The brain and its ever-evolving truths
Don B.A. Vitucci
Theories of Teaching and Learning
Dr. Edith Molinier
October 9, 2014
The purpose of this research is to become familiarized and conversant with the anatomy and physiology of the brain or more specifically, to evaluate the research, selecting an element within the research, and assimilate it to an analogous personal situation. The contextual format will include learning, needs, and discovery, congruently based within my personal livelihood, life in general, or family relationships. The brain and its ever-evolving truths
Dr. James Zull, professor of biology and biochemistry, at Case Western University states, "Learning is physical. Learning means the modification, growth, and pruning of our neurons, connections-called synapses, and neuronal networks; through experience...we are cultivating our own neuronal networks" (Williams, 2012, p. 25). The fully developed brain comprises practically 98 percent of the body’s neural tissue (Martini, 2006, p. 452). From 2006 through 2011, the sciences were my life. Through anatomy, physiology, chemistry, biology, and clinical practices, I made many discoveries. In this first week, Eric Jensen’s, “Theories of Teaching and Learning” prerequisite was a re-acquaintance with subject matter referring to the anatomy and physiology of the brain. Consequently, I could not help, but go to my library of academic and medical textbooks; in particular, books relating to the embryonic development of the brain, psychology of the brain, and the anatomy and physiology of the brain. After, viewing power points, PDF documents, online tutorials, and neuro-scientific reports by the many, I concur, the brain is the most complex 1.4kg mass of neural tissue on earth. Despite, the deluge of related material in-route to finding the personal element became simple, when I downloaded Eric Jensen’s, “Teaching with the brain in...
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