Thank you Paul, it gives a feeling of freedom to read that <br>
"The brain actually does quite well with failure" and <br>
to know that " we have an unlimited potential to learn" <br>
<br>
--- Orjinal mesaj ---<br>
From: <EVERETT813@aol.com><br>
To: <OSLIST@LISTSERV.BOISESTATE.EDU><br>
Cc: <br>
Sent: Mon Aug 09 22:08:14 EEST 2004<br>
Subject: Re: conscious of evolution or Brain 101<br>
<br>
<br>
?Moreover, there is no way back to the old dance.? (Funda Oral)<br>
<br>
Funda:<br>
<br>
if only everyone understood.<br>
<br>
Phil<br>
<br>
Phil- it is like how we learn swimming or walking...understanding is possible <br>
as we experience and live.<br>
<br>
OST may encourage us to try, to face chaos... to jump into the water so we <br>
can create something original and new.<br>
<br>
Funda Oral<br>
<br>
<br>
Funda,<br>
<br>
Actually, you are more accurate than you may know. The way one learns to <br>
walk, or to do anything you can put the words "how to...." in front of, viz. how <br>
to talk, how to drive a car, etc., etc., is the same for all human beings. <br>
To understand this, one needs to know that the job of the brain is to keep the <br>
organism alive and viable in the environment in which it finds itself. To <br>
do that, it has to learn. The brain learns by doing the following:<br>
<br>
1. Setting an intention to learn (may be conscious or unconscious).<br>
2. Developing an hypothesis about the method to perform the task (the <br>
"how-to").<br>
3. Putting the hypothesis to the test by trying and usually failing.<br>
4. Adjusting the hypothesis and testing again, usually failing.<br>
5. Continuing to adjust the hypothesis until some semblence of success is <br>
achieved.<br>
6. Continuing to refine that process until suitable success has been <br>
achieved.<br>
<br>
In so doing, the brain develops a physiologically-existing dendritic network <br>
of cells all connected up and which become denser the more that pathway is <br>
used. Once you have learned to drive a car (most of us can remember some of the <br>
trauma and errors around that experience) you no longer have to think about <br>
it consciously but can relegate the process to the network in your brain; the <br>
process and mechanics of driving no longer require your focussed attention and <br>
you can then chew gum and drive at the same time. Even listen to the radio <br>
and not run off the road. Not to mention hold a conversation. :)<br>
<br>
Few, if any people remember it, but you learned to talk in the same way. <br>
Your brain was born able to deal with all the sounds of the world. Depending <br>
on which culture and language you were born into, those were the sounds your <br>
ears heard and the brain tried to make sense of (the brain's job, remember, <br>
making sense of the world to survive). Your brain was bathed in meaningful sound <br>
by your parents, family and the culture around you. Pretty soon, you began <br>
making sounds of your own and one day you chanced on "Ma-ma" or "Da-da", or <br>
the equivalent in your language, and the environment went nuts. Wow!! Better <br>
do more of that because I got lots of hugs and kisses. And, so it went, <br>
trying and failing, getting feedback that the sound you tried had no meaning and <br>
then, getting strong, positive feedback when you were successful. That's how <br>
your brain built the network for talking in your language. And not some <br>
other language. Furthermore, you lose the ability to make certain sounds, <br>
again, depending on the language.<br>
<br>
You can probably develop some principles from the above sequence, one being <br>
that failure is one of the primary methods for learning. The brain actually <br>
does quite well with failure. It's the ego that is the problem. That's <br>
another subject. <br>
<br>
OS rarely fails, but sometimes it can be better than others, maybe call it a <br>
limited success? That's opportunity knocking for learning. The army calls <br>
this AAR, After Action Review, so they can close up the learning loop. Very <br>
sharp practice.<br>
<br>
There is a reading process which uses the above to develop fluent readers <br>
99.5% of the time and to correct poor readers (those with small errors in their <br>
dendritic pathways of the brain for reading) or teach those who never learned <br>
to read at all to read as fluently as they talk. The stats are that 99% of <br>
those people learn to read correctly and as fluently as they talk. The time <br>
required is about 10 tutor hours per grade level gained for adults, sometimes <br>
much shorter for those with only small reading pattern errors, and around 12-15 <br>
hours for children, who have less experience of the world and hence, a lesser <br>
spoken vocabulary. <br>
<br>
Too much to explain here but.....it does work, and the schools won't hear of <br>
it because it requires them to abandon most of what they think they know about <br>
teaching reading. So, they continue to produce 25%++ functionally or <br>
totally illiterate students while all the time 'blaming the students' for not <br>
learning. (The students have ADD, ADHD, dyslexia, psychological disorders, etc., <br>
etc., and etc., all excuses they use to explain their failure to teach ALL the <br>
students to read, or do math). That's a large rant, so I'd better stop.<br>
<br>
Paul Everett <br>
<br>
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