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
Some Related Websites