion as the Starting Point of Empathy/Compassion
	Benefits of Empathy, Compassion, and Related Practices
	Empathy/Compassion as Trainable Practices
	Some Inclinations towards and away from Empathy
	Empathy (Compassion) Fatigue
	Using the Concepts of Compassion towards Academic Success and Personal Development
	Author Reflections on the Topic and Anecdotes
	Summary
Resilience and Well-Being
	Introduction
	Defining and Understanding Well-Being
	The Relationship between the Diet and Well-Being
	Relationship between Empathy/Compassion and Well-Being
	Building Resilience and Well-Being, and Associated Brain Areas
	Training/Developing Resilience and Well-Being
	Factors That Contribute towards Enhancing/Stifling Resilience
	Start with a Vision of Well-Being of All as the Goal of Educational Outcomes
	Author Reflections on the Topic and Anecdotes
	Summary
Holistic Learner Development/Whole-Person Development through Integrative Inquiry (INIQ)
	Introduction
	What Brought Us to the Current State of Educational Affairs: A Brief History of Higher Education
	Moving away from an Extrinsic Measure of Linear Course-by-Course Commodity of Higher Education towards an Intrinsic Measure of Integrative, Holistic Learning and Development
	True Student Success Only as “Whole Person/Holistic Development” and Challenges Faced in Achieving It
	Holistic/Integrative Learning (Possibly Implicitly as Well) by Being Mindful/Conscious of All Our Experiences
	Traditionally Used Notions/Practices That Keep away/Discourage Individuals from Holistic Learning and Development
	Challenges in Assessing Students Accurately in a Holistic Manner
	INIQ Implications for Holistic Learning and Development
	What Stops Us Shifting to a Holistic Student Learning and Development Approach: Challenges Faced
	Listening to the Voices of Whole-Person Development as an Approach of Multidimensionality Developing Human Beings, Not Parts of Them
	Whole-Person Development in Relation to Other Widely Researched Integrative Approaches to Development: Self-Authorship
	Guiding Students to Take Initiative by Experiencing Life Firsthand (through a Process of Self-Authorship) towards Whole-Person Development
	The Goal of INIQ and Its Plan to Change Current Teaching and Learning Environments in an Evidence-Based Manner
	Author Reflections on the Topic and Anecdotes
	Summary
Emotional Intelligence
	Introduction
	Defining Emotional Intelligence
	Attention Training/Mindfulness Practices as a Means of Developing Emotional-Intelligence Competencies
	More Recent Refinements and Enhancements to the Notion of Emotional Intelligence
	Self-Awareness
	Self-Management
	Social Awareness
	Relationship Management
	Author Reflections of the Topic and Anecdotes
	Summary
Part IV—Useful Pedagogical Practices and Study Skills from the Viewpoint of Neuroscience
Delivering Learning Content Following the Concepts of Educational Neuroscience
	Introduction
	Highlighting High-Level Concepts ahead of More Specific Details during a Teaching-Learning Session
	Asking Questions as a Means of Presenting Following the Constructivist Theory of Learning
	Controlling the Pace of Presentation Appropriately for Enabling Learners to Construct Knowledge
	Motivating Learners to Engage in Deeper Learning by Giving Facts from Educational Neuroscience
	Getting Learner Attention Entirely on the Teaching-Learning Process or Discussion
	Author Reflections on the Topic and Anecdotes
	Summary
Assessing Learners Following the Concepts of Educational Neuroscience
	Introduction
	Forming Open-Ended Conceptual Questions, Minimising the Need for Rote Rehearsal and Associative Recall
	Deciding on an Appropriate Time Duration with Diligence for Assessments
	Assessing Higher-Order Learning and How It Helps Form Lasting Semantic Memories
	Designing Assessment, Taking Constructivism and Implicit Learning into Consideration
	Designing Assessment Encouraging Adaptive Decision-Making/Recognition Tests ahead of Veridical Decision-Making/Associative Recall
	Negative Implications of Multiple-Choice Questions Mostly Focussing on Testing Associative Recall
	Rethinking the Time Factor in Assessments When Individualised, Unique Answers Are Expected Utilising the Frontal Cortex Essentially Instead of Succumbing to Automaticity
	Constructing Assessments That Help Enhancing Learner Consciousness and Wisdom into a Higher Level of Human Development
	Author Reflections on the Topic and Anecdotes
	Summary
Curriculum Construction Following the Concepts of Educational Neuroscience
	Introduction
	Expectations of a Curriculum Based on Inputs from Educational Neuroscience
	Deciding the Contents or Topics to Be Included within a Curriculum
	A Curriculum as a Means of Generating Positive Reminiscences towards a Path of Lifelong Learning
	Deciding and Designing the Learning Material or Documents That Are Made Available to Learners
	Deciding and Designing Diverse Assessment Components of a Curriculum
	Deciding on Having a Balance between the Theory and Practical Components (if Applicable) of a Curriculum
	Provision of Additional Learning Activities to Support Enhanced Learning
	Author Reflections on the Topic and Anecdotes
	Summary
Advising Learners on Study Skills Following the Concepts of Educational Neuroscience
	Introduction
	General Educational Neuroscience Facts That Motivate and Enhance Learning
	Encourage Learners to Develop a Clear Understanding that Learning and Education Are All About Engaging in Metacognitive/Mindfulness Practices Regularly
	Useful Facts Related to Enhancing Learning in a Formal Learning or Education Environment
	Author Reflections on the Topic and Anecdotes
	Summary
Final Words
	Comprehending Learning and Education in a Deeper Sense
	The Essential Need to Focus on Higher-Order Learning
	Fostering Creative and Novelty-Seeking Instincts of the Human Brain
	Emphasising Human Development as a Main Goal of Education and Learning
	Lifelong Learning as an Essential Component of Individual Well-Being
	The Importance of Balancing Economic Development and Human Development
	Meaningful Learning Essentially as an Interdisciplinary Phenomenon
	The Essential Need to Develop Reflective and Metacognitive/Mindfulness Capacities
	The Need to Develop Inclusive, Fairer, and Equitable Educational Systems
	Consciousness and an Analogy from the Technology Space—Big Data
	Developing Empathy, Tolerance, Resilience, and Humility through Human Development as Essential Qualities of Interpersonal and Intrapersonal Intelligence
	Helping Learners to Get the Best Returns from the Time They Invest in Formal Learning (Up to Twenty Years in the First Twenty-Five Years)
	Identifying Limitations of Current Learning, Education, and Social Systems with the Intention of Overcoming Them
	The End
References
Acknowledgments
About the Author
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