Sustainability _ in the synapses

1. Sustainability _in the synapses NEUROPLASTICITY andTRANSFORMATIVE LEARNING Daniel J. Glisczinski |University of Minnesota Duluth | dglisczi@d.umn.edu

2. Briefly, recent brain research is suggesting Transformative experiences transform not only one’s perspectives, but also one’s brain’s physiological wiring and subsequent cognitive predisposition to “negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically assimilated from others—to gain greater control over our lives as socially responsible, clear-thinking decision makers” (Mezirow, 2000, p. 8). Transformative learning theory’s cognitive models of how perspectives are transformed appear to correspond withthe brain’s anatomy and function, physiologically supporting “revision of previously unquestioned perspectives and assumptions based on critical reflection and critical self-reflection, leading to more open, permeable, and better justified perspectives” (Cranton, 2009, p. 2).

3. Question Vitamin C (antioxidant) Natural sugars (food for thought) Round shape (for juggling) All of the above Why are oranges good for your brain?

4. Answer Vitamin C (antioxidant) Natural sugars (food for thought) Round shape (good for juggling) All of the above Juggling is good for your brain.

5. Finding: Juggling develops brains According to Nature (2004) • Randomized sample of non-jugglers • Control group: • no juggling • gray matter stable • Experimental group • learned to juggle • gray matter increased as continued juggling Implication: experiential learning that involves sensory, reflective, analytical, and motor foci is positively correlated with neuron growth

6. Neurons: the physical embodiment of knowledge An adult human brain contains approximately 100 billion neurons (Jenson, 2005; Sousa, 2006).   Neurons form networks that are the physical embodiment of knowledge (Zull, 2006). “Every fact we know, every idea we understand, and every action we take has the form of a network of neurons in our brain” (Zull, 2002, p. 99). “Neurons are sensitive and observant. They pick up on signals and send them to other neurons” (Zull, 2002, p. 96). Experience first activates such sensitive exchanges between neurons and then triggers the creation of new brain cells and synaptic communication (Jensen, 2005).

7. Question • Cognitive neuroscience • Neurosponteneity • Neuroplasticity • All of the above What is experientially-based brain cell growth called?

8. Question • Cognitive neuroscience • Neurosponteneity • Neuroplasticity • All of the above What is experientially-based brain cell growth called?

9. Defining Neuroplasticity Developing the brain’s neuronal networks through experience or Experientially shaping and rewiring brain structure and function at the neuronal level after which the brain is substantively changed. (Jensen, 2005; Sylwester, 2005; Zull, 2006)

10. Visualizing Neuroplasticity(slides of neurons taken at intervals into a Brain enrichment program) 0 months 3 months 6 months visualizing neuroplasticity: unlimitedbrain.com

11. Questions • > • > • > Which of these neuronal networks would seem best prepared to support and sustain perspective taking, critical reflection, rational discourse, and informed action? For what reasons?

12. neuron axon synapse Synaptic Sustainability New experiences connect the brain’s neurons via networks of axons and synapses These are the physiological embodiment of thought (and new habits of mind) As these neuronal networks are physiological, they serve by sustaining further transformed action (Jensen, 2005; Sylwester, 2005; Zull, 2002)

13. Question • Mezirow’s Transformative Learning Stages • Herber’s Transformative Education Quadrants • Kolb’s Learning Cycle • A synthesis of the above What experiential framework appears to be emerging from cognitive neuroscience in support of sustainable brain development via neuroplasticity?

14. Question • Mezirow’s Transformative Learning Stages • Herber’s Transformative Education Quadrants • Kolb’s Learning Cycle • A synthesis of the above What experiential framework appears to be emerging from cognitive neuroscience in support of sustainable brain development via neuroplasticity?

15. Experiential Learning Cycles • via • ∆ transformative learning cycle (Mezirow, 1978/1991; Herbers, 1998) • qexperiential learning cycle (Kolb, 1984) • whole-brained learning cycle (Zull, 2002) • ∆ committed action • q active experimentation • motor cortex action • ∆ rational dialogue • q abstract conceptualization • frontal integrative cortex analysis • ∆ disorienting dilemma • q concrete experience • sensory cortex stimuli • ∆ critical reflection • q reflective observation • temporal cortex reflection

16. Question • They appear to be delightfully related, as viewed through the lens of • disorienting dilemmas (or trigger events), • critical reflection, • rational dialogue, • and committed action. So what? What then are the apparent relationships between cognitive neuroscience and transformative learning theory?

17. Physiology of disorienting Dilemmas/Trigger events The juxtaposition of unfamiliar, concrete, and conflicting sensory data through the brain’s sensory cortex upon one’s existing neuronal networks may serve as the biochemical trigger for cognitive dissonance and disorienting dilemmas IMPLICATION:Events that don’t reflect one’s existing neuronal networks provide an important opportunity to develop new neurons (via neuroplasticity) that can serve as physiological starting points for new understandings. This happens though juggling new stimuli.

18. Physiology of Critical Reflection The brain’s sensory cortex, according to Zull (2002), sends sensory impressions to its temporal cortex for decoding and reflective meaning making. IMPLICATION:The temporal cortex is where the brain reflects on sensory impressions and assigns meaning to events. This premise reflection enables individuals to construct new meanings of events, where these meanings can be weighed for significance, then held, approved, or rejected as would a juggler. Doing so constructs complex and significant meaning networks between the brain’s neurons.

19. The frontal integrative cortex, according to Zull (2002) “is responsible for problem solving, making decisions, assembling plans for action, and making judgments and evaluations” (p. 21). It is the frontal integrative cortex that works to rationally process the meaning made by the temporal cortex, based upon data from the sensory cortex. Physiology of Rational Dialogue IMPLICATION:The frontal integrative cortex appears to be the site of rational dialogue regarding the meaning schemes and habits of mind that one discovers through disorienting trigger stimuli and critical reflection. As one’s frontal integrative cortex engages in the complex work of critical self reflection, neuronal pathways are, by virtue of neuroplasticity, likely activated and augmented to engage in further complex cognition through what Jensen (2008) called “rewired and remapped” brain structure (p. 410). In light of rewired and remapped meaning schemes, individuals become prepared and committed to act on their transformed habits of mind.

20. Committed, emancipatory action is directed by one’s brain’s motor cortex, which, according to Zull (2002) “directly triggers all coordinated and voluntary muscle contractions by the body, producing movement. It carries out plans and ideas originating from the front integrative cortex including the actual production of language through speech and writing” (p. 22). This, Zull (2002) explained, “matches with the necessity for action in completion of the learning cycle. Active testing of abstractions requires conversion of ideas into physical action or movements of parts of the body” (p. 22). Physiology of Committed Action IMPLICATION:As individuals intentionally sojourn into environments that trigger disorientation, require critical reflection, enable rational dialogue, and demand committed action, the motor cortex is the cognitive region that controls conversations and interactions that enabled them to experience the full cycle of perspective transformation from its beginnings in disorientation to its fruition in emancipatory action. Continued committed action appears to, through neuroplasticity, further rewire the brain’s neuronal networks and synaptic junctions that sustain transformed habits of mind.

21. Experiential Learning Cycles • via • ∆ transformative learning cycle (Mezirow, 2000; Herbers, 1998) • qexperiential learning cycle (Kolb, 1984) • whole-brained learning cycle (Zull, 2002) • ∆ committed action • q active experimentation • motor cortex action • ∆ rational dialogue • q Abstract conceptualization • frontal integrative cortex analysis • ∆ cognitive dissonance • q concrete experience • sensory cortex stimuli • ∆ critical reflection • q reflective observation • temporal cortex reflection

22. To end at the beginning, recent brain research is suggesting Transformative experiences transform not only one’s perspectives, but also one’s brain’s physiological wiring and subsequent cognitive predisposition to “negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically assimilated from others—to gain greater control over our lives as socially responsible, clear-thinking decision makers” (Mezirow, 2000, p. 8). Transformative learning theory’s cognitive models of how perspectives are transformed appear to correspond withthe brain’s anatomy and function, physiologically supporting “revision of previously unquestioned perspectives and assumptions based on critical reflection and critical self-reflection, leading to more open, permeable, and better justified perspectives” (Cranton, 2009, p. 2).

23. Question • What are your observations? • What else are you thinking about? • Share comments, questions, discussion please. What appears to be the relationship between juggling disorienting trigger events, neuroplasticity, and transformative brain-based learning?

24. Sustainability in the synapses NEUROPLASTICITY andTRANSFORMATIVE LEARNING Daniel J. Glisczinski |University of Minnesota Duluth | dglisczi@d.umn.edu