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A groundwork for allostatic neuro-education.

Gerdes L, Tegeler CH, Lee SW - Front Psychol (2015)

Bottom Line: The result is a groundwork for allostatic neuro-education (GANE).The GANE presents a variety of testable hypotheses, and studies that explore prevention or mitigation of the effects of early life adversity or toxic stress on learning and development may be of particular importance.The GANE is intended as a re-visioning of education that may serve both learners and society to be better prepared for the accelerating changes of the 21st century.

View Article: PubMed Central - PubMed

Affiliation: Brain State Technologies LLC Scottsdale, AZ, USA.

ABSTRACT
We propose to enliven educational practice by marrying a conception of education as guided human development, to an advanced scientific understanding of the brain known as allostasis (stability through change). The result is a groundwork for allostatic neuro-education (GANE). Education as development encompasses practices including the organic (homeschooling and related traditions), cognitive acquisition (emphasis on standards and testing), and the constructivist (aimed to support adaptive creativity for both learner and society). Allostasis views change to be the norm in biology, defines success in contexts of complex natural environments rather than controlled settings, and identifies the brain as the organ of central command. Allostatic neuro-education contrasts with education focused dominantly on testing, or neuroscience based on homeostasis (stability through constancy). The GANE perspective is to view learners in terms of their neurodevelopmental trajectories; its objective is to support authentic freedom, mediated by competent, integrated, and expansive executive functionality (concordant with the philosophy of freedom of Rudolf Steiner); and its strategy is to be attuned to rhythms in various forms (including those of autonomic arousal described in polyvagal theory) so as to enable experiential excitement for learning. The GANE presents a variety of testable hypotheses, and studies that explore prevention or mitigation of the effects of early life adversity or toxic stress on learning and development may be of particular importance. Case studies are presented illustrating use of allostatic neurotechnology by an adolescent male carrying diagnoses of Asperger's syndrome and attention-deficit hyperactivity disorder, and a grade school girl with reading difficulties. The GANE is intended as a re-visioning of education that may serve both learners and society to be better prepared for the accelerating changes of the 21st century.

No MeSH data available.


Related in: MedlinePlus

Fast Fourier Transform spectral display of 1 min recording of brain electrical activity at the left and right temporal lobe (T3 left, T4 right), with eyes closed, during the baseline assessment, from the 18-years-old learner described in text. Red box denotes the 23–36 Hz frequency range mentioned in the text. See Figure 2 legend for detailed explanation of data elements.
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Figure 3: Fast Fourier Transform spectral display of 1 min recording of brain electrical activity at the left and right temporal lobe (T3 left, T4 right), with eyes closed, during the baseline assessment, from the 18-years-old learner described in text. Red box denotes the 23–36 Hz frequency range mentioned in the text. See Figure 2 legend for detailed explanation of data elements.

Mentions: Scores on baseline symptom inventories – ISI 6, BAI 14, BDI-II 11, and AQ 39 – suggested absence of clinically relevant insomnia, presence of mild anxiety, presence of depressive symptoms on the upper end of the normative range, and a strong likelihood of Autism Spectrum Disorder. Result for the BDI-II also included an elevated score for the measure assessing Concentration Difficulty (“It’s very hard to keep my mind on anything for very long”). Figure 2 shows baseline assessment spectrographs of brain electrical activity based on 1 min recording at the frontal pole locations (FP1, left; FP2, right) with eyes open. The very low frequency ranges (0–1 Hz) were notable for amplitudes of 9.8 and 10.3 μv at FP1 and FP2, respectively. At the temporal locations (T3 left, T4 right) with eyes closed (Figure 3), baseline assessment suggested 39% T4 dominance in the high frequencies (23–36 Hz), with average amplitudes of 1.7 and 2.4 μv on the left and right, respectively, in the same frequencies.


A groundwork for allostatic neuro-education.

Gerdes L, Tegeler CH, Lee SW - Front Psychol (2015)

Fast Fourier Transform spectral display of 1 min recording of brain electrical activity at the left and right temporal lobe (T3 left, T4 right), with eyes closed, during the baseline assessment, from the 18-years-old learner described in text. Red box denotes the 23–36 Hz frequency range mentioned in the text. See Figure 2 legend for detailed explanation of data elements.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4538224&req=5

Figure 3: Fast Fourier Transform spectral display of 1 min recording of brain electrical activity at the left and right temporal lobe (T3 left, T4 right), with eyes closed, during the baseline assessment, from the 18-years-old learner described in text. Red box denotes the 23–36 Hz frequency range mentioned in the text. See Figure 2 legend for detailed explanation of data elements.
Mentions: Scores on baseline symptom inventories – ISI 6, BAI 14, BDI-II 11, and AQ 39 – suggested absence of clinically relevant insomnia, presence of mild anxiety, presence of depressive symptoms on the upper end of the normative range, and a strong likelihood of Autism Spectrum Disorder. Result for the BDI-II also included an elevated score for the measure assessing Concentration Difficulty (“It’s very hard to keep my mind on anything for very long”). Figure 2 shows baseline assessment spectrographs of brain electrical activity based on 1 min recording at the frontal pole locations (FP1, left; FP2, right) with eyes open. The very low frequency ranges (0–1 Hz) were notable for amplitudes of 9.8 and 10.3 μv at FP1 and FP2, respectively. At the temporal locations (T3 left, T4 right) with eyes closed (Figure 3), baseline assessment suggested 39% T4 dominance in the high frequencies (23–36 Hz), with average amplitudes of 1.7 and 2.4 μv on the left and right, respectively, in the same frequencies.

Bottom Line: The result is a groundwork for allostatic neuro-education (GANE).The GANE presents a variety of testable hypotheses, and studies that explore prevention or mitigation of the effects of early life adversity or toxic stress on learning and development may be of particular importance.The GANE is intended as a re-visioning of education that may serve both learners and society to be better prepared for the accelerating changes of the 21st century.

View Article: PubMed Central - PubMed

Affiliation: Brain State Technologies LLC Scottsdale, AZ, USA.

ABSTRACT
We propose to enliven educational practice by marrying a conception of education as guided human development, to an advanced scientific understanding of the brain known as allostasis (stability through change). The result is a groundwork for allostatic neuro-education (GANE). Education as development encompasses practices including the organic (homeschooling and related traditions), cognitive acquisition (emphasis on standards and testing), and the constructivist (aimed to support adaptive creativity for both learner and society). Allostasis views change to be the norm in biology, defines success in contexts of complex natural environments rather than controlled settings, and identifies the brain as the organ of central command. Allostatic neuro-education contrasts with education focused dominantly on testing, or neuroscience based on homeostasis (stability through constancy). The GANE perspective is to view learners in terms of their neurodevelopmental trajectories; its objective is to support authentic freedom, mediated by competent, integrated, and expansive executive functionality (concordant with the philosophy of freedom of Rudolf Steiner); and its strategy is to be attuned to rhythms in various forms (including those of autonomic arousal described in polyvagal theory) so as to enable experiential excitement for learning. The GANE presents a variety of testable hypotheses, and studies that explore prevention or mitigation of the effects of early life adversity or toxic stress on learning and development may be of particular importance. Case studies are presented illustrating use of allostatic neurotechnology by an adolescent male carrying diagnoses of Asperger's syndrome and attention-deficit hyperactivity disorder, and a grade school girl with reading difficulties. The GANE is intended as a re-visioning of education that may serve both learners and society to be better prepared for the accelerating changes of the 21st century.

No MeSH data available.


Related in: MedlinePlus