▷ David bueno i torrens blog | Actualizado junio 2024

David bueno neuroeducation

To understand the construction of the brain and learn how to take advantage of it Our entire mental life is managed in the brain, based on the connections that billions of neurons establish among themselves. Neuroscience has demonstrated the brain’s extraordinary plasticity. Neuroscience has demonstrated the extraordinary plasticity of the brain, which is constantly building and rebuilding itself. How does it do this? How does our lifestyle influence its malleability? How do our intimate thoughts do it? What shapes it and what leaves its mark? Is it biology, society, education, chance, or is it a mixture of all these factors? And how can we benefit from this information? With a clear and close, but completely rigorous style, Cerebroflexia answers these and many other questions related to the shape and functioning of our governing organ. And it does so not only so that we can document ourselves, but especially as a call to take charge of the construction of our own brain and that of our children; only in this way will we form worthy and happy individuals and societies.

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Well, as everyone will think, they must have implications in the way students are educated, but above all, and I think it is the most important, in how education professionals are trained. They will be the first to implement the changes.
Of course they will. Many of the things that neuroscience will bring to education are not new things, but the reaffirmation that certain practices that are already being carried out have scientifically proven positive results.
Our brains are capable of holding much more information than we will ever have. The problem is not that, it is a question of stress. The problem with too much information is that if we have the perception of having more information than we would like or need, the brain becomes stressed. There are a series of biological mechanisms that activate a set of hormones that generate stress.
Stress serves to defend us from situations that we consider to be threatening. Therefore, people who are stressed by an excess of information are defending themselves from a threatening situation, which is just the opposite of what education should be. One of the consequences of this stress is that it deregulates the more rational processing neural networks and the more complex cognitive functions. This plays against the self-control of learning processes.

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Framed in the provincial course NEUROEDUCATION: NEUROSCIENCE AND EDUCATION (Code 181811GE116) that the CEP of Granada organizes jointly with the Parque de las Ciencias, next March 15, at 18:00 hours in the auditorium of the Parque de las Ciencias, will take place the conference “The surprise of learning, learning with the surprise”.
This conference is open to all interested persons, until full capacity is reached. No prior registration or reservation is required, but we do recommend that you come with plenty of time.
It will address the issue of brain development and plasticity, the importance of emotions in education, the harm of stress on cognitive function, the need for moments of “boredom” and sports practice for proper brain maturation and the irreplaceable role of imitation in any learning. The final conclusion will be that the transversal element for a good educational practice must be joy, and that surprise plays an irreplaceable role. It will also be discussed why the educator should be, among his students, the first learner.

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We often take myths about the functioning of the nervous system for granted, but how do and can they influence the educational system? Some neuromyths, such as that we only use 10% of the brain or learning styles, interfere in the educational process and give wrong strategies.
From neuroscience we know that cognitive strategies are changing. The way we work is focused on a huge amount of information and we have to be able to discern which is the relevant information. This is of paramount importance and is one of the key elements to readjust in the educational system: to help students to discriminate and reflect on the information received, and to learn its reliability.