The Brain as a Social Organ

Nine Things Educators Need to Know About the Brain

In education, there is no one-size-fits-all model. All brains are unique and house a diverse collection of experiences, living conditions, complex cultural histories, and life stories.

In light of his research on the brain, Cozolino has produced a list of 9 things teachers need to know about the brain to positively influence their classroom, and better prepare students for unknown futures.

• As you move through the list below, consider following some of the hyperlinks embedded in the text to expand your understanding of educational neuroscience.
• 9 important teachings from Neuroscience:
• The brain is a social organ.
• We have 2 brains.
• Early learning is powerful.
• Conscious awareness and unconscious processing occur at different speeds, often simultaneously.
• The mind, brain, and body are interwoven.
• The brain has a short attention span and needs repetition and multiple-channel processing for deeper learning to occur.
• Fear and stress impair learning.
• We analyze others but not ourselves: the primacy of projection.
• Learning is enhanced by emphasizing the big picture—and then allowing students to discover the details for themselves.

Cozolino (2014) discusses several insights into the brain in his article - ‘The Social Neuroscience of Education’. Key points are paraphrased below:

Cozolino proposes that, “the brain has been shaped by evolution to adapt and re-adapt to an ever-changing world”. He explains that learning and memory are dependent upon the modifications of the brain’s chemistry and architecture in a process called “neural plasticity.” This process of neuroplasticity reflects the ability of neurons to change both their structure and relationships to one another in reaction to experience.

Secondly, as teachers we need to use our interpersonal skills, creative methods and personalities to create enriched environments using multisensory activities to stimulate neuroplasticity and brain development. Cozolino (2013) clarifies this by proposing that, “the human brain wasn’t designed for the industrial education (students sitting still in classrooms of rows) and if we are going to move forward, we will have to admit that a one-size-fits-all model of education is doomed to fail the majority of students and teachers.”

Finally, for students to develop in social emotional learning and thrive in school educators need to understand that the brain grows best in supportive relationships, low levels of stress and through the creative use of stories. Neuroscience reveals that secure relationships proved emotional regulation and low levels of arousal which maximises biochemical processes. This activation of emotional circuits promotes cognition, executive brain systems and intelligence.

Educators as Brain Changers

As educators, we face a significant challenge in equipping the next generation with the skills and knowledge to thrive in their uncertain future.

We continually seek the most effective ways to enhance our students’ learning and improve their brain development. This is because we are brain changers (neuroplasticians) and neural architects working through the learning experiences we create for our students (Willis, ca 2018). This understanding is crucial because as Hart (1999) explains, “designing an educational experience without a knowledge of the brain is like designing a glove without a knowledge of the hand”. We need to utilise the knowledge emerging from neuroscience to inform our teaching practices. One fundamental understanding that has developed is that of neuroplasticity, i.e. the fact that the brain is not hardwired or fixed as once believed.