Neurobiological = explaining in terms of how the physical brain actually works ('brain-based')
NEUROBIOLOGICAL ('BRAIN-BASED,' 'NATURAL' OR 'SELF-DIRECTED') EDUCATION
Neurobiological refers to explaining learning phenomena in terms of how the physical brain actually works, rather than by reference to ideational theory, metaphor, allusion or simile. For example, while how a human learns has been described in terms of societal needs (Dewey), individual thinking styles (psycholinguistically; Multiple Intelligences Theory) and artificial intelligence (to name just a vew), the neurobiology of learning is fundamentally different from social, psychological, or linguistic learning, and the brain just isn't a wire and metal computer. In fact, humans learn according to developing neurobiological structures, properties, functions and limitations within the biological brain. While learning can be said to be or operate a lot 'like' other systems, definitive explanations need to refer to the actual anatomy, electrochemical physiology and collective, in situ neural functions in order to progress an understanding of learning.
Education today is virtually synonymous with teaching; effectiveness and efficiency are the ostensible goals of modern teaching. Yet, one result of requiring a neurobiological rather than allowing an ideational explanation of educational phenomena, is the recognition that ideationally-based teaching theories and methods usually address only a small pieces or limited aspects of human learning - it has been said that neurobiological learning may, in fact, occur in spite of contemporary, conventional teaching. Another result of requiring a neurobiological explanation of educational phenomena is that it subtly shifts the basis for explanation from direct (authoritative or 'thought evidence') to indirect (scientific or 'physically-based') evidence and proof, opening the door to a new and more fruitful understanding of the fundamental learning processes that occur within learners. Most modern educators would at least agree that a fundamental understanding of learning is required in order to providing appropriate teaching.
THE NEUROBIOLOGY OF LEARNING
Neurobiological studies indicate that learning occurs in distinct steps, stages or levels: First, learning objects (object-data) are sensed in terms of smell, vision, taste, hearing, touch, kinesthesia (internal body sensations) and internal time consciousness (the classical five senses plus two more). Sensations are then associated and eventually symbolically represented, usually precognitively, within the brain. Finally, this information is cognitively processed and regularly reintegrated at a both personal (self or personality) and metacognitive (social, world viewpoint and spiritual) levels. At its core, learning, in neurobiological terms, invokes energetic activity that results in physical changes within nervous system cells - neurons - changes which occur within and must be explained in terms of the physical brain within a physical body. As with most primarily body-based activites, neurobiological learning occurs anywhere a person happens to be when learning in invoked. In fact, learning occurs, in somewhat different forms, at the various developmental periods throughout life, including prenatally, irrespective of whether teaching occurs or not.
Contemporary, conventional teaching emphasizes imparting mental ideas from one biological organism - usually by a teacher - to others - students. Contemporary, conventional teaching is today more of a business that, for financial reasons, generally occurs in a classroom within a school. As such, the chief concerns of teaching are twofold: First, successful transfer of teacher ideas from the mind of the teacher into the minds of students, and second, maximizing the efficiency and effectiveness of this process, which is ultimately translates into effective curriculum and efficient classroom management. Teaching is, by its nature, generally non-volitional - i.e. violational - is principally ideational and is usually determined by monetary, societal or political needs. At its core, teaching is based on the effective application of psychosocial pressure or control - legally, assault - which is fundamentally traumatic in nature. It is by invoking the neurobiological "fight or flight" system that teaching becomes most effective. As with most businesses, profit is the ultimate driver; money its underlying medium; firmly implanted, fixed 'ideals' its goal; and learner acceptance a primary measure of its success. Most teaching theories are 'ideational,' that is, they are based on the Platonic assumption that there exists a realm of 'correct' data and ideals, and that corresponding information and ideals are directly transferable from an enlightened (Plato = philosopher-teacher's) mind directly to others. Without telepathy, however, this is hardly reasonable.
Neurobiological learning (NL), on the other hand, emphasizes each individual learner's physical acquisition of sensory data, and the linking of that data via individual associations into information ('meaningful data'), knowledge ('how to use infomation') and, eventually, wisdom (when and where to use wisdom'). Unlike teaching, which is primarily nonvolitional and done 'to' or 'for' the learner, neurobiological learning posits at least a second ('traditional' or 'natural') learning pathway that is generally volitional (non-volitional) in nature, acquired through the senses, motivated by individual curiosity, often within the presence of a trusted mentor or 'discovery-demonstrator.'
TRANSFORMATIVE LEARNING
Transformative learning (TL) is a natural result of the study of the neurobiology of learning. An alternative to teaching - violational or traumatic learning - its chief concern is discovery, which is ultimately a function of the learner's curiosity and the richness of the collective resources surrounding the learner at the time of the learning event. In such a situation, curriculum and classroom management are of little importance, and can even be counterproductive. TL, by its nature, is almost always volitional; usually includes rich cognitive and metacognitive components; is based on how the brain actually acquires data and transforms it into information, knowledge, and wisdom; and is driven by the brain's inherent inclination to collectively 'make semantic sense' or meaning of newly acquired sensory data and information. At its core, TL is curiosity-based, discovery-driven, mentor-assisted, and highly transformative in nature. It has the power to suffuse traumatically learned data and/or information with rich cognitive and metacognitive meaning. TL is a highly interactive social process. Curiosity is its ultimate driver; personal experience its medium; knowledge and wisdom are its goals; and learner satisfaction the prinicipal measure of its success. TL lends itself to 'brain-based' theories; that is, they tend to be based on the Socratic observation that 'ideals' are maleable ideas that are created and unique to each learner, constantly grow (mature), and can not be transferred directly from one mind to the next.
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History
NL is a "new" theory of learning based on neurobiologically-based learning mechanisms that can be broadly divided into violational (traumatic) and volitional (nontraumatic) learning. NL involves not just five, but probably seven and possibly more "primary" senses. It occurs at as many as six or more, sometimes simultaneous levels relating loosely to the ancient ideation concept of body, mind and spiritual learning. It is strongly affected by time, especially timing and rhythm. Once acquired, NL is capable of persisting throughout the life of the learner.
The early history of NL is steeped in traumatic learning - "learning to do what's necessary to survive" - ultimately the development of what is often now termed a survival advantage. Traumatic or violational learning is ruthlessly efficient, higly effective and, once acquired, persistent and resistent to modification. Traumatic (violational) learning usually occurs though the application of outside pressure, force, control or intimidation. When directed by humans (rather than, for example, the environment), it usually involves a "teacher," one of whose jobs is justifying - covering up - "repressing" - the resulting unwanted side effects of traumatic intrusion. This often results in fantastic ideational interpretations, sometimes to the point of societal delusions, justifying both the Darwinian concept of "survival of the fittest" and the popular educational concept of "competitive excellence." Ultimately, repressing the myriad side effects of traumatic learning results in a general 'depression,' or as the famous educator, C. P. Snow so aptly put it, a 'loss of creative zest' - the lost of curiosity that is the fundamental basis of non-traumatic self-learning.
In terms of educaion, recognition of non-traumatic or transformative NL probably began with the Greek philosopher, Socrates. Socrates was constantly searching for a rational, "critical thinking" edge beginning with individual curiosity. Non-traumatic, or volitional learning, when it results in curiosity-based, discovery-driven, mentor-assisted transformation - a 'second effective learning pathway' - is also persistent, though it remains open to change throughout life. Interestingly, it also appears to be neurobiologically-based. While ostensibly less efficient than traumatic learning, it is self-initiated, inductive, and provides rich self-pleasure and gratification, to the point of ecstasy, a pleasant island in a world where violence and violation are often considered the norm.
Whether traumatic or transformative, NL generally follows in the footsteps of the "German School" or tradition of medical neurolinguists: Gall (1758-1828), Bouillard (1796-1881), Broca (1824-1880), Wernicke (1848-1905), Jackson (1834-1911), Kussmaul (1822-1902), Freud (1956-1939), Lenneberg (1921-1975) and more recently Sylwester, Deacon, Kessler, Jensen, Janik, Schumann and others.
Unlike many current, "fashionable" teaching theories, NL, because of its emphasis on individual sensation of the physical world, is based more on indirect (loosely, 'scientific'), than direct (loosely, 'academic' or 'authoritative') validation and, in this sense, addresses the science of learning, rather than ideas about or the business of learning; ideational fantasies; curriculum and/or classroom management.
Finally, and perhaps most importantly, NL may be the long sought after, unifying theory of learning - a theory that can apply equally well to individual tutoring, small group, classroom and even distance learning, traumatic or transformative, from before birth through death, from pre-primary through post-secondary education, from past to present, on earth, and soon, in space, and throughout the universe as well.
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Two New Resources
NL, as a field of study, continues to rapidly expand. One seminal resource work is Dr. Daniel S. Janik's academic monograph, A Neurobiological Theory and Method of Language Acquisition (Munich: Lincom Europa, 2004), available in original softcover from the publisher at http://www.lincom.at or in less expensive, downloadable, digital format from Blish.com. This 300-page book includes over 200 key references to historical as well as contemporary neurobiological studies and is fully indexed.
A second, fundamental reference work is Unlock the Genius Within: Neurobiological Trauma, Teaching and Transformative Learning (Lanham: Rowman & Littlefield, 2005). This 230-page, fully indexed book reviews neurobiological learning theory from a contemporary psychological viewpoint and then focuses on non-traumatic, curiosity-based, discovery-driven, mentor-assisted, transformative learning (TL). Clinical evidence suggest that TL is just as effective as traumatic learning but imparts substantial life-long learning benefits without attendant traumatic side-effects. It is a fully indexed 'easy read' written specifically for educators, educational adminstrators, graduate students, parents and learners. The book is available directly from the publisher and on Amazon.com.
Other published papers as well as additional NL/TL resources are listed below.
Dr. Janik is a physician (MD) with a doctorate (PhD) in education in linguistics. He is a Diplomate and honored Fellow of both the American College of Preventive Medicine and the American Association for Integrative Medicine.
Did you know Dr. Janik is working on a third book entitled the "Transformative Learning Classroom" that includes a discussion of the role of NL/TL in traditional classroom as well as non-traditional, tutoring and distance learning?
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Out and Around
Dr. Janik, an outspoken supporter of education in Hawaii, joins Mr. Joel Weaver, Director of Intercultural Communications College (ICC), in presenting a copy of his first book, A Neurobiological Theory and Method of Language Acquisition, to Dr. Bill Potter (top left) of Hawaii Pacific University, Dr. Robert Gibson (bottom left) of the University of Hawaii at Manoa. The State of Hawaii Legislative Librarian accepts a copy (upper/right). Dr. Janik (lower right) discussing NL with Drs. Mark James and Lynne Hansen, English Language Teaching and Learning, Brigham Young University at Laie.
"I'm pleased to see this and my subsequent work in the hands of interested educators in Hawaii. Hawaii has a reputation for linguistic research and innovation, and I'm glad to be part of that tradition." - Dr. Janik
"ICC, where I did much of my pioneering work, is the outstanding English second language school that it is because of the faculty, most of whom hold masters and doctorates. At ICC, we not only strive for excellence in what language schools are traditionally expected to offer, but also terms of in the richness and diversity of both our offerings and learning resources. Dr. Janik's work at ICC is an example of our desire to apply contemporary learning theory and methodolgy in the classroom. NL in the form of transformative learning, continues to open new, exciting, and more effective opportunities for subsequent language acquistion at ICC." - Joel Weaver.
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Selected Resources
Some Other Interesting Publications (by publication date):
10. Kessler, R. The Soul of Education. Alexandria: Association for Supervision and Curriculum Design, 2000. See http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/publications/books/2000kessler/2000kesslertoc.html.
11. Deacon, T. W. The Symbolic Species
. New York: Norton, 1997. See http://www.wwnorton.com/catalog/spring98/species.htm
12. Schumann, John H. The Neurobiology of Affect in Language. Malden, MA: Blackwell, 1997.
13. Sylwester, R. A Celebration of Neurons. Alexandria: Association for Supervision and Curriculum Design, 1995.
14. Lenneberg, E. H. Biological Foundations of Language. New York: John Wiley & Sons, 1967.
Some Interesting Internet Sites:
"The Brain Connection" by Scientific Learning at http://www.brainconnection.com.
"Brain Facts" by the Society for Neuroscience at http://apu.sfn.org/content/Publications/BrainFacts/index.html.
"On the Neurobiology of Sex, Affection and Love" [Abstract] at http://www.straddle3.net/context/03/en/2003_11_26.html or [paper] at http://www.scienceblog.com/community/older/2003/G/20035369.html and [2nd paper] at http://www.sciencedaily.com/print.php?url=/releases/2003/11/031111064658.htm
"On the Neurobiological Basis of Learning Disabilities" at http://66.102.7.104/search?q=cache:19fE0jilrWYJ:www.ldac-taac.ca/english/research/neurobio.pdf+%22Neurobiological+Basis+of+Learning+Disabilities%22&hl=en.
"On a Neurobiolgocial Theory of Mind" at http://216.239.57.104/search?q=cache:2DoJM5pkVZkJ:www.itm.bme.hu/ktk/orak/olvasoszem/TomMapping.pdf+Neurobiological&hl=en.
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Ask "Dr. Socrates"
Questions about NL? Whether you're an educator, learner, parent, student, physician, nurse, psychologist, linguist or ESL teacher - whether you represent your self, an interest group, school, college, university, city, county/prefecture, state, nation or an international organization - whether you are an individual, partner, colleague or corporation - discuss neurobiological learning (NL) at "The English Master" at http://www.internetstitute.com/cgi-bin/forum/YaBB.cgi/YaBB.cgi?board=3, or contact "Dr. Socrates" at drjanik@gmail.com.
If you are a professional, looking for an opportunity of working with other professionals to promote neurobiologically-based, effective, non-traumatic learning, consider joining the Neurobiological Learning (NL) Society. The NL Society sponsors lectures by interdisciplinary experts to foster international exchange of neurobiological learning information.
Did you know that Dr. Janik provides individual student tutoring, mentorship and NL teacher training at Intercultural Communications College?
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NL Training and Certification
Because NL (and especially transformative learning) are rather new, and because they require interdisciplinary knowledge spanning education to neurobiology, transformational learning and mentorship, it can be difficult to obtain training and certification. There are, however, several ways of obtaining NL and/or TL training and certification for classroom, tutoring and distance learning applications. Currently the Neurobiological Learning Society (NLS) is working with Intercultural Communications College to provide teacher learning, experience and certification.
Prerequisites: You must be at least 19 years of age, have a high school diploma or equivalent, become a member of NLS and any ONE fo the following: (1) the equivalent of a Bachelor's degree in Education, TESOL, TESL, linguistics, or other field of teaching; OR (2) a CELTA, DELTA or other TESL/TESOL teaching certificate; OR (3) a school, state, provincial, prefecture or national teaching certificate or license; OR (4) any combination of 5 years classroom, tutoring and/or distance learning (DL) teaching experience. A student actively enrolled at an institution of higher learning in any of the above program areas, as well as interested individual or group corporate teachers with equivalent experience may also be considered.
Non-certificate training and experience usually consists of 1 to 3 months of mentor-guided study either in-person, by distance or some combination thereof. In-person mentorship at Intercultural Communications College (ICC) in Honolulu, Hawaii, USA, require additional documents and ICC permission. In-person mentorship at your site with a certified NL/TL mentor is possible by arrangement. Email djanik@icchawaii.edu for details.
A Certificate or Diploma training and experience generally consists of 2 to 4 months of mentor-guided study, either in-person, or by distance learning followed by at least 1 month in-person training. A common course of study is 1 month of self-paced study on the basic theory and method; 1 month observation; and 1 month mentored application. Certificate and diploma study will require proof of prior work completed in the form of orginal or certified copies of transcripts, certificates, diplomas and degrees received. In-person mentorship at Intercultural Communications College (ICC) in Honolulu, Hawaii, USA, may require additional documents and the permission of ICC. In-person mentorship at your site with a certified NL/TL mentor is possible by arrangement. Email djanik@icchawaii.edu for details.
All study programs emphasize NL/TL theory, methodology and application. In traditional teaching terms, they will "feel" more self-directed, mentored, and self-discovery and/or unit-mastery-based. Courses of study are individually designed based on the learner's background, prior training, personal ability, and available resources. Because NL and TL are releatively new, it is wise to check with current employers and/or training institutions as well as local, state, national and professional licensing boards and societies to determine if this form of training and certification is right for you.
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NL, as a field of study, continues to rapidly expand. One seminal resource work is Dr. Daniel S. Janik's academic monograph, 
Dr. Janik, an outspoken supporter of education in Hawaii, joins Mr. Joel Weaver, Director of 
Questions about NL? Whether you're an educator, learner, parent, student, physician, nurse, psychologist, linguist or ESL teacher - whether you represent your self, an interest group, school, college, university, city, county/prefecture, state, nation or an international organization - whether you are an individual, partner, colleague or corporation - 