Copyright Linda B. Caviness, 2001 No duplication of any part of this presentation without permission.

Copyright Linda B. Caviness, 2001No duplication of any part of this presentation

without permission.

Many Voices on the Brain

• Macro-intersystemic thoughtMacro-intersystemic thought• Micro-intrasystemic thoughtMicro-intrasystemic thought• Wholistic thoughtWholistic thought

Macro-intersystemic Voices

Describe brain activity as a phenomenonDescribe brain activity as a phenomenonof its environmentof its environment

Software, HardwareSoftware, HardwareSystemicSystemic MetacognitionMetacognition

BehaviorBehaviorMovementMovementLanguageLanguage

Abstract AnalysisAbstract Analysis

Inferred brain Inferred brain activity from activity from external behavior external behavior and brain and brain malfunctionmalfunction

Micro-intrasystemic Voices

Study brain activity from within the human Study brain activity from within the human unitunitCellsCells

Amino AcidsAmino Acids

QuantificationQuantification

MoleculesMolecules

Smaller cellular systems Smaller cellular systems within more complex within more complex

systemssystems

Wholistic Voices

Cognitive PsychologistsCognitive PsychologistsLinguistsLinguists

Physical AnthropologistsPhysical AnthropologistsPhilosophersPhilosophers

Artificial Intelligence ExpertsArtificial Intelligence Experts

EducatorsEducators

NeuroscientistsNeuroscientistsNeuroanatomistsNeuroanatomists

NeurophysiologistsNeurophysiologistsNeurochemistsNeurochemists

EducatorsEducators

Education-related Neuroscience

Does it provide anything new after all?

A Theoretical-Analytical Study of

Educational Brain Researchas Compared with

E. G. White’s Counsels to Educators

By: Linda B. Caviness

Andrews University

September, 2000

Research Questions

• Themes/principles for instruction from education-related brain science (ERBS)?

• Themes/principles for instruction from E. G. White’s (EGW) writings on education?

• Common themes/principles in education when ERBS is compared with EGW’s principles for education? Differences?

Alignment between Brain Research andE. G. White Principles of Education

0%

20%

40%

60%

80%

100%

EGW : BR BR : EGW

Not AlignedSomewhat AlignedAligned

25%25%

Additional Findings

• Brain, body and heart - integral synchrony• Understanding brain/body states requires

understanding the heart• Relationships - conscious and subconscious

communication• Fractal Postulate - a repetitive pattern exists at

all levels of brain-body-heart function

Theme List

• Body and mind• Senses• Exercise and movement• Health habits• Emotions and

neurochemistry• Music and art• Attention• Social influences

• Plasticity and enrichment• Stages of development

(critical periods)• Making meaning

(connections)• Individualism• Language development• Motivation• Memory

Mind-Body-Spirit

Themes of education-related

neuroscience suggest

integral harmony.

Triad of Wholeness“Three in One”

SpiritualPhys

ical

Mental

Triad of Wholeness“Three in One”

SpiritualPhys

ical

Mental

The Fractal Concept

• Brain science: “Mental, physical, emotional/social”

• E. G. White: “Mental, physical, spiritual”

Triad Relationship

• A Fractal Construct

• Harmonious Function

• Inter- and Intra-dependence

But… What is a fractal?

• Simply stated, a fractal is a pattern that is replicated in a given entity at all levels of form or function.

Benoit Mandelbrot

Sierpinski Triangle

Conscious Thought

Higher Thinking -order

Sensing, Emotion,

Memory

Physical Intake/Output

Social/Emotional/Spiritual

Mental

Physical

Picture Source: Library of Congress

Brain

Body

Heart

Brain

Heart

Body

Men

tal

Emo/Soc/Spiritual

Physical

Soma

Axon

Den

drite

Copyright Linda B. Caviness, 2001No duplication without permission.

Traditional Education

Philosophy“Three Branches of One Whole”

SpiritualPhys

ical

Mental

Postmodernism

Plumping the PyramidPotentiating People

A Fractal for Wholeness

Dr. George Javor

Life and Disequilibration

Copyright Linda B. Caviness, 2001No duplication without permission.

Three Parts of Wholeness

But, a critical need for DISEQUILIBRATION

A Metaphoric Transfer

E = mcE = mc22

EE11 = (m+p+s) S = (m+p+s) S33

Where EWhere E11 is “Educational Potential”; m is “Mentality”; p is “Physicality”; is “Educational Potential”; m is “Mentality”; p is “Physicality”;s is “Human Spirituality”; and Ss is “Human Spirituality”; and S33 is “Service with mental, physical and spiritual focus.” is “Service with mental, physical and spiritual focus.”

Phys

ical

Mental

Spiritual

Serv

ing

Inte

llect

ual

Nee

ds

Serving Social/Emotional/Spiritual

Needs

Serving Physical

Needs

Mot

or In

tegr

atio

nSensory Integration

Conceptual Integration

Plumping the Pyramid, Potentiating People

Copyright 2001Linda B. Caviness

Learning cycle and brain cycle

From James Zull’s The Art of Changing the Brain

1

2

4

3

Cortical Processing

Service Learning for LTP

Sensory Integration

Motor Integration

Conceptual Integration

“Movement is Cognition Expressed.”

--Extrapolated from James Zull, The Art of Changing the Brain

4

23

1

Intrinsic MotivationIntrinsic Motivation

Extrinsic MotivationExtrinsic Motivation

Intrinsic MotivationIntrinsic Motivation

Extrinsic MotivationExtrinsic Motivation

Caviness-adjusted McCarthy ModelCopyright 2001

No duplication without permission

The Fractal in Teaching and Learning

• Divergent learners, but same needs

• Model to insure wholeness in instruction

• Active/Passive learning

• Concrete/Abstract processing

• Extrinsic/Intrinsic balance

• Authentic assessment

Heart - A Significant Factor in Cognition

Not just a recent concept.

More literal than figurative.

History of the Heart

• Ancient times • Biblical literature

Heart in KJV - > 830 times

mind in KJV - < 90• Neurocardiology • Psychophysiology• Earl and Doris Bakken Heart-Brain Research

Institute – Cleveland Clinic, June 2006.

Brain

(mental)

Neurochemistry

Heart

(emotional/social/spiritual)

Body

(physical)

Heart Facts

• The heart contains neuron-like structures--a little brain in the heart.

• Heart’s amplitude is 40-60 times greater than brain’s electrical amplitude.

• Heart unlike all other muscles; generates own electrical energy.

• EMF of heart = 5,000 stronger than brain’s EMF • Heart--a sensory organ. Sends more signals to brain

than brain to heart.• Like the brain, the heart produces neurochemistry.• Heart, Brain and Body--inter- & intra-dependence.

Coherence and Autonomic Balance

The heart rate variability pattern shown in the top graph, characterized by its random jerky form, is typical of feelings of anger or frustration. Sincere positive feeling states like appreciation (bottom figure) can result in highly ordered and coherent HRV patterns, generally associated with enhanced cardiovascular function.

Inhibits cortical function

Facilitates cortical function

A measure of neurocardiac function that reflects heart-brain interactions and autonomic nervous system dynamics.

McCraty & Singer, 2002

Heart Rate Variability is:

Love, Peace, Joy, Trust, Faith

• Increased health• Less stress hormones• Lower blood pressure/heart rate• Higher levels of immunity• Increased survival rate after heart surgery• Longer life

Fear, Apprehension, Distrust

• Lower NK cell levels and immunity• Higher levels of catecholamines

– Sticky blood platelets– Increased clogging potential– Increased oxygen demand

• Greater variations in heart rate/rhythm• More frequent bouts with illness and

hospitalization

40

60

80

100

120

140

160

0 5 10 15 20 25 30 35 40 45 50 55 60

Minutes

Hea

rt R

ate

(BP

M)

Husband During Argument with his Wife

Wife said something that got under his skin

Heart rate remains elevated after argument ends

Amygdala: Emotional Memory

Thalamus: Synchronizes cortical activity

Ascending Heart Signals

© Copyright 2001 Institute of HeartMath

Facilitates cortical function

Inhibits cortical function

Medulla: Blood pressure and ANS regulation

Heart Rhythms >>>

OxytocinAtrial Peptide

DopamineEpinephrineNorepinephrine

Pulse (Biophysical)

ECG (Electromagnetic)

Parasympathetic

Constrict bronchioles

Slow down heartbeat

Increase secretion

Increase motility

Empty colon

Empty bladder

Stop secretion

Sympathetic

Dilate bronchioles

Speed up heartbeat

Secrete adrenaline

Decrease secretion

Decrease motility

Retain colon contents

Delay emptying

Constrict

Secrete saliva

Dilate

gland

Stomach

Bladder

Spinalcord

Sympatheticganglionchain

Parasympathetic

Parasympathetic

Adrenal

CortexCortex

Subcortical AreasSubcortical Areas

MedullaMedulla

RespirationRespirationBlood PressureBlood PressureCardiac OutputCardiac Output

ThermoregulationThermoregulationRenin-Angiotensin SystemRenin-Angiotensin SystemOther InfluencesOther Influences

Heart’s IntrinsicHeart’s IntrinsicNervous SystemNervous System

HormonesHormonesBlood PressureBlood Pressure

SkinSkinArteriesArteriesLungsLungs

HRV PatternHRV Pattern

SYMPATHETICSYMPATHETIC(Very low frequency)(Very low frequency)

PARASYMPATHETICPARASYMPATHETIC(High frequency)(High frequency)

Synchronized electrical activity in the brain and nervous system underlies our ability to perceive, feel, focus, learn, reason and perform at our best.

Getting in Sync

Applications of Heart Rate Variability Analysis:

> Determine the relative balance between the sympathetic and parasympathetic nervous systems. (Friedman, et al. J. Psychosom. Res. 1998)

> Predict increased risk of sudden cardiac death and all-cause mortality. (Tsuji, et al. The Framingham Heart Study. Cir. 1994)

> Indicate fitness levels. (Gallagher, et al, Clin. Auton. Res. 1992)

> Indicate nervous system aging rate. (Umetani, et.al., J. Am. Coll. Cardiol. 1998)

> Assess moment-to-moment changes in autonomic function due to changes in mental or emotional states or stress.(Wood, et al. J. Cardiopulm. Rehabil. 1998)

Conscious/Sub-conscious Communication

• Pheromones

• Oxytocin & Trust Levels - Dr. Paul Zak

• Stereotype Threat

• States of Resilience - Confidence (Belief)

• Teacher/Parent Expectations

• HRV & Effect of Love

0 10 20 30

0.00

0.05

0.10

0.15

0.20

0.25

0.30

Frequency (Hertz)

ECG Frequency SpectrumECG Frequency Spectrum

0 10 20 30Frequency (Hertz)

FrustrationFrustration AppreciationAppreciation( Incoherent ) ( Coherent )

Emotions Produce Different Information Emotions Produce Different Information Patterns in the Heart’s Electromagnetic Patterns in the Heart’s Electromagnetic

FieldField

ECG Frequency Spectra

mV

-0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5

Seconds

Heart-Brain Synchronization Between Two People

PZPZ

CZCZ

FZFZ

Subject 1 ECGSubject 1 ECG

Subject 2 HRVSubject 2 HRV

Subject 2 EEGSubject 2 EEG

1 mV1 mV

1 µV1 µV

600

700

800

900

1000

0 50 100 150 200 250 300

Seconds

mse

c.

Josh and Mabel

© 2004 Institute of HeartMath

Implications for Teaching

• Decreased levels of:– Classroom stress – Test apprehension – Violence in schools

• Improved likelihood of:– Creativity advantage – Knowledge retention– Positive learning environments

Linda Bryant Caviness, Ph.D.

La Sierra University

4500 Riverwalk Parkway

Riverside, CA 92515

909 785-2203

[email protected]

[email protected]