The good stuff, or, why did the chicken cross the road?

Posted on May 11, 2009 by Israel Galindo

A student from my January philosophy course recently came by the office to follow up on some lingering questions. It’s always a good sign when a student pursues learning after the conclusion a course. It hints that one has achieved a measure of retention, sustained interest, and perhaps tweeked at least a curiosity if not a thirst for learning. It seems to me that the nature of studying enduring subject matter (philosophy, history, etc.) tends to have that effect more so than the more entertaining “designer” courses teachers often foist on their undiscerning students. Continue reading →

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The Brain and Learning 7

Posted on May 5, 2009 by Israel Galindo

Some years ago I took a seminar with communication guru Edwin Tufte. He concluded his seminar on communication and design with a film of a magician’s performance. The short film was a clever and effective way to demonstrate some of the principles of how the brain “sees” and interprets “information.” More specifically, it demonstrated how understanding these principles of perception, and applying them for their purpose, magicians are able to fool the brain through intentional misdirection, deception, and obfuscation. Continue reading →

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The brain and learning, 6

Posted on May 4, 2009 by Israel Galindo

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.” Continue reading →

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The brain and learning, 5

Posted on May 1, 2009 by Israel Galindo

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 Israel Galindo

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 Israel Galindo

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 Israel Galindo

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 Israel Galindo

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 Israel Galindo

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 Israel Galindo

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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