Abstract
Integration of new information takes biological energy as brain wave states reflectively increase and decrease within different phases of the learning process. This workshop will discuss the interplay of regulated states of the nervous system and its influence on one’s ability to effectively retain and integrate information into existing structures of the mind. Perceiving and presenting information is also subject to changes when the nervous system of the individual becomes dysregulated (anxious states, apathy, depressive, or aggressive). As educators and communicators within a science field, we must facilitate and practice active regulation of our nervous system and attempt to induce these psychological factors that affect emotion and motivation in learning (safety, perceived stress, general embodiment, and subjectivity). Engaging in a mindfulness practice has a specific effect on the nervous system of practitioners and novices alike namely in brain wave potential states. Thus, a demonstration in mindfulness practice will also allow participants to compare these regulated states with the natural waking states in terms of attentiveness, alertness, and aversiveness as analogous to the activation level of the sympathetic nervous system. Surveying and polling of the audience will garner conclusions on whether altering this psychological momentum in the learner is beneficial to interaction and learning. Furthermore, do mindful states increase the ability and capacity of individuals to learn or convey ideas? At what point do these differing nervous system states become helpful to the integration of knowledge and what role do they serve in a classroom setting?
Presenters
Daniel RynersonAdjunct Professor, Psychology, Montclair State University, New Jersey, United States
Details
Presentation Type
Theme
Past and Present in the Humanistic Education
KEYWORDS
Learning, Mindfulness
