Educating the Whole Person

1. Educating the Whole Person Cultural Identity and Neuroscience By Bill Madigan

2. Kaplan’s research resulted in the observation that cultures tend to shape the patterns by which they communicate. He illustrated these patterns for several major world cultural groups: Asian, Romance, Russian, Arab/Semetic, British and American. These are main stream, culturally informed language patterns; therefore, intra-cultural differences and complexity within these cultural groups must be regarded to maintain a balanced understanding. Robert Kaplan’s Discourse Patterns

3. Asian Discourse Pattern • The pattern by which many Asian cultures disseminate information is circular and highly contextualized. They may have as their goal the thesis that “technology is a powerful tool in the classroom.” Yet, the discourse will begin writing or speaking with comments about the universe, and other star centered systems like our solar system. Then it will progress to our planet and the various societies and nations; and how each nation educates its citizens;and how that education is carried out in various ways; and how modern education benefits from the various technological tools available. What is important is how this pattern places the main subject, technology, in a context of the universe and the world which answers the question of where in the big scheme of things does technology belong.

4. Romance (Latin) Pattern • The Romance pattern utilizes long highly modified subject and predicate structures, sometimes with compound adjectives and adverbs that illustrate and visualize information. Anecdotes, illustrative stories and visual elements dominate this pattern. This pattern seems, to our American ears, to wander off topic over and over as these small poetic stories and illustrations and allusions are utilized in the discourse. The main point comes in the end and thematically unifies all the information that precedes it.

5. Russian Pattern • Russian shares some qualities with the Romance or Latin Pattern in that it utilizes illustration and allegorical stories that seem off topic and non-linear in presentation. Generally one long digressive story symbolically illustrates the main point and like the Romance and Asian pattern, the thesis or topic is mentioned only in the end

6. Arab/Semetic Pattern • This pattern utilizes a series of comparisons, similes, metaphors and analogies which are either “like” or “unlike” the main topic. Meaning is formed by comparisons : “this is like this and is like this and like this AND is unlike that so therefore, this is true. This pattern is often seen in religious texts from the Middle East such as the New Testament where Jesus often makes comparisons with the use of parables or Old Testament biblical allusions.

7. The British Pattern • The British pattern utilizes the linear sequential and non-divergent delivery of information. Like the other patterns, the thesis is in the end. Illustrations, facts and hints directly related to the topic are laid out, sometimes indirectly in a linear fashion and the reader is expected to draw some conclusions WITH the speaker or author as he receives the information, again with the thesis placed at the end, only.

8. The American Pattern • What I playfully call the “Umerican” pattern is very direct in contrast to the British. There are two theses: one at the beginning and one in the end essentially stating the same thing. Introduction and conclusion are mirrors to each other. Much more use of discrete facts occurs. The discourse sounds like this; “I’m gonna tell ya what I’m gonna tell ya. Then I tell you with facts. Then I tell ya what I just told ya” American information organization is much less complex than most world cultures. It is referred to as a “direct and confrontative” style by linguists.

9. Neuroscience and learning • Because of the latest brain imaging capabilities and the latest brain research, some powerful metacognitive information is available to leaders and teachers which can drastically aid the wisdom of your choices and decisions when attempting to lead others.

10. The Triune Brain • The brain has three main switches hard-wired into it. • The most basic and primitive is called the “reptilian brain.” (the red section)This area is where the urges to fight, run, feed or the other “F” reside. When the reptilian portion is excited, the other higher order brain capacities are shut down - Steven Krashen calls this the “affective filter.” • The next area in ascending complexity is called the “mammalian brain,” and it is the “tribal” portion. Here is our social brain. This is the portion that keeps us part of the group: the right walk, talk accent are stored in this portion of the brain. Teens especially feel an influence from this part of the Triune brain: Peer pressure. • The last and most complex is the Neo Cortex where our capacities for higher level thinking reside. Mathematics, the sciences and advanced verbal and writing skills depend on this section of the brain. This area contains the social conscience, and it is where the ability to focus resides.

11. The Amygdala • The Reptilian brain has a structure within it that affects behavior a great deal throughout life and especially the teen years. It is called the Amygdala. It begins growing rapidly at age 14 or so in both boys and girls. In girls this growth incites behaviors such as wider and more rapid mood swings; the desire for more authority as well as sexual risk taking. • In boys the amygdala results in aggressive physical behavior such as that illustrated by the “Jackass” videos series. • These teen or “crazy” behaviors are are only controllable by the neo cortex, and in girls the cortex is done forming around age 20 and boys around age 28. Thus the teen years are doubly jinxed by the amygdala itself and the lack of a fully functioning neo cortex. Parents and teachers are responsible for forming and developing this social neo cortex especially during this time.

12. Review • Culture guides and informs information and communication. • The brain’s wiring guides and informs our capacity to learn, focus, and thus remember.