Today’s brain and learning concept: the brain learns through conscious and unconscious processes. A great deal of the insights we acquire and the patterns that we grasp are a consequence of ongoing unconscious processing, perhaps more than we realize or care to admit. Neuroscientist Joseph LeDoux (1996) wrote that he processes of the “cognitive unconscious span many levels of mental complexity, all the way from the routine analysis of the physical features of stimuli by our sensory systems to remembrance of past events to speaking grammatically to imagining things that are not present, to decision making, and beyond.”

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Today’s brain and learning concept: emotions are critical to learning. Generally, educational enterprises tend to separating emotion from thinking. Though the importance of emotions to learning has been acknowledged the connection between emotion and cognition remains, by and large, unaddressed. In recent years, more and more researchers are seeing emotions as important to higher order thinking and meaningful learning.

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Today’s brain and learning concept: the brain is social. Bowen systems theory and developmental psychologists stress that individuals must always be seen as integral parts of larger social systems. Part of our identity depends on establishing community and finding ways to belong. We begin to be shaped as the immensely receptive brain interacts with our early environment and interpersonal relationships.

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Mark Henderson revisits the question about nurture vs. nurture in The Times (March 28, 2009). The piece is titled “Nature v nurture? Please don’t ask.” He claims to have an answer. Here’s an excerpt:

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Here’s another interesting article on the brain-God connection question. The article is by Michael Brooks and it appears in New Scientist (Feb. 4, 2009). Here’s an excerpt:

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A friend has been working on his differentiation of self for some time now. He is a curious learner, has done responsible self-work (reading, seeing a therapist, using a coach, working on his family of origin relationships), and he asks a lot of great questions. Recently he asked about the connection between differentiation of self and emotional maturity. Which got me to thinking and pondering about the matter.

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It is not a stretch to realize that churches are probably the longest standing user of volunteer services. From teaching Sunday school classes, staffing committees to operating the various mission efforts churches are almost completely dependent upon unpaid volunteers. That is why the future of program and ministry leadership in churches is in jeopardy.

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During a recent conversation I was asking for help in clarifying a misunderstanding from a colleague. She began our conversation by saying, “It’s probably a gender thing.” I’ve never found that a helpful way to start a conversation. My thought was that in my experience, “It’s only a gender thing if you make it a gender thing.”

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We have just sent off the order for a third printing of A Family Genogram Workbook by Galindo, Boomer, and Reagan. We’re pleased with its success (and its steady sales!). We only have a few on hand that qualify for discounts, so if you’re interested in a copy order from us soon. (While the book is available through Amazon.com, they don’t give the discounts we provide). Multiple-copies discounts are available from Educational Consultants.

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Experience has its advantage: perspective. Being on this side of having reared children who are now grown I’m often amused at the things parent get anxious about. Many of the things parents get upset about related to their children’s behaviors fall under the category of what I call “kid stuff.” But, I can appreciate that living through the adventure of parenting, things can seem huge when one takes on the illusion of being responsible for the fate of one’s child.

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