Leseprobe

i
Natural resources
and technologies in
educational activities
ii
iii
Natural resources
and technologies in
educational activities:
Education in times of accelerated
technological development
L.E. Popov, S.N. Postnikov,
S.N. Kolupaeva, and M.I. Slobodskoi
Translated into English by T.P. Blank and M. Popov
Editor of the English Edition: V.L. Popov
CAMBRIDGE INTERNATIONAL SCIENCE PUBLISHING
iv
Published by Cambridge International Science Publishing
Limited
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7 Meadow Walk, Great Abington, Cambridge CB21 6AZ, UK
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First published 2015, Cambridge International Science Publishing Limited,
© 2015 Cambridge International Science Publishing Limited
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ISBN 978-1-907343-39-1
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v
Preface
This book is concerned with philosophical and physiological
aspects of educational activities in the times of a global crisis that
has three aspects: (1) a civilisation crisis caused by accelerated
technological development, (2) a biosphere-ecological crisis, and (3)
the crisis of anthropocentric world view.
For most of human history, people acquired knowledge from
their parents and passed it on, largely unchanged, to their children.
In more recent times, however, the situation changed such that
a significant portion of a person’s knowledge is replaced during
a lifetime. This process is still accelerating. At the same time,
mankind approaches for the first time in its history the limits
of the capabilities of the biosphere to adapt to the technological
development. A basic change in thinking from the anthropocentric
to a geobiocentric view is necessary. The unprecedented demand
for knowledge and learning (and relearning), now far exceeds the
capabilities of traditional education systems.
We believe that to meet the educational challenges of the future it
is necessary to take a systematic and scientifically grounded approach
to teaching. In our book we present neurological and physiological
findings that are relevant to understanding the process of learning,
its limitations, and the contexts in which learning proceeds quickly,
or grinds to a halt. Various types of learning and the associated
physiological responses are presented, and the consequences for the
design of learning programs and environments are discussed.
The most immediate audience for the book are researchers in the
fields of human cognition, learning and education. However, our
ultimate goal is to reach school teachers, university professors, policy
makers and other people involved in education on a practical level.
The topic of the book is not just “educational”. It is rather concerned
with the role of education in the contemporary world, thus having a
very broad social and philosophical context.
vi
vii
Contents
Foreword of the editor of the English edition
1
I. Introduction
7
II. Three great recognitions of the 20th century
Global crisis of civilization
Biosphere-ecological crisis
The crisis of anthropocentric world view
8
9
15
23
III. “Dimensions” of vital activity space The triad of existence and cognition: reality,
consciousness, superconciousness
43
44
IV. The functional organization of the neocortex
48
V. The phenomena of superconsciousness, consciousness
and subconsciousness
Superconsciousness
Consciousness
Sunconsciousness
53
53
55
56
VI. A graphical representation of some forms of
cognition and human activity in the three-dimensional
space The trajectory of cognitive activity of a researcher
Trajectory of cognitive activity of a researcher:
a physicalist
Trajectory of cognitive activity of a researcher:
a naturalist
VII. Three space dimensions of the human mind
according to N.G. Zagoruiko: wisdom, reason, will
72
72
73
75
71
viii
VIII. The structure of a single elementary event of
cognition within natural educational technology
IX. Natural resources for the intensification of human
cognitive activity and natural educational technologies
Three components of the functional unit of
cognitive activity
Neurophysiological mechanisms associated with newness
Educational-cognitive activity and adaptation reponses
a.
Activation response
b.
Training response
c. Stress
External, behavioural and subjective manifestations
of adaptive responses
84
81
91
94
97
103
105
106
109
X. Resources of individual cognitive activity
113
References
Index
122
131
1
Foreword of the editor of the English
edition
The book that you hold in your hands deals with existential problems
that mankind encountered during the 20th century. The central focus
of the book is the human being looked at from different perspectives:
biological, sociological, ecological and geological. Sometimes
mankind is viewed from a distant, geological perspective, sometimes
from up close, at the level of neurodynamic processes in the brain.
At the same time an attempt is made to combine all perspectives
into one complete picture.
The authors believe that mankind is currently living in a crisis
that has ecological, technological and ethical components – a view,
that was already expressed by Vladimir Vernadsky at the beginning
of the 20th century [1]. The crisis has three “dimensions”: (1)
a civilisation crisis connected with accelerated technological
development, (2) a biosphere-ecological crisis, and (3) the crisis of
anthropocentric world view.
Let us look at the first dimension of the crisis. In the middle of
the 20th century, there occurred a very important event that went
unnoticed at the time: The “characteristic time” of technological
development reached the characteristic time of human reproduction.
This event has implications for many human activities but most
importantly for the essential part of the continuation and development
of human culture – education. Because a significant portion of a
person’s knowledge is now replaced during a lifetime, education can
no longer be a fixed period in a person’s life. It becomes a life-long,
constantly changing process.
The importance of education is amplified by the second dimension
of the crisis: Mankind has reached the limits of exploitation of the
living layer of our planet – the Biosphere. Further uncontrolled
development in this direction may threaten the existence of the
2
Biosphere and by extension mankind itself. Mankind needs to
treat the Biosphere with sufficient respect, and the first step in
this direction is to understand it better. For this, huge amounts of
information need to be processed, as the biosphere is incomparably
more complex than all artificial, man-made systems.
The third dimension of the crisis is that of the human-centric
world view. The old conception of mankind as being “above” nature
is no longer adequate. It may even be life-threatening. Mankind
is capable of many things, but supporting life on the planet Earth
is not yet one of them. This remains the exclusive domain of the
Living Nature.
That these three crises arose simultaneously is not coincidental.
They are merely three different aspects of the same process. This
“triad” of the crisis resurfaces throughout the book.
The second major theme of the book is education. The accelerated
technological progress requires a more complete utilization of the
human cognitive capacity on all three levels: superconsciousness,
consciousness and subconsciousness (the latter is more commonly
known as the unconscious). Current education systems rely
almost exclusively on communication of knowledge through
language and subsequent practice exercises. Therefore, only the
consciousness and subconsciousness are activated, and the immense
power of the superconsciousness is not used. Tapping this great
resource is, admittedly, not completely straightforward, since the
superconsciousness is well protected against direct “tampering”. It
is mostly accessible through emotions, in particular the experience
of “newness”. An important objective of the book is to present
psychological and neurophysiological findings concerning the
interaction with the superconsciousness.
Another concept closely related to superconsciousness is that of
“complete knowledge”. The authors compare it with a mosaic when
explaining the term: Every person looking at a mosaic sees the same
picture, which is made up of small parts, but is also resilient to the
loss of some elements. One could equate “complete knowledge” with
“seeing the whole picture”. Most people today may know a lot about
a single piece of the mosaic, but they do not know, or even care, how
the piece fits into the mosaic as a whole. To meet the challenges
of the future, the authors insist, everybody must maintain at least a
rough idea of the whole picture. When this happens, productivity will
rise sharply, because less time is wasted on unnecessary objectives,
3
and because collaboration between people becomes decentralized
and much more effective.
The integration of theoretical and empirical pieces of knowledge
into a complete picture happens in the superconsciousness. For this
process to work, the individual pieces of knowledge must cover a
sufficiently large area (avoiding excessive specialization). Also, the
pieces must be able to be integrated into a larger context. Finally,
the fragments must stay in memory for a sufficiently long time.
The moment of finally “solving the puzzle” is commonly referred
to as “insight” or “revelation” and is one of the strongest cognitive
emotions.
The concept of complete knowledge is of course not new. It is for
instance quite similar to Spinoza’s “third kind of knowledge”. In his
“Ethics” Spinoza distinguishes three kinds of knowledge: The first
kind could be described as fragmentary empirical knowledge. The
second kind is abstract scientific thought. The third kind Spinoza
calls “intuitive knowledge”. It is this kind of knowledge that comes
closest to “actually understanding”. In the “Ethics” Spinoza writes
[2]: “PROP. XXV. The highest endeavour of the mind, and the highest
virtue is to understand things by the third kind of knowledge.” And
“PROP. XXVII. From this third kind of knowledge arises the highest
possible mental acquiescence.”
Of course, cognitive activity cannot happen without its material
substrate – the human brain and the body as a whole. Both are
extensively discussed in the book. The structure and function of the
brain receive particular attention. A rough understanding of how
the brain works is essential for the design of educational materials.
Cognitive activity follows certain temporal patterns, and effective
educational programs will consider them. Here is one example:
Probably the best-known structural characteristic of the brain is
its functional asymmetry. The left hemisphere is predominately
responsible for language processing and logic, i.e. information
that can be communicated to other people. It is associated with
consciousness. The right hemisphere dominates in spatial orientation,
creativity and perception of the “larger picture”. The interaction
between the two hemispheres proceeds through the corpus callosum
and happens on a time scale of 2 to 4 seconds (e.g. formation of a
mental picture from a verbal description or the verbalization of an
newly found solution). This delay is an example of temporal structure
that should be considered in “educational technology”.
4
Superconsciousness resides in the right hemisphere and the oldest
neuronal structures, the archicortex. In these primitive structures,
perceived information is “rated” by its immediate importance for
the individual. The archicortex is also the part of the brain that is
associated with emotions. For cognitive activity, one emotion is of
particular note: the emotion of “newness”. In order for information
to pass into superconsciousness it must be both new and important
for the individual. Only then are the structures of the archicortex
activated. In this regard, a special role is played by the hippocampus:
it ensures continuous activation of the neocortex, for a time that is
sufficient to store information that has been classified as “new”.
The emotional approach to information is, therefore, the only way
to permanently store it in memory.
Quite opposed to the role of superconsciousness is that of the
subconsciousness. This is the “non-verbal” level of consciousness,
and its existence has been shown in numerous experiments. Activities
that were once conscious, but that are repeated very often, eventually
lose the verbal component; they are “automated away” and relocated
into the lower levels of the neocortex. This relocation greatly reduces
reaction times and frees up the consciousness for other activities.
In traditional education, the consciousness and subconsciousness
are stimulated with the standard “lecture/practice” model.
Superconsciousness, on the other hand, is usually left out completely.
Of course, the phenomenon of superconsciousness is not entirely
unknown to humans: people in the creative professions are familiar
with it. But in education this part of the human psyche is treated as
it does not exist.
Another often ignored fact is that cognitive activity leads
to morphological changes in the brain and, therefore, activates
metabolism. Just like other external factors, cognitive processes
and emotions can trigger several kinds of the general adaptation
syndrome. This facet of cognition, that it is also a physiological
process, should not be ignored.
The fact that very different external stimuli can trigger a standard
response that involves vital systems at all levels of the organism was
discovered in 1936 by the Canadian physiologist Hans Selye, [4].
Selye called this response “stress”. Stress temporarily increases the
resistance of the organism, but this happens at the cost of partial
destruction and a large expenditure of energy and materials. It is an
emergency response. For a long time, stress was considered to be
the only “general adaptation syndrome”. However, in the 1970s it
5
was discovered that it is only one of the nonspecific reactions of the
body. Stress is a result of very strong stimuli. With small to medium
inputs, the body develops two qualitatively different responses:
the training reaction and the activation reaction [5]. Successful
applications of cognitive technology will make use of the latter two
reactions while avoiding stress.
As already mentioned, the activation reaction is the general
adaptation syndrome in the case of medium-strength stressors. The
activation reaction is marked by a large increase in the resilience
of the organism, very well balanced metabolism and high work
capacity. To actively use and manage adaptation reactions, it is
essential to follow their temporal structure. In particular, the normal
functioning of the activation reaction requires at last six hours of
continuous initial stimulation. After this time begins a phase of
highly productive creative work. If the following two or three days
are not used productively, the activation loses its usefulness. Needless
to say, the temporal structure of current educational activity is very
far removed from the above. Only sometimes, during extended
project work can activation be achieved, in principle.
A topic not touched upon by the authors, but which is of great
importance in the opinion of the editor, is the role of human
communication. Access to the superconsciousness can not only be
facilitated by properly structured information but also by another
person. The ability of directly influencing another human being
– through the power of suggestion – is one of the fundamental
properties of the human psyche [6]. The most effective carrier
and disseminator of “complete knowledge” may be another human
being. By transferring the right emotional state to students, a teacher
can activate their superconsciousness. Very often the difference
between good and bad teachers lies not in the choice and structure
of materials, but in the direct influence on the students.
What then are the “natural resources” of cognitive activities that
the authors propose? In summary they are:
1. Active use of the superconsciousness with the aim of attaining
complete knowledge. This can be achieved by strong emotional
support of the cognitive activity and by beginning the learning
process with a live demonstration instead of a verbal description.
2. Sufficiently broad analysis of the object, to supply a sufficient
number of pieces from which to construct the complete picture. Also,
a conscious effort should be made to synthesize the fragmentary
knowledge into a whole.
6
3. Use of the physiological activation reaction. If the temporal
constraints of the activation reaction are impossible to meet for
“organizational reasons”, one must fall back to the less effective
training reaction. Stress must be avoided whenever possible.
The editor of the English edition would add one more point:
4. Creation of emotional bonds between the people pursuing
a cognitive activity. The naturally emotional character of human
relationships can be used to activate the superconsciousness.
The present book describes the topics summarized in this
introduction in much greater detail and provides references for
relevant original research. We are confident that users interested in
cognitive and educational technologies will find it very useful.
Valentin L. Popov
Berlin University of Technology
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130
INDEX
A
Ackoff, R. 32, 124, 128
Anokhin, K.V. 59, 61, 126
anthropocentrism 34, 40, 42
archicortex 4
Arshavsky. I.A. 97, 98, 99, 100, 101, 102, 103, 104, 105, 114, 118, 119
autoassociativity 50
autopoietic unity 31
autotrophy 15, 16, 17, 76
axons 49, 52, 54, 56, 68
B
Beklemishev, V.N. 37, 123, 124
Bern, E. 63, 64
Bespal’ko, V.P. 89
biocentrism 40, 41
biosphere 1, 2, 6, 15, 37, 38, 40, 124, 127, 128
Bohr, N. 25
Born, M. 25
Bremermann’s limit 18
Broca, P. 46
C
Chastokolenko, Y.B. 119, 129
Chernyshevsky, N.G. 36
Chubakova, A.R. 117
Collective Mind 80, 81
Concept of Public Safety 11, 122
Conciliar Mind 80, 81
consciousness 2, 3, 4, 14, 18, 20, 24, 29, 33, 44, 45, 46, 47, 53, 54, 55, 56, 57, 58, 60, 61, 64, 65, 66, 67, 68, 69, 70, 73, 74, 78, 79, 85, 91, 93, 111, 114, 115
cosmism 41
D
Dax, M. 46
Descartes, R. 9
Dirac, P. 25
E
Edelmann, J. 62, 125, 126
egocentrism 33, 36, 42
Einstein, A. 25, 115
F
Fedorov, N.F. 30, 70, 122, 125
Fermi, E. 25
Foucault, M.P. 69, 70, 72, 114, 126
G
Garkavi, L.Kh.
6, 103, 109, 111, 112, 128
geobiocentrism 41, 42
geobiology 38, 41
geobiosphere 38, 39, 40, 41
Georgescu-Roegen, N. 38
Gleser, V.D. 51
Gromova. E.A. 116, 117, 128, 129
H
Hadamard, J. 115
Haken, H. 61
Hawkins, J. 51, 124, 127
Hebb hypothesis 58
Hegel, G.W.F. 28
Heisenberg, W. 25
132
heterotrophy 16, 76
hippocampus 4, 48, 58, 59, 60, 66, 94, 95, 116, 120, 129
Homo Sapiens 20, 22
Humboldt, A. 37
hypercycle 101, 114, 118
hyperpolarization 99
hyperrelaxation 99
102, 116, 120
Nicolis, J. 18, 29, 61, 63, 123
noosphere 16, 27, 29, 76, 77, 80
P
I-centrism 33, 36, 42
patho-biosphere 23
Pavlov, I.P. 89
Penrose, R. 62, 126, 128
Plekhanov, G.F. 111, 128
Poincarè, A. 115
Prigogine, I.R. 61
K
R
Kapitsa, S.P. 17
Komenský, J.A. 88
Korsakoff ”s syndrome of alcoholics 95
Kuz’menko, T.S. 111, 128
Kvakina, E.B. 6, 103, 111, 112, 128
Rutherford, E. 25
I
L
law
Miller’s law 66
Ledentsov, Kh.S. 38
Living Nature 2, 7, 20, 22, 23, 30, 34, 35, 36, 37, 42, 90, 113
Lomonosov, M.V. 13, 81
Lovelock, J. 37, 124
M
S
Sakharov, A.D. 23
Selye, H. 4, 6, 103, 107, 108, 128
Simonov, P.V. 47, 55, 57, 89, 125
Spinoza, B. 3, 6, 9
Stanislavsky, K.S. 47
Stolyarenko, A.M. 89, 127
subconsciousness 2, 4, 53, 57, 58, 64, 65, 66, 70
superconsciousness 2, 3, 4, 5, 6, 14, 45, 47, 53, 54, 55, 56, 57, 58, 61, 64, 65, 66, 67, 68, 69, 70, 73, 74, 79, 85, 114, 115, 120
macroworld 29
Margulis, L. 37
Maturano, H. 31
megaworld 29
microcolumn 48
microworld 29, 74, 76
Mountcastle, V.
49, 62, 63, 125, 126, 127
T
N
Ugolev, A.M.
37, 88, 90, 123, 124, 127
Ukhtomsky, A.A. 89
Ukolova, M.A. 103, 104, 105, 111, 112, 128
Ushinsky, K.D. 88
Napalkov, A.V. 50
neocortex 4, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 62, 63, 82, 94, 95, 100, technosphere 15, 17, 18, 19, 87
Timofeev-Ressovsky, N.V. 24, 30
trihedron 69, 70, 72, 85, 114
trophology 37, 127
U
133
V
W
Varela, F. 31, 124, 128
Vernadsky, V.I. 1, 6, 7, 15, 16, 17, 24, 25, 27, 28, 29, 30, 37, 38, 41, 70, 73, 74, 75, 76, 83, 115, 122, 123, 124, 127, 128
Vershinin, B.I. 85, 86, 91, 92, 93, 96, 100, 122, 127, 129
Vinogradova, O.S. 6, 94, 126, 128
We-centrism 34
Z
Zagoruiko, N.G.
77, 78, 79, 81, 125, 127
This is the end of the preview of the book:
Natural resources
and technologies in
educational activities:
Education in times of accelerated
technological development
L.E. Popov, S.N. Postnikov,
S.N. Kolupaeva, and M.I. Slobodskoi
Translated into English by T.P. Blank and M. Popov
Editor of the English Edition: V.L. Popov
CAMBRIDGE INTERNATIONAL SCIENCE PUBLISHING
The complete book can be purchased at:
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