Sustainability _

in the synapses

NEUROPLASTICITY and

TRANSFORMATIVE LEARNINGDaniel J. Glisczinski | University of Minnesota Duluth | dglisczi@d.umn.edu

Briefly, recent brain research is suggesting1. Transformative experiences transform not only one’s perspectives,

but also one’s brain’s physiological wiring and subsequent cognitive predisposition to “negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically

assimilated from others—to gain greater control over our lives as socially responsible,

clear-thinking decision makers” (Mezirow, 2000, p. 8).

2. Transformative learning theory’s cognitive models of how perspectives are transformed appear to correspond withthe brain’s anatomy and function, physiologically supporting

“revision of previously unquestioned perspectives and assumptions based on critical reflection and critical self-reflection, leading to more open,

permeable, and better justified perspectives” (Cranton, 2009, p. 2).

Q u e s t i o n

Why are oranges

good for your brain?

A.Vitamin C (antioxidant)

B.Natural sugars (food for thought)

C.Round shape (for juggling)

D. All of the above

A n s w e r

Juggling is good for your

brain.

A.Vitamin C (antioxidant)

B.Natural sugars (food for thought)

C. Round shape (good for juggling)

D. All of the above

Finding: Juggling develops brains

According to Nature (2004)• Randomized sample of non-jugglers

• Control group: • no juggling • gray matter stable

• Experimental group• learned to juggle• gray matter increased as continued juggling

Implication: experiential learning that involves sensory, reflective,

analytical, and motor foci is positively correlated with neuron growth

Neurons: the physical embodiment of knowledge

•An adult human brain contains approximately 100 billion neurons (Jenson, 2005; Sousa, 2006).  

•Neurons form networks that are the physical embodiment of knowledge (Zull, 2006).

• “Every fact we know, every idea we understand, and every action we take has the form of a network of neurons in our brain”

(Zull, 2002, p. 99). •“Neurons are sensitive and observant.

They pick up on signals and send them to other neurons” (Zull, 2002, p. 96).

•Experience first activates such sensitive exchanges between neurons and then triggers the creation of new brain cells and

synaptic communication (Jensen, 2005).

Quest ion

What is experientially-

based brain cell growth called?

A. Cognitive neuroscience

B. Neurosponteneity

C. Neuroplasticity

D. All of the above

Quest ion

What is experientially-

based brain cell growth called?

A. Cognitive neuroscience

B. Neurosponteneity

C. Neuroplasticity

D. All of the above

Defining Neuroplasticity

Developing the brain’s neuronal networks through experience

orExperientially shaping and rewiring brain structure

and function at the neuronal level

after which the brain is substantively changed.

(Jensen, 2005; Sylwester, 2005; Zull, 2006)

Visualizing Neuroplasticity(slides of neurons taken at intervals into a Brain enrichment program)

0 months

3 months

6 months

visualizing neuroplasticity: unlimitedbrain.com

Quest ions

Which of these neuronal networks would seem best

prepared to support and sustain

perspective taking, critical reflection,

rational discourse, and informed action?

For what reasons?

A. >

B. >

C. >

New experiences connect the brain’s neurons via networks of axons and synapses

These are the physiological embodiment of thought (and new habits of mind)

As these neuronal networks are physiological, they serve by sustaining further transformed action

(Jensen, 2005; Sylwester, 2005; Zull, 2002)

neuron

axonsynapse

Synaptic Sustainability

Quest ion

What experiential framework appears to be emerging from

cognitive neuroscience in

support of sustainable brain

development via neuroplasticity?

A. Mezirow’s Transformative Learning Stages

B. Herber’s Transformative Education Quadrants

C. Kolb’s Learning Cycle

D. A synthesis of the above

Quest ionA. Mezirow’s

Transformative Learning Stages

B. Herber’s Transformative Education Quadrants

C. Kolb’s Learning Cycle

D. A synthesis of the above

What experiential framework appears to be emerging from

cognitive neuroscience in

support of sustainable brain

development via neuroplasticity?

Experiential Learning Cyclesvia

∆ transformative learning cycle (Mezirow, 1978/1991; Herbers, 1998)

q experiential learning cycle (Kolb, 1984) whole-brained learning cycle (Zull, 2002)

∆ disorienting dilemma

q concrete experience

sensory cortex stimuli

∆ critical reflectionq reflective observation

temporal cortex reflection

∆ rational dialogueq abstract conceptualization frontal integrative cortex

analysis

∆ committed actionq active

experimentation motor cortex action

Q u e s t i o n

So what? What then are the apparent

relationships between cognitive neuroscience and

transformative learning theory?

A.They appear to be delightfully related, as viewed through the lens of • disorienting

dilemmas (or trigger events),

• critical reflection,• rational dialogue, • and committed

action.

Physiology of disorienting Dilemmas/Trigger events

IMPLICATION:

Events that don’t reflect one’s existing neuronal networks provide an important opportunity to develop new neurons

(via neuroplasticity) that can serve as physiological starting points for new understandings. This happens though juggling new stimuli.

The juxtaposition of unfamiliar, concrete, and conflicting sensory data through the brain’s sensory cortex upon one’s existing neuronal networks may serve as the biochemical trigger for

cognitive dissonance and disorienting dilemmas

Physiology of Critical Reflection

IMPLICATION:The temporal cortex is where the brain reflects on sensory impressions

and assigns meaning to events. This premise reflection enables individuals to construct new meanings of events, where these meanings can be

weighed for significance, then held, approved, or rejected as would a juggler. Doing so constructs complex and significant meaning networks

between the brain’s neurons.

The brain’s sensory cortex, according to Zull (2002), sends sensory impressions to its temporal cortex for decoding and reflective

meaning making.

Physiology of Rational Dialogue

IMPLICATION:The frontal integrative cortex appears to be the site of rational dialogue regarding the

meaning schemes and habits of mind that one discovers through disorienting trigger stimuli and critical reflection. As one’s frontal integrative cortex engages in the complex work

of critical self reflection, neuronal pathways are, by virtue of neuroplasticity, likely activated and augmented to engage in further complex cognition through what Jensen (2008) called

“rewired and remapped” brain structure (p. 410). In light of rewired and remapped meaning schemes, individuals become prepared and committed

to act on their transformed habits of mind.

The frontal integrative cortex, according to Zull (2002) “is responsible for

problem solving, making decisions, assembling plans for action, and making judgments and evaluations” (p. 21). It is the frontal

integrative cortex that works to rationally process the meaning made by the temporal cortex,

based upon data from the sensory cortex.

Physiology of Committed Action

IMPLICATION:As individuals intentionally sojourn into environments that trigger disorientation,

require critical reflection, enable rational dialogue, and demand committed action, the motor cortex is the cognitive region that controls conversations and interactions that

enabled them to experience the full cycle of perspective transformation from its beginnings in disorientation to its fruition in emancipatory action.

Continued committed action appears to, through neuroplasticity, further rewire the brain’s neuronal networks and synaptic junctions that sustain transformed habits

of mind.

Committed, emancipatory action is directed by one’s brain’s motor cortex, which, according to Zull (2002) “directly triggers all coordinated and voluntary

muscle contractions by the body, producing movement. It carries out plans and ideas

originating from the front integrative cortex including the actual production of language through speech and writing” (p. 22). This, Zull (2002) explained, “matches with the necessity for action in completion of the learning cycle.

Active testing of abstractions requires conversion of ideas into physical action or movements of parts of the body” (p. 22).

Experiential Learning Cyclesvia

∆ transformative learning cycle (Mezirow, 2000; Herbers, 1998)

q experiential learning cycle (Kolb, 1984) whole-brained learning cycle (Zull, 2002)

∆ cognitive dissonance

q concrete experience

sensory cortex stimuli

∆ critical reflectionq reflective observation

temporal cortex reflection

∆ rational dialogueq Abstract conceptualization frontal integrative cortex

analysis

∆ committed actionq active

experimentation motor cortex action

To end at the beginning, recent brain research is suggesting

1. Transformative experiences transform not only one’s perspectives, but also one’s brain’s physiological wiring and subsequent

cognitive predisposition to “negotiate and act on our own purposes, values, feelings, and meanings rather than those we have uncritically

assimilated from others—to gain greater control over our lives as socially responsible,

clear-thinking decision makers” (Mezirow, 2000, p. 8).

2. Transformative learning theory’s cognitive models of how perspectives are transformed appear to correspond withthe brain’s anatomy and function, physiologically supporting

“revision of previously unquestioned perspectives and assumptions based on critical reflection and critical self-reflection, leading to more open,

permeable, and better justified perspectives” (Cranton, 2009, p. 2).

Q u e s t i o n

What appears to be the relationship between juggling disorienting

trigger events, neuroplasticity,

and transformative brain-based learning?

• What are your observations?

• What else are you thinking about?

• Share comments, questions, discussion please.

Sustainability in the synapses

NEUROPLASTICITY

and TRANSFORMATIVE LEARNING

Daniel J. Glisczinski | University of Minnesota Duluth | dglisczi@d.umn.edu