Fig. 1. Father and daughter
From four or five months after conception with the formation of the brain, to the moment of brain death we have the capacity to learn, subconsciously as well as consciously.
Whether through interlopers before birth, in infancy and early childhood, or through family and carers in our last moment, days, weeks, months or years. At both ends of life the Web through a myriad of ways can advise, suggest and inform, and so educate, like never before. While for all the time in between as sponges, participants and students we can access, interact, interpose and interject in an environment where everything that is known and has been understood is presented to us. The interface between person and this Web of knowledge is a fascinating one that deserves close study for its potentially profound impact on what we as humans can do as people and collectively: Individually through, by, with and surfing the established and privileged formal and formal conveyor belt of education through nursery, primary, secondary and tertiary centres of learning. Individually, also through expanding opportunities globally to learn unfettered by such formal education where such established opportunities don’t exist unless hindered through poverty and politics or a lack of communications infrastructure (a robust broadband connection to the Web). And individually and collectively alongside or beyond whatever formal education is provided or exploited by finger tapping into close and expanded networks of people, materials, ideas and activities
Open learning comes of age.
By seeking to peg answers to the role the Web is starting to play, at one end to the very first opportunity, at the micro-biological level to form a thought and at the other end to those micro-seconds at the end of life once the brain ceases to function – and everything else in between, requires an understandings neuroscience and an answer to the question ‘what is going on in there?’ How do we learn?
From an anthropological perspective why and how do we learn?
Where can we identify the origins of knowledge sharing and its role in the survival and domination of homo sapiens? And from our migration from the savannas of Eastern Africa to every nook and cranny of Earth, on land and sea, what recognised societal behaviours are playing out online? And are these behaviours mimicked or to a lesser extent transmogrified, warped or elevated by the scope, scale and speed of being connected to so much in such variety?
A history of learning is required.
From our innate conscious and subconscious capacity to learn from our immediate family and community how has formal education formed right the way through adding reading, writing and numeracy as a foundation to subject choices and specialisms, so momentarily expanded in secondary education into the single subjects studied at undergraduate level and the niche within a niche at Masters and doctoral levels. And what role has and will formal and informal learning continue to have, at work and play if increasing numbers of people globally have a school or university in their pockets, courtesy of a smartphone or tablet and a connection to the Web?
The global village Marshall McLuhan described is now, for the person connected to the Web, the global digital fireplace.
It has that ability to gather people around. Where though are its limits? With how many people can we develop and maintain a relationship? Once again, how can an understanding of social networks on the ground inform us about those that form on the Web? Multiplicity reins for some, flitting between a variety of groups while others have their niche interests indulged, celebrated and reinforced. Is there an identifiable geography of such hubs small and large and if visualised what does this tell us? Are the ways we can now learn new or old?
In relation to one aspect of education – medicine – how are we informed and how do we respond as patients and clinicians?
The journey starts at conception with the mixing of DNA and ends once the last electrochemical spark has fired. How, in relation to medicine does the quality (or lack of), scale and variety of information available on the Web inform and impact upon our ideas and actions the length of this lifetime’s journey At one end, parents making decisions regarding having children, then knowledge of pregnancy and foetal development. While at the other end, a child takes part in the decision-making process with clinicians and potentially the patient – to ‘call it a day’. Both the patient or person, as participant and the clinicians as interlocutors have, potentially, the same level of information at their fingertips courtesy of the Web.
How is this relationship and the outcomes altered where the patient will know more about their own health and a good deal about a clinician’s specialism?
The relationship between the doctor and patient, like others, courtesy of the connectivity and capacity of the Web, has changed – transmogrified, melted and flipped all at the same time. It is no longer them and us, though it can be – rather, as in education and other fields, it can be highly personalized and close.
Can clinicians be many things to many people?
Can any or only some of us cope with such multiplicity? A psychologist may say some will and some won’t, some have the nature for it, others not. Ditto in education. Trained to lead a classroom in a domain of their own, can a teacher take on multiple roles aimed at responding to the unique as well as the common traits of each of their students? While in tertiary education should and can academics continue to be, or expected to be undertake research as well as teach? Where teaching might be more akin to broadcasting, and the classroom or tutorial takes place asynchronously and online as well as live and face-to-face.
Disaggregation equals change.
In relation to one aspect of education in medicine and one kind of problem, what role might the Web play to support patients so that they can make an informed decision regarding the taking of potentially life saving, if not simply life improving, medications? Having understood the complexity of reasons why having been prescribed a preventer medication, for example, to reduce or even eliminate the risk of a serious asthma attack, what is going on where a patient elects, sometimes belligerently, not to take the medication. Others are forgetful, some misinformed, for others it is the cost, or the palaver of ordering, collecting and paying for repeat prescriptions. Information alone isn’t enough, but given the capacity of the web to brief a person on an individual basis, where they are online, what can be done to improve adherence, save lives and enhance the quality of life?
My hypothesis is that a patient can be assisted by an artificial companion of some kind, that is responsive to the person’s vicissitudes while metaphorically sitting on that person’s shoulder i.e. in the ‘Cloud’ and on their smartphone, tablet, headset, laptop or whatever other assistive interface will exist between us and the Web.
Fig. 2. Where it ends … more or less
At a parent’s side when they die is a profound experience. The breathing stopped and a trillion memories drained away. To what degree will this no longer be the case when a life logged digitally becomes a life in part preserved?
Fig.1. I like spirals. Thirty years ago this was just a photo. For me it is an expression of what learning looks like. (I think this is St.John’s College, Boat House – or is it Balliol?)
At the base are the undergraduates, the first years, as you climb the steps you find the second and third years, then the middle common room the MA and D.Phil students while at the top are the lecturers, senior lecturers and professors.
And when you die they raise a flag.
In 1983 (or was in 1982?) this was the epitome of ‘closed learning’ – the Oxford College boat house.
Not so much ‘dreaming spires’ as ‘dreaming spirals’.
- It was a privilege, but like many of these I’ve been either in denial or trying to shake them off for the best part of 25 years.
- ‘Je suis comme je suis, je suis faite comme ca’ (Jacques Prevert)
- And there’s no going back.
I was up at 4.03am. Back to bed at 6.15am. Then up again 20 minutes ago.
- My body was tired, my head continued to buzz.
Regarding ‘Open Learn’ what’s all this fretting about process for?
Have we all forgotten the purpose of research????
Not ‘how?’ but ‘why?’
Why? Why? Why?
We are seeking answers, not trying to construct a bridge across the English Channel with chopsticks and bendy-straws.
Not to get the process right, but to get answers to problems, to find better ways, to understand and share what is going on so that we can act, or not act on it?
Sometimes I read an academic paper and it is all about the process.
Too often I write an assignment and it has to be written to be marked – not to generate ideas. In fact, my finest few hours, a total End of Module Assignment rewrite was a disaster for a set of marks but is my theory and philosophy of what learning is. It was the culmination of months of work, years even. Expressed somewhere like the School of Communication Arts I would have had the attention of eyes and ears.
Fig.2. Submitted as the hypothesis for an End of Module Assignment the grade was catastrophic – it is of the module, but the examiners didn’t have a grid filled with the appropriate crumbs that would permit them to ‘tick the boxes’. (I did submit more than the image, 6ft high and drawn on a sheet of backing wallpaper).
Creativity doesn’t fair well in a process driven system, either in research or in marking assignments.
This isn’t an excuse regarding a grade or the need and value of process drive, guideline controlled, parameter set research, but rather a cry for some ‘free thinking’ the ‘parcours’ of mental agility and expression.
Fig.3 The cliffs below Roche de Mio, La Plagne
There is value in going off piste.
It isn’t even the democratisation of education and knowledge either, it is the Tim Berners-Lee rather than the Google approach to knowledge – i.e. give it away for free.
It is ‘communismization’ – which is a word, however horrible it sounds, I just looked it up.
This moves me onto dwelling on Creative Commons.
If the idea of openness is to give it away for free what is the reward for the author? Recognition as the author. However, I get the feeling that unless it is published some readers think they can help themselves to the ideas and words of others and claim them as their own.
There will always be theft, but as children aren’t we told that for someone to copy your ideas is a compliment?
We need to behave like the children we still are.
But does even that matter in an open society – theft of intellectual property I mean?
If the spreading of the word is all important should any of us give a fig?
If we have a roof over our heads, food and water, electricity to charge the iPad, the BBC … a health service like the NHS what more can we want?
- Better schools.
- Better roads.
- Better weather.
‘Peace on earth and good will to humankind’.
A better word needs to be found for what is meant by ‘communismization’.
Is is just ‘communization’?
- Is it simply ‘open’?!
- ‘Open’ might do.
As the air we breathe …
P.S. I worked the season in Val d’Isere in my gap year and returned a decade later and stayed in La Plagne from December to May researching a book and a couple of documentaries for Oxford Scientific Films. None saw the light of day, though after several weeks thinking about it I came down that cliff face. I made a big mistake by slowing down at the edge and nearly didn’t have enough distance to clear the rocks. I no longer have a death wish. And it wasn’t even fun. It focused the mind though. In fact, the best way to stop yourself thinking about other stuff is to take such risks. Racing Fireballs in the English Channel has its appeal – I have a tendency to end up in the spinnaker or under the hull though.
- Web Inventor Tim Berners Lee Shares £1m Prize (news.sky.com)
- Fostering Creativity – The Use of Open Educational Resources (classroom-aid.com)
- Tim Berners-Lee: The Web needs to stay open, and Gopher’s still not cool. (boingboing.net)
- Tim Berners-Lee: ‘You can do anything with a computer that you can imagine’ (venturebeat.com)
- Inventor Sir Tim Berners-Lee says web neutrality crucial (radionz.co.nz)
- What I wish Tim Berners-Lee understood about DRM (guardian.co.uk)
This completes the Masters Degree. I graduate on Saturday 27th April 2013
Currently (March 2013) I am taking H809 as a bridge towards doctoral research or professional consultancy. Complete in June 2013.
I joined the #H817open MOOC for one component of this module. I will register for 2014
- Why skiing is my metphor for life and learning (mymindbursts.com)
- Martin Weller and the MOOCers (mymindbursts.com)
- Openness in Education WK1 MOOC (mymindbursts.com)
- Making swim coaching a tad easier with SwimTag (mymindbursts.com)
- How to visualise learning – think Lava Lamps! (mymindbursts.com)
- How more deeply embedded is a visual memory if you crafted the drawing or painting that is the catalyst for its recall. (mymindbursts.com)
- No. 5 aha moment: the Web as a universal standard (downes.ca)
Sequence showing my conceptions of the shift in learning.
From traditional top down, to horizontal and collaborative and what’s goes in in the human brain – the interaction between different parts of the brain.
However, whilst this might be an expression of traditional classroom based teaching, through to collaborative Web 1.0 and the semantic Web 2.o as I have illustrated before, the reality is that all of these approaches are going on simultaneously: we still have, and benefit from top down learning – being told or shown stuff, there is collaborative learning, more so in certain subjects.
The second line suggests how things are changing: traditional learning being tipped on its head and on its side or at various angles as an institution, or policy changes, due to the influence of the teacher or because of the subject.
Horizontal learning from siblings, friends, family and extended family – always there in the past goes into hyper-mode as we can connect with ease with many of these people making every day like a family event if you so choose, following and joining in with the antics of others or sharing thoughts on school and life. I should add unconscious learning too – asleep, that sorting process we go through when we dream.
I doubt, from what I am coming to understand about neuroscience, that activity in the brains is greatly different or increased courtesy of the Internet or that stimulation has increased – this is for various reasons: our brain gets bored with the familiar, we turn off, we filter, we select. There is a limit to how much can be process. We give up other things to engage online – though I wouldn’t think giving up ogling at the TV all evening is any loss – the average viewing in the UK is 4 hours a day? Really!!
Open Learning is the last image in the bottom right hand corner – a lot going on, a good deal of connectivity.
But not less perhaps than living in a close, frenetic, village community – more akin to how we lived thousands of years ago with the world at our doorstep rather than our being squirreled away as we now are.
Informal learning (circles look good, or a hub)
Neuroscience for Dummies (a great intro to the subject, I recommend it!)
Put it all together – as your brain does in sleep, and as occurs anyway as you daydream in class or have a parent help you with homework …
Open Learn is kindle in the fire … it stokes it up, motivating, demotivating and distracting. Key is the continued connectivity to friends and family wherever they may be. That ‘hub’ of activity you may get after a family holiday or gathering can be with you in your pocket to support and advise.
Is this what Open Learning looking like? More of what we’ve always had, but now, if you want him, your grandfather can sit on your shoulder all day – in our family my brother would have been asking advice on car maintenance, I would have been quizzing him on first hand detail of the war. Cousins often get briefings from my father-in-law a retired Oxford Philosophy Tutor.
And now, courtesy of all learning online, open and formal, the action really gets going. Or does it? Is it not simply replacing something else? The very active person in clubs, societies, in a large extended family and so on would be getting this anyway?
This second A2 sheet works with Vygotsky and Engestrom and the idea of how we construct knowledge in a context.
The second image shows the familiar Activity System, an expanded version of how Vygotsy expressed how we learn. The activity system has six interacting components: subject and object, mediated by tools or artefacts, rules, community and division of labour. Enegstrom’s next generation expression of the Activity System is to show two systems interacting, the key here being the interaction of two objects or outcomes to produce a third.
This model is manageable, with set links between the components.
‘In the field’ it is possible to allocate roles to people or departments, to kits and guidelines but then on the second line you start to consider how many activity systems are connected. However, it is no longer simply the case that there is one point of contact – this drive to an outcome or objective.
Already authors wonder if Activity Theory (I have the reference I’ll dig it out for you) can no longer apply, that it has melted.
The middle image in the middle of the bottom row circumvents the set connections to indicated that everything can interact with everything else. Feed this into a multitude of Activity Systems (the final diagram in the bottom right) and you see what complexity is created – the suggestion being that the there is more direct connecting between people with no mediation factors or systems. This assumes that there are no gatekeepers or other barriers, but increasingly, in tertiary education you may find yourself in a discussion alongside the biggest names in your field, whether you are an undergraduate, postgraduate or doctoral student, no matter what institution you are signed up to.
In fact, it is far more open than that of course – by chance or because of an enthusiasm or wish to connect anyone in theory can connect with anyone else – or at least with those who are taking part.
Some 4% of the population in Great Britain who by all accounts should be digital residents don’t event visit – there lifestyle choice is not to use the Internet, just as in the past people may have chosen not to have a TV. Another13% don’t have access at all – no connection, no kit, no space or place to use kit that is shared. And this is the UK. So Open Learning, though not exclusive, cannot be called universal.
Of course, being a purist, if you’re interested in Vygotsky you need to study him in Russian. Now where is there an Open Learn course on Russian?
Models work, as do metaphors, but with the digital world are all such models melting like sheet ice in a warming climate? Merged and blurred like so much ink dripped into a digital ocean?
Though Engestrom sees this as things and institutions, I like to see two people here, say an Art Director and Copywriter working together to solve problems. Two heads better than one and all of that. Any psychologists out there might offer me person to person models as alternatives.
And how many institutions can and do interact? Think of a $100m movie. Think of planning the Olympics. Think of six people with different skills and experiences working together.
Is this what Open Learning looking like?
At what point does the model break down?
Become redundant? Even ideas of ‘learning from the periphery’ (JS Brown and Duguid) falls apart if there is no centre, and no periphery, if everyone is equally ‘linked in’ with no degrees of separation at all, where you are anyone else’s father, brother or son. (mother, sister or daughter).
Engestrom ends up using the metaphor of a Mycorrhizae fungi growth such as this. I also found this rather beautiful image. But can art therefore fool? Something beautiful that is attractive and persuasive may not acutally be representative of the ‘truth of the matter’ – but what is?
Mycorrhizae = the real thing (apologies to the originator, when I can find the reference I will add it)
Which has me thinking of something more fluid, like the water cycle (think digital ocean into the could, then back again)
And in a system, as something more dynamic, with patterns behind the chaos.
In which case, to my mind, Open Learn and e-learning is like global warming to the climate – it is simply putting more energy into the system. Just re-annotate the above (which I will eventually get round to doing).
And if this doesn’t make your brain hurt or your jaw drop take a look at this:
and click on ‘Powers of Ten’ which is, I feel, evocative of Open Learning too – scalable from the micro to the infinite.
Engestrom, Y Various. I recommend ‘From Teams to Knots’
Vygotsky, L (1926 if you want it in Russia, 1974 for the first translations into English)
Rebecca Eynon from the OII for ‘Mapping the Internet’ stats on GB Internet use.
(I’ll flesh this out in due course. There are a dozen references related to the above. But this is Open Learning. You get my thoughts on this in all its various drafts).
- Openness in Education WK1 MOOC (mymindbursts.com)
- Inter-life, Young People and Activity systems (mymindbursts.com)
- OLD MOOC 2013 – Why Activity Theory needs to be seen, not itemised, to have any chance of being understood (mymindbursts.com)
- “More Complex Than the Milky Way?” –Project ‘Blue Brain’ and New Insights into the Biochemical Makeup of the Human Brain (dailygalaxy.com)
- Martin Weller and the MOOCers (mymindbursts.com)
- Has education come full circle? (jmajor.org)
- Who would you invite to an e-learning dinner party? (mymindbursts.com)
Woman also have ‘Loose Women’, surely the female version of ‘Top Gear’. But do men have an equivalent of ‘Woman’s Hour’ or are we supposed to get that from GQ or Esquire magazines 😦
I don’t make a point of listening to Woman’s Hour, but as I’m at home and have done years on and off as househusband it becomes a regular feature of the day. The radio goes on in the kitchen and in the car. I need to be in one or the other.
Is ‘Woman’s Hour’ a party broadcast for the female gender or fascinating issues presented in a radio magazine that mix topicality, with feature and fiction?
Actually it was this late Friday morning I was running out in the car to walk the dog on the South Downs.
Friday 8th March is one you need to download before it comes off air in a few days time.
Fig. 1 Listing on BBC Website – you’ve got 4 days within which to download this.
- Women Coaches -(worth keeping)
- Alice Walker – author of the Color Purple (very worthwhile)
- Vicki Price and the law
- Women in parliament – could they job share?
The one that had me stop what I was doing …
Loss of a mother
I’m the boy whose favourite place as an infant was on my Mum’s hip and as I gew up on the kitchen counter learning to cook, taking her tuition as an art teacher (MA in Fine Art from University of Durham). Our parents split up when I was eight and she only remarried in her 60th year. She died a few months ago.
Fig. 2 Women’s Hour, Friday 9th March 2013 A 43 minute programme.
On loss of Mothers – if you only have 12 minutes sping through to 00:30:00
What is the impact of losing a mother?
What is happening here and why?
Paul Mcartney was 14 when his Mum died of a brain tumour. If he had a time machine he would go back and spend time with her.
A speaker Jane Tilly about her mother when she died when she was 17.
At significant transition moments, having no one to share it with.
A role model
Maureen Fearon – Therapsit
Lucy Gannon (Playwright, television writer, plays, shortsand ‘Soldier, Soldeir’ and producer)
- Lucy’s Mum died when she was eight.
- Know who you are, what diseases you’ve had, so you lose some of your identity.
- Children need to know that they are at the centre of someone’s world so that they know they are
- Your life is going on, try to get continuity.
- You lose your place in the world – she was in care though.
- Keep that child in the centre of the world they know.
- Her mum died when she was 29.
- Look at the grandparents, look at the average, and she’s going to be at least that = 89/90.
- Deeply tearful because of trigger music.
- That overwhelming, ‘I want my Mum’.
- Smells. Going through the tough times in life. Through challenging times that smell comes and floats away. When there is no smoke there. In our minds, or where it is.
- Took 12 years of real pain, neurolinguistic exercise … did it once and fixed.
The mention of how the mind brings back smells is intriguing.
Maureen Fearon is a therapist, not a neuroscientist. There is a phenomenon where we see people we love who we have just lost, it might be the end of a close relationship or the death of someone close – our mind sees them in other people. I relate to this idea of lucid reconstruction of specific smells.
Fig. 3. From ‘Neuroscience for Dummies’ – not as stupid as it sounds!
I can, give me a moment, smell the mothballs in my late grandmother’s spare bedroom, and while she smoked them the Benson and Hedges cigarettes which surely made her knitting honk? Other smells I can call up include the silt and rotting fish heads of Beadnell Harbour in the 1960s … and a Christmas tree, and Christmas Pudding, marshmallows roasted on an open fire, melting butter on toast with Old English Marmalade … and our pet dog as a child, Morag the black labrador, wet and warm from being out in the rain …
My Mum’s parents where 83 and 96 when they died, so an average might have been 90?
She died a few months ago age 81. She had planned to beat the Queen Mum. We all thought she’d do so. But as my even later grandfather kept saying having reached 90, ‘I don’t mind when I go, I’ve had a good innings’. He was in his 97th year – we thought he’d make it to a hundred, but at trip to the Western Front to mark the 75th anniversary of the Battle of Paschendaele where he had served as a machine gunner had left him ill (and heart broken).
Fig. 1. Looks a like a good read
I’m starting to read papers on neuroscience that result on my starting to use my hands and fingers as I read, even reading and re-reading phrases and sentences out loud as I try to ‘get my head around it’. (A search in the Open Universal Online library for ‘hippocampus rats memory’ brought me to the above.
This is the kind of thing from the abstract:
The nucleus accumbens shell (NAC) receives axons containing dopamine-b-hydroxylase that originate from brainstem neurons in the nucleus of the solitary tract (NTS). Recent findings show that memory enhancement produced by stimulating NTS neurons after learning may involve interactions with the NAC. However, it is unclear whether these mnemonic effects are mediated by norepinephrine (NE) release from NTS terminals onto NAC neurons. (From Kerfoot & Williams (2011:405)
On the other hand, when I read this I think I’ve taken it too far. Like the skier who watches with admiration as someone comes down a gully but would never do it themselves.
The A2 neurons are activated during times of heightened arousal by the release of glutamate from vagal nerve fibers that ascend from the periphery to the brainstem (Allchin et al. 1994; King and Williams 2009). Highly arousing events increase epinephrine secretion from the adrenals and facilitate binding to b-adrenergic receptors along the vagus nerve (Lawrence et al. 1995) that in turn, increase impulse flow to brainstem neurons in the NTS (Lawrence et al. 1995; Miyashita and Williams 2006). Epinephrine administration, stimulation of the vagus nerve or direct infusion of glutamate onto A2 NTS neurons are all known to significantly potentiate norepinephrine release within the amygdala and hippocampus (Segal et al. 1991; Liang et al. 1995; Williams et al. 1998; Izumi and Zorumski 1999; Hassert et al. 2004; Miyashita and Williams 2004; Roosevelt et al. 2006). (From Kerfoot & Williams (2011:405).
Fig. 2. Neuroscience for Dummies (Frank Amthor 2012) L5704
This is the bold step I’ve taken, not having to reading papers on neuroscience but feeling the need to do so. I’ve had three years of considering the theory behind learning, now I want to see (where it can be seen) what is happening. Papers rarely illustrate. What I want are papers with photos, charts, and video clips, with animations and multi-choice questions, then a bunch of contactable folk at the bottom to have a conversation with.
Figure 2 will have to do for now, though having got through ‘Neuroscience for Dummies’ I’m ready for the sequel ‘Neuroscience for the Dolterati’.
To understand how the nervous systems works, according to Professor Frank Amthor I need to know how neurons work, how they talk to other neural circuits and how these circuits form a particular set of functional modules in the brain. Figure 2 starts to do this. (Amthor, 2012. Kindle Location 323)
What is going on here?
If I understand it correctly there is, because of the complexity of connections between neurons, a relationship with many parts of the brain simultaneously, some common to us all, some, among the millions of links, unique to us. Each neuron is connected to 10,000 others. To form a memory some 15 parts of the brain are involved.
Learning is situated, much of it we are not aware of.
There is a multi-sensory context. Come to think of it, while I was concentrating I got cramp in my bum and right thigh perched as I am on a hard kitchen chair, and the lingering after taste of the cup of coffee I drank 45 minutes ago. I can hear the kitchen clock ticking – though most of the time it is silent (to my mind), and the dog just sighed.
Does it matter that my fingers are tapping away at a keyboard?
Though second-nature touch-typing it occupies my arms and hands and fingers which could otherwise be animated as if I were I talking. Would this in some way help capture the thought? I am talking, in my head. The stream of consciousness is almost audible. It was a couple of sentences with a few new acronyms involving an image I have in my head on what neurons, synapses and axons looks like.
What would happen where I to use a voice recorder and speak my thoughts instead?
By engaging my limbs and voice would my thinking process improve and would the creation of something to remember be all the stronger.
I’m getting pins and needles/cramp in my right leg. Aaaaaaaaaaagh! Party over.
The question posed is often ‘what’s going on in there?’ referring to the brain. Should the question simply be ‘what’s going on?’
My eyesight is shifting. In the space of six months of moved to reading glasses. Now my normal glasses are no good either for reading or distance. Contacts are no use either. As a consequence I’m getting new glasses for middle distance and driving. The solution with the contact lenses is more intriguing.
To correct for astigmatism and near or short sightedness I am going to have a one lens in one eye to deal with the astigmatism and a different lens to deal with the short sightedness in the other. My mind will take the information from both and … eventually, create something that is sharp close up and at a distance. This has me thinking about what it is that we see, NOT a movie or video playing out on our retina, but rather an assemblage of meaning and associations formed in the brain.
I will try these lenses and hang around, wander the shops, then return. I am advised that I may feel and appear drunk. I can understand why. I could well describe being drunk as trying to navigate down a path with a microscope in one hand and a telescope in the other while looking through both. I feel nauseous just thinking about it.
So ‘stuff’ is going on in the brain.
These days the activity resulting in the brain figuring something out can, in some instance and to some degree, be seen. Might I have an fMRI scan before the appointment with the optician? Might I then have a series of further scans to follow this ‘re-wiring’ process.
I need to be careful here, the wrong metaphor, however much it helps with understanding may also lead to misunderstanding. Our brain is organic, there are electro-chemical processes going on, but if I am correct there is no ‘re-wiring’ as such, the connections have largely existed since birth and are simply activated and reinforced?
Fig.3 . Synaptic transmission
Any neuroscientists out there willing to engage with a lay person?
What would observing this process of unconscious learning tells us about the process of learning? And is it that unconscious if am I am aware of the sensations that have to be overcome to set me right?
Kerfoot, E, & Williams, C n.d.(2011), ‘Interactions between brainstem noradrenergic neurons and the nucleus accumbens shell in modulating memory for emotionally arousing events’, Learning & Memory, 18, 6, pp. 405-413, Science Citation Index, EBSCOhost, viewed 7 March 2013.
Amfor, F (2012) Neuroscience for Dummies. Cheat Sheet. (for the time challenged)
- Our brains, and how they’re not as simple as we think (3quarksdaily.com)
- Brain Activity Mapping: What is it and why is it important? (momentumblog.bcm.edu)
- The left brain is rational, and other lies you’ve been told about neuroscience (io9.com)
- fMRI Scan Detects Mental Pictures (fastcompany.com)
- Study: Mental picture of others can be seen using fMRI (rdmag.com)
- What is consciousness? A scientist’s perspective (thebrainbank.scienceblog.com)
- Gatekeeper nerve cells explains the effect of nicotine on learning and memory (sott.net)
- How Love Grows in Your Body (blogs.berkeley.edu)
- Essentials of the gut-brain connection: Vagus nerve anatomy (midwestprs.com)
- How electrodes in the brain block obsessive behaviour (newscientist.com)