Strategies to Effectively Connect Adult Learning Teaching with Social and Affective Neuroscience
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1
Université de Montréal, Canada
Background and Goal of the Research
Western science, philosophy and education share a fundamental conception of the thinker as solitary rather than embedded within a human community. This has led to a focus on technical and abstract exploration of scientific conundra rather than exploration of lived experiences and human interactions (Cozolino and Sprokay, 2006). As teachers we are especially interested in how relationships of all kinds initially shape the brain during childhood and reshape the brain later in life. The brain has been shaped by the evolution to adapt and readapt to an ever changing world (Cozolino, 2002; Siegel, 2012). The ability to learn is dependent on modification of the brain’s chemistry and architecture, in a process called “neural plasticity” (Cozolino, 2002). Neural plasticity reflects the ability of neurons to change their structure and relationships to one another in an experience-dependent manner according to environmental demands. (Buonomano and Merzenich, 1998; Trojan and Pokorny, 1999; Schwartz, 2003). Studies (e.g.Baptista and Petrinovich,1986; Eales,1985) suggest that the proper social relationship may stimulate the neural plasticity required for certain kinds of learning; and because the brain is a social organ, relationships are usually the key to opening a closed mind and rebuilding the brain (Cozolino,2013). We aimed at implementing the following aspects -drawing on Cozolino (2002)- that enhance neural plasticity as principles of learning that are the same in the classroom and across any social interaction: 1)Safe and trusting environment with an attuned other; 2)Maintenance of an adequate level of arousal; 3)Activation of both thinking and feeling; 4)A language of self-reflection; 5)Co-construction of narrative that reflects a positive and optimistic self.
Method
As usual, we based our intervention on a multidisciplinary approach drawing on research on social and affective neuroscience, interpersonal neurobiology and e-learning. The IntersTICES-Type-Activity (Villa, 2016) takes into consideration several dimensions, including psycho-social aspects and the real context of the classroom setting. The activities were designed acknowledging the principles that characterize adult learning theory-andragogy.
Results
Helping adult learners feel safe enough to embark in any learning situation is key to create an environment where the adult learner feels uniquely seen by the mentor, valued and safe (Cozolino and Sprokay, 2006). Narratives may become an appropriate strategy in adult education as memory tools and as expressions of self- esteem. Engaging adults in journaling and group discussion that begin with their inner narrative about learning and moves toward development of a new more capable story, has proven highly effective. Interacting with others that share their experiences resulted in their realization that a specific event was not necessarily more difficult than other challenges they have encountered and mastered; they had just to relax, focus and keep at it. Knowing they were not the only ones having (had) difficulties, greatly reduced their anxiety. As such, the co-construction of narratives was especially important to encourage positive and soothing counter-narratives.
Conclusion
It should be considered that adults might learn best through the window of own knowledge and wisdom. For the adult learner, the content of learning and the story of the self may not be separable. The self-vision of the learner as a master might have to precede the learning encounter. Adults may need to begin as masters by using their own experience as the basis for new learning. Recognizing and acknowledging the competence status, and accomplishments of the adult learner activates the scaffolding for new learning. (Cozolino and Sprokay, 2006; Mezirow, 1990).This strategy certainly appears to be in alignment with both evolution and brain development. (Cozolino, 2002). Current trends in neuroscience are unveiling more evidence that human brains need social interaction to promote neural plasticity. “When the learner feels her mentor’s care and support, her fears tend to subside. If she looks into her mentor’s eyes and sees reflected what she can become, she will borrow (take in) that confidence until she can produce her own. In other words, mirror neurons will enable her to feel the confidence that her mentor has in her and to join in that confidence” (Johnson, 2006, p. 67). Teacher/mentors who inspire adults to learn may unconsciously embody the neuroscience of education. Their wisdom, enthusiasm and effectiveness are due in part to an innate grasp of what it takes to support brain development in adults. In any case, understanding the brain processes further enhances what they may intuitively already know (Cozolino, 2014).
References
Baptista, L. and Petrinovich, L. (1986). Song Development in the White-Crowned Sparrow: Social Factors and Sex Differences. Animal Behavior, 34, 1359-1371.
Buonomano, D. V., and Merzenich, M. M. (1998). Cortical Plasticity: From Synapses to Maps. Annual Review of Neuroscience, 21, 149-186.
Cozolino, I. J. (2002). The Neuroscience of Psychotherapy. Building and Rebuilding the Human Brain. New York: Norton.
Cozolino, I. J. and Sprokay, S. (2006). Neuroscience and Adult Learning. In Johson, S. and Taylor, K. Eds. The Neuroscience of Adult Learning. Wiley Periodicals Inc. Jossey-Bass.
Cozolino, L. (2013). The Social Neuroscience of Education. Optimizing attachment and learning in the classroom. New York, N.Y. Norton & Co.
Cozolino, L. (2014). Attachment-Based Teaching. Creating a tribal classroom. New York, N.Y. Norton & Co.
Eales, L.A. (1985). Song Learning in Zebra Finches: Some Effects of Song Model Availability on What is Learnt and When. Animal Behavior, 31, 231-237.
Johnson, S. (2006). The Neuroscience of the Mentor-Learner Relationship. In Johnson, S. and Taylor, K. Eds. The Neuroscience of Adult Learning. Wiley Periodicals Inc. Jossey-Bass.
Merizow, J. and Associates. (1991) Critical Reflection in Adulthood. San Francisco: Jossey-Bass.
Siegel, D, J. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (2nd ed.), New York, N.Y: Guilford.
Schwartz, J. and Begley, S. (2003). The Mind and the Brain Neuroplasticity and the Power of Mental Force. New York, N.Y. Regan Books.
Trojan, S., and Pokorny, J. (1999). “Theoretical Aspects of Neuroplasticity”. Physiological Research, 48(2), 87-97.
Villa, G. (2016). e-Learning Culture: Operationalization of a Systemic Model to Support ICT-Integration in Pre-Service Teacher Trainers’ Practice. Doctoral dissertation. Université de Montréal. Canada.
Keywords:
Adult Learning,
Social and affective Neuroscience,
strategies,
IntersTICES-Type-Activity,
Empowering interactions
Conference:
3rd International Conference on Educational Neuroscience, Abu Dhabi, United Arab Emirates, 11 Mar - 12 Mar, 2018.
Presentation Type:
Poster Presentation
Topic:
Educational Neuroscience
Citation:
Villa
G
(2018). Strategies to Effectively Connect Adult Learning Teaching with Social and Affective Neuroscience.
Conference Abstract:
3rd International Conference on Educational Neuroscience.
doi: 10.3389/conf.fnhum.2018.225.00013
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Received:
13 Feb 2018;
Published Online:
14 Dec 2018.
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Correspondence:
Dr. Genny Villa, Université de Montréal, Montreal, Canada, gvilla08@gmail.com