WHY NEUROBIOLOGICAL FINDINGS
SHOULD FIND APPLIANCE IN THE
FIELD OF EDUCATION
Iris Mariella Petauer1, Barbara Sabitzer2
1,2Alpen Adria Universität Klagenfurt
iris.petauer@gmx.at ,
barbara.sabitzer@aau.at
AAU.AT
Iris Mariella Petauer, Barbara Sabitzer
1
INTRODUCTION
• More and more research on the human brain
• Valuable to both medical AND teaching sector
Iris Mariella Petauer, Barbara Sabitzer
2
FROM NEUROBIOLOGICAL BASICS TO
NEURODIDACTICS
• Human brain is optimized for learning
• Neuroplasticity is the brains ability to
reorganize itself and to continually form new
neural connections
• Learning means creating new or strengthening
existing synapses
• Repetition in general is good for learning
processes
Iris Mariella Petauer, Barbara Sabitzer
3
Iris Mariella Petauer, Barbara Sabitzer
4
• Thalamus monitors the information coming
from the outside, hypothalamus monitors the
internal systems
• Amygdala has an important part regarding
emotions
• Hippocampus takes a major role in learning
through consolidating and converting
information
Iris Mariella Petauer, Barbara Sabitzer
5
THE ROLE OF EMOTIONS IN
EDUCATION
• Every learning success leads to a feeling of joy
• Learning is inseparably connected with
emotions
• Emotions can cause a very quick and
permanent change in the brain and its
structures
• Impact is deeper and more lasting in a child’s
brain
Iris Mariella Petauer, Barbara Sabitzer
6
Negative emotions, learning and the brain
• Brain is able to store particularly good or bad
experiences as single episodes
• Emotions are able to influence the learning
process
• Experienced fear creates a cognitive pattern,
allows for an easy execution of simple tasks
and impedes the creative and free thinking.
Iris Mariella Petauer, Barbara Sabitzer
7
Positive emotions, learning and the brain
• Only if knowledge is obtained in a positive
emotional state it can be used in a creative
and problem-solving way
• Negative emotions can accelerate the learning
process, but not in a beneficial way for schoolsettings
Iris Mariella Petauer, Barbara Sabitzer
8
SELF-CONCEPT AND LEARNING
• What we have experienced and learned
shapes the basis for the view we have on the
world
• Cognitive belief system
• No individual has the same experiences in
their long-term storage area than any other
Iris Mariella Petauer, Barbara Sabitzer
9
The self-concept
• Part of the cognitive belief system is the selfconcept
• holds the individuals view on itself in
reference to the world
• Emotions take an important part in creating
that concept
Iris Mariella Petauer, Barbara Sabitzer
10
Relationships and the brain
• Negative attitude towards oneself is leading to
fear, stress and helplessness
• The brain is shaped through experiences with
other human beings
• Fear, insecurity, or pressure are creating a
cognitive disturbance, preventing to learn new
input
Iris Mariella Petauer, Barbara Sabitzer
11
EMOTIONAL LEARNING IN PRACTICE
AND LEARNING PRINCIPLES
•
•
•
•
“All learning is physiological.”
“The brain is social.”
“The search for meaning is innate.”
“The search for meaning occurs through
patterning.”
• “Emotions are critical to patterning.”
• “The brain/mind processes parts and wholes
simultaneously.”
Iris Mariella Petauer, Barbara Sabitzer
12
• “Learning involves both focused attention and
peripheral perception.”
• “Learning is conscious and unconscious.”
• “There are at least two types of memory.”
• “Learning is developmental.”
• “Complex learning is enhanced by challenge
and inhibited by threat associated with
helplessness and/or fatigue.”
• “Each brain is uniquely organized.”
Iris Mariella Petauer, Barbara Sabitzer
13
CONCLUSION
• We hope to have outlined a chance presenting
itself to understand learning processes better
• School-settings should be influenced by
findings from the neurobiological field
• Findings should be a part of teacher training
Iris Mariella Petauer, Barbara Sabitzer
14