Understanding Mind and Brain

 
 
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Posted August 8, 2012 by Natalie Geld

 
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"Young Student Looks Intently at Viewer Seeking Knowledge"

T

he mind leads – the body follows. Simple, right? Not really. From our first flickering of consciousness, we are taught what to think, not how to think. Unfortunately, most of us know more about our iPhone Apps than about what makes us, and our world tick. Let alone the integral nature of energy.

In the 2008 Towards a Science of Consciousness conference, *Brack and Hill noted that most undergraduate and graduate students in the healing sciences “… admit to distrusting science as any form of guide for working with “real human problems.” And they proposed: “helping to map human problems onto the domain of Quantum Mechanics, Chaos/Complexity theory, and Consciousness offers exciting new perspectives on the human experience.”

Great idea – I propose we grease their wheels before they reach grad school.

Many people, in general, are science phobic, thinking science is something for what’s ‘out there.’ Generally our chemistry, biology and physics courses in primary education (perhaps even secondary and beyond, you tell me) tinker with external forces to reveal process and potentiality; using equations, beakers, elements, a blowtorch, philosophical discussions, or a frog, cat, pig and scalpel. All important explorations and inquiry to be sure.

Patricia Smith Churchland explores the impact of scientific developments on our understanding of consciousness, the self, free will, decision making, ethics, learning, and religion, and issues concerning the neurobiological basis of consciousness, as well as on more technical questions concerning to what degree the nervous system is hierarchically organized, how the difficult issue of co-ordination and timing is managed by nervous systems, and what are the mechanisms for the perceptual phenomenon of filling-in. A professor at the University of California, San Diego and Adjunct Professor at the Salk Institute, Patricia believes that “…to understand the mind one must understand the brain.” Our bodies, our minds and brains are mysterious and fascinating and the perfect ‘tools’ for stimulating curricular relevance, and to show the resonance of science to life.

A science of consciousness and volition… we humans are walking chemistry Labs – Petri dishes for our own human experiments – possibilities awaiting our observation. Great minds are not anomalies. They use their minds differently – consciousness is key. This is our time to begin introducing students to the vital, exciting and challenging domains of the study of consciousness in the brain – of our potentiality.

Supple, fertile minds and brains blossom in the discovery of their potentiality; wither when studies and experiences don’t resonate. Let’s show learners of all ages how powerful they are and leave no brain left behind. Consciousness is the bridge!

To Be The Pinball… or The Pinball Wizard?
That is The Question.There is exciting opportunity for providing a supplement to current science curriculum to include an experiential examination of their personal biological science laboratory – that of their brain, body-wide systems and their consciousness – and this direct connection to all experience, both internal & external.

Let’s bridge the gap! Quality instruction on the science of being human, simplifying our complex mind/body maps and experimenting with their own individual chem labs, will generate improvements for students across the board – including critical thinking, creativity, self-reliance, innovation, and motivation, as well as building a foundation for free thinking – healthier – minds.

How Do We Accomplish This? Develop stimulating supplemental curriculum which springboards from current Science, Humanities, and Math Curriculum — which we can provide to private and public Science Departments. Produce dynamic, entertaining broadcast quality programs that are naturally and emotionally stimulating.  Imagine the ripple effect!


Natalie Geld

 


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