A Groundwork for Allostatic Neuro-Education
We propose to enliven educational practice by marrying a conception of education as guided human development, to an advanced scientific understanding of the brain known as allostasis (stability through change). The result is a groundwork for allostatic neuro-education (GANE). Education as developmen...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2015-08-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01224/full |
| _version_ | 1818764874720739328 |
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| author | Lee eGerdes Charles H Tegeler Sung eLee Sung eLee |
| author_facet | Lee eGerdes Charles H Tegeler Sung eLee Sung eLee |
| author_sort | Lee eGerdes |
| collection | DOAJ |
| description | We propose to enliven educational practice by marrying a conception of education as guided human development, to an advanced scientific understanding of the brain known as allostasis (stability through change). The result is a groundwork for allostatic neuro-education (GANE). Education as development encompasses practices including the organic (homeschooling and related traditions), cognitive acquisition (emphasis on standards and testing), and the constructivist (aimed to support adaptive creativity for both learner and society). Allostasis views change to be the norm in biology, defines success in contexts of complex natural environments rather than controlled settings, and identifies the brain as the organ of central command. Allostatic neuro-education contrasts with education focused exclusively on testing, or neuroscience based on homeostasis (stability through constancy). The GANE perspective is to view the learner in terms of their neurodevelopmental trajectories; its objective is to support authentic freedom, mediated by competent, integrated, and expansive executive functionality (concordant with the philosophy of freedom of Rudolf Steiner); and its strategy is to be attuned to rhythms in various forms (including those of autonomic arousal described in polyvagal theory) so as to enable experiential excitement for learning. The GANE presents a variety of testable hypotheses, and studies that explore prevention or mitigation of the effects of early life adversity or toxic stress on learning and development may be of particular importance. Case studies are presented illustrating use of allostatic neurotechnology by an adolescent male carrying diagnoses of Asperger’s Syndrome and attention-deficit hyperactivity disorder, and a grade school girl with reading difficulties. The GANE is intended as a re-visioning of education that may serve both learners and society to be better prepared for the accelerating changes of the twenty-first century. |
| first_indexed | 2024-12-18T08:09:08Z |
| format | Article |
| id | doaj.art-8ce33cc710b14245ba98774b68aa3ae8 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-18T08:09:08Z |
| publishDate | 2015-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8ce33cc710b14245ba98774b68aa3ae82022-12-21T21:14:55ZengFrontiers Media S.A.Frontiers in Psychology1664-10782015-08-01610.3389/fpsyg.2015.01224121304A Groundwork for Allostatic Neuro-EducationLee eGerdes0Charles H Tegeler1Sung eLee2Sung eLee3Brain State TechnologiesWake Forest School of MedicineBrain State TechnologiesRunning River SchoolWe propose to enliven educational practice by marrying a conception of education as guided human development, to an advanced scientific understanding of the brain known as allostasis (stability through change). The result is a groundwork for allostatic neuro-education (GANE). Education as development encompasses practices including the organic (homeschooling and related traditions), cognitive acquisition (emphasis on standards and testing), and the constructivist (aimed to support adaptive creativity for both learner and society). Allostasis views change to be the norm in biology, defines success in contexts of complex natural environments rather than controlled settings, and identifies the brain as the organ of central command. Allostatic neuro-education contrasts with education focused exclusively on testing, or neuroscience based on homeostasis (stability through constancy). The GANE perspective is to view the learner in terms of their neurodevelopmental trajectories; its objective is to support authentic freedom, mediated by competent, integrated, and expansive executive functionality (concordant with the philosophy of freedom of Rudolf Steiner); and its strategy is to be attuned to rhythms in various forms (including those of autonomic arousal described in polyvagal theory) so as to enable experiential excitement for learning. The GANE presents a variety of testable hypotheses, and studies that explore prevention or mitigation of the effects of early life adversity or toxic stress on learning and development may be of particular importance. Case studies are presented illustrating use of allostatic neurotechnology by an adolescent male carrying diagnoses of Asperger’s Syndrome and attention-deficit hyperactivity disorder, and a grade school girl with reading difficulties. The GANE is intended as a re-visioning of education that may serve both learners and society to be better prepared for the accelerating changes of the twenty-first century.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01224/fullAllostasisExecutive FunctionneurodevelopmentneurotechnologyPolyvagal TheoryRDoC |
| spellingShingle | Lee eGerdes Charles H Tegeler Sung eLee Sung eLee A Groundwork for Allostatic Neuro-Education Frontiers in Psychology Allostasis Executive Function neurodevelopment neurotechnology Polyvagal Theory RDoC |
| title | A Groundwork for Allostatic Neuro-Education |
| title_full | A Groundwork for Allostatic Neuro-Education |
| title_fullStr | A Groundwork for Allostatic Neuro-Education |
| title_full_unstemmed | A Groundwork for Allostatic Neuro-Education |
| title_short | A Groundwork for Allostatic Neuro-Education |
| title_sort | groundwork for allostatic neuro education |
| topic | Allostasis Executive Function neurodevelopment neurotechnology Polyvagal Theory RDoC |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.01224/full |
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