The brain and learning, 5

Posted on May 1, 2009 by igalindo

Today’s brain and learning concept: the brain perceives and creates parts and wholes. The brain has two separate but simultaneous tendencies for organizing information. One is to reduce information to parts. The other is to perceive and work with information as a whole or series of wholes. These simultaneous tendencies spring from the brain’s organization and have important implications for teaching and learning. Continue reading →

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The brain and learning, 4

Posted on April 30, 2009 by igalindo

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. Continue reading →

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The brain and learning, 3

Posted on April 29, 2009 by igalindo

Today’s brain and learning concept: the brain makes meaning through patterning. The human brain is not a formal logic machine. It makes sense of life experience by finding patterns and order, largely through making connections. At the heart of patterning is categorization finding similarities and differences and comparing and isolating features. Continue reading →

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The brain and learning, 2

Posted on April 28, 2009 by igalindo

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. Continue reading →

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The brain and learning, 1

Posted on April 27, 2009 by igalindo

I’ll be teaching my Introduction to Teaching course during the May term. It’s a misnomer as the course actually focuses on one narrow area of teaching, namely, instruction. Two frameworks inform the approach to the course: (1) research on effective teacher behavior in classroom instruction, and (2) research on the brain and learning. In the next several blog entries I’ll share some insights from the course on the brain and learning. Today’s entry: the brain functions as a whole. Continue reading →

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Five just plain wrong notions about leadership

Posted on April 20, 2009 by igalindo

On occasion I find myself startled at hearing a persistent wrong notion that just won’t go away. These notions are sometimes overheard in informal conversation, but sometimes they are offered in lectures or presentations. I don’t doubt that the people who express these notions believe them—even if they are just plain wrong.

Here are five notions related to leadership, three of which I heard recently in one form or another: Continue reading →

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More Pomo: Gucksmann on the financial crisis

Posted on April 15, 2009 by igalindo

Bad ideas are like bad pennies. Despite my promise to self to have put the issue of postmodernism (pomo) to bed with “Galindo’s Last Postmodern Rant” the concept remains one of those “ideas people fall in love with.” Here’s a piece by Andre Gucksmann on pomo and the current financial crisis from City Journal, titled “The Postmodern Financial Crisis.” Here’s an excerpt: Continue reading →

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Brain and God article

Posted on April 14, 2009 by igalindo

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: Continue reading →

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A couple of good Bible background reads

Posted on April 9, 2009 by igalindo

Here are a couple of interesting and worth-reading bible background articles from sources you likely would not expect to find such. I think they are both worth the read: Continue reading →

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Differentiation and emotional maturity

Posted on April 6, 2009 by igalindo

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. Continue reading →

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