Application of interpersonal neurobiology to the KAFU classroom
Table of contents: The Kazakh-American Free University Academic Journal №11 - 2019
Author: Louis G. Foltz, Ph.D., Emeritus Professor of Educational Psychology, Warner Pacific University, USA
Participating as a
colleague with the faculty of Kazakh-American Free University on an annual basis
since 2014 has provided me with a deep appreciation for the dedicated efforts
of KAFU instructors to present a thorough and precise learning experience for
their students. The faculty works extremely hard, investing great amounts of
time and effort in course preparation, class presentation, and student
evaluation. Their dedication to the task of teaching finds its reward in
witnessing the changed lives of the graduating students.
'INSTRUCTION' IN SUBJECT MATTER AND THE 'EDUCATION' OF STUDENT LIVES
The KAFU faculty, as do
all teachers, find themselves facilitating two separate tasks with their
students: 'instruction' and 'education'. These words are frequently used
interchangeably; with little attention paid to any significant difference in
the processes to which they refer. While the common and casual application of
these terms rarely causes confusion, there is value in distinguishing their use
to identify different sets of classroom objectives and learning experiences.
What is asked of KAFU teachers and their students in these two categories gains
greater appreciation when the difference is recognized.
Once is identified, the faculty's charge to remain up to date on research
addressing their particular academic subject is viewed separate but linked to
their equally significant charge to remain current on research regarding the
nature of the learner.
THE TECHNICAL SKILL OF 'INSTRUCTION': BEGINNING WITH THE SUBJECT
The term 'Instruction'
shares the Latin root: 'structus' -t o build - with
the English word 'structure'. In the same way that a building or a bridge is
con-structed, in the process of instruction a body of
interconnected concepts is transferred to the cognitive structure or psychomotor
development of the student. Formative and summative instructional success is
commonly measured through the students' thoroughness of concept retrieval or
motor task correctness, and often by their facility in interrelating cognitive
concepts (or motor techniques) in multiple permutations. Frequently measured as
well is the student's capability to generate novel products. Overall success
among the student body in meeting evidence-based 'instructional' outcomes is
one of the primary measures of the worth of the university itself.
Taxonomies for targeting
and evaluating instructional success are many in number. They provide a
valuable guide for directing student manipulation of the identified course
topic. One useful and well-known configuration commonly employed is the
Taxonomy for Learning and Teaching (Anderson,
L.W., Krathwohl, D.R. 2001).
For psychomotor skills, Gentile's Taxonomy of Motor Skills (Gentile A.M. 1972)
is one of many examples presenting maps for designing courses and lessons. These
taxonomies assist the curriculum designer in clarifying the cognitive and or
motor processes expected in student summative performance.
Therefore, pure
'instruction' may be considered, in a sense, a technical skill which is
practiced by the 'instructor'; requiring the teacher's expertise in the dissembling
of a body of contemporary understanding within a designated subject or in the
identifying and sequencing of a set of motor movements, compartmentalizing them
into ingestible components, and transferring them to the student in a
systematic order which facilitates the learner's 'scaffolding' (Vygotsky, L. 1962) of a cognitive structure or of a
progression of motor skills. 'Instruction' begins its focus with the structure
of the subject matter and then goes forward to strategize a complete and
accurate transfer into the mind and life of the learner. Measures of ultimate
success are mostly external and held by agreed-upon structures within the
society: employer qualifications and legal statutes being two. Can they do the
job well and not break the rules/law? However, the teacher's technical ability
necessary to instruct the student represents only one segment of the classroom
task. Besides practicing the technical skill of 'in-struction',
the KAFU teacher must also practice the art form of 'education'.
THE ART FORM OF 'EDUCATION': BEGINNING WITH THE STUDENT
The term 'education' is
derived from the Latin word 'Educare'- to draw out. Education
does not focus upon the subject matter, but upon the abilities and life history
of the student. The educator assists the student in drawing out the value of
their own life and applying their experience of personal meaning to the
pedagogical encounter with the assigned academic subject. Education places the
classroom experience into the learner's expanding recognition of individual and
corporate purpose, inserts the student's personal interaction with the material
into individually-held and group values, and clarifies the student's metacognition of their overall ethical practice.
The 'instruction' of
subject matter demands a conformity of understanding
and skill of practice which meets external mandates. But simultaneously, the
personalization of the curriculum, and the classroom experience itself, allows
the 'educator' to be a choreographer; inviting the student into an intimate
dance with the course material and coaching the development of a unique
relationship with the skills acquired.
Where assessment of
'instruction' is objective and must be standardized, assessment of 'education',
by its very nature, limits the value of standardization and calls upon
subjective and personal perspectives of satisfaction. The learner's value of
living a 'good life', and appreciating the KAFU educational experience, is a
teacher's goal which does not lend itself to objectivity.
'INSTRUCTIONAL' IN-SERVICE OPPORTUNITIES
It must have been a
battle-scarred and wise professor who once said: 'Teachers can only be teachers
when students want to be students.' It would be negligent to rest still and
comfortable in the subject matter when the curiosity of students is thereby equally
stilled.
It is critical that the
university professor be able to 'instruct' students- i.e., to effectively take
apart and parcel out the current body of knowledge in their discipline and then
to be able to thread it in sequence into the welcoming cognitive structure of
the pupil. A university 'instructor' must be thoroughly familiar with
contemporary material in his/her field and well-practiced in de-constructing
subject matter for scaffolding into a lesson plan.
Instruction begins with
concern for the particular dynamics and contemporary status of the subject
matter. While instruction is brought into the classroom by the instructor,
education comes into the classroom through the unique history and cognitive
orientation of each student. And the teacher's blending of these two skills-
the techniques of instruction with the art of education- is the gift to the
student found at Kazakh-American Free University.
The perpetual intake of
contemporary research is the oxygen which sustains life for the university
professor. Adequate opportunity is to be provided for acquiring an
understanding of, and for practice with, the ever-increasing body of knowledge
which is geometrically expanding. This rapid development is experienced in both
the teacher's academic subject and, also, in the comprehension of the neuro-biological/emotional makeup of the learner. On-going
refinement with both 'instructional' material and 'educational' understanding
is critical to maintenance of the university. Contemporary instructional ability
without up-to-date familiarity with the psychology of the learner would lead to
professional blind sight (technical term) and student alienation. Contemporary
understanding of the learning process without currently relevant course
material would lead to a student's naïve illusion of professional efficacy
and demonstration of incompetence.
Adequate in-service
training for KAFU faculty in their separate academic subjects will continue to
require unique expenditure in each department. Keeping current in the
discipline requires subscriptions to many subject-specific research journals
and websites as well as faculty participation with topic-related seminars and
workshops- either by travel or by electronic dialogue. This considerable
expense is an essential investment in student career success.
'EDUCATIONAL' IN-SERVICE OPPORTUNITIES
In-service training for
KAFU faculty in 'education'- addressing developments in student cognitive
processing and emotional disposition- may be an easier task to sustain. The
texts and journals concerning social dynamics and interpersonal neurobiology
can be utilized by all KAFU faculty. On-site workshop
and symposium experiences with theories of learning generate
cross-institutional dialogue and deepen faculty inter-personal relationships;
generating guided collaboration across disciplines.
KAFU teachers, as
'educators', are gardeners working in step with the educational philosophy of Fredrich Froebel (Froebel, F. 1887). They cultivate a
learning environment in which students are able to awaken to their own unique
identity. Self-understanding can become increasingly clear through the pursuit
of the university curriculum to develop professional self-certainty and
interpersonal skills which appreciate and utilize the uniqueness of their own
personality, family histories, and their Kazakh and Russian cultures.
In this role, the KAFU
'educator' must be given the opportunity to acquire the skills essential to
nurturing student self-awareness, emotional safety, and intellectual curiosity.
Research in the area of interpersonal neurobiology rapidly provides new understandings
into emotional and cognitive growth patterns, as well as identifying roadblocks
found in individual development. KAFU faculty continue
to be provided workshops to refine professional skills which recognize student
affective dispositions as well as various levels of mental sophistication. This
ability facilitates the construction of a safe learning environment and the
diminishment of student counter-productive behaviors.
ONE PARTICULAR SERIES OF ON-GOING 'EDUCATIONAL' WORKSHOPS
There are four areas of
articulated research which have been presented to the KAFU faculty in seminar
form over the past four years to increase understanding of what is happening
inside the mental and emotional environments of their students. The topics of
these seminars do not address the subject matter of the participating academic
departments, but rather the mental, emotional, and environmental circumstances
found with all KAFU students. Continuation of these seminars over the next
several years will provide faculty with increasing insight into the mental
processes (emotional first, cognitive second) which students exhibit during a
lesson. Faculty understanding of interpersonal neurobiology will also offer a
more effective process for curriculum design and implementation.
Informal
interviews with KAFU faculty completing at least some portions of past seminars
has informed the
re-structuring of future offerings. An updated and modified series of four seminars
is proposed, possibly one per year to be held on the KAFU campus with
invitations to colleagues at neighboring educational institutions. This set
parallels topics which were introduced, one per year over five years, at Lily
Conferences on University and College Teaching in the United States. The sequence begins
with an introduction to an appreciation of life-long brain development and
progresses to investigate the mental and emotional elements found in cultural
and social structures.
Below is a suggestion
for development and support of a four-seminar series providing KAFU 'educators'
with an experience investigating the influence of 'interpersonal neurobiology'
in their own classroom:
1. BASIC WIRING: HOW THE
BRAIN SHAPES ITSELF BY EXPERIENCE
Diamond, M. C. (1988), Eagleman, D. (2011), McGilchrist,
I. (2009), Pally, R.
(2018), Seung, S. (2012), Zull,
J. E. (2011)
' The influences of family dynamics and sensory exposure by home and
school upon the structure and function of the brain.
' The brain as a symphony.
' The necessity of movement and sleep.
' The value of boredom.
' Brain chemical setpoints and the challenge
given by two-dimensional screens and sound volume.
' The detriment of multi-tasking.
2. THE PRIMACY OF WIRED
EMOTIONS: THE DISTINCT PATHWAYS FOR EMOTIONAL RESPONSE AND THE DIFFERENCES IN
THEIR EXPRESSION
Cozolino, L. J. (2006), Dweck,
C. (2007), Kabat-Zinn, J. (2011), Panksepp,
J., Bivens, L. (2012), Porges.
S. (2017), Siegel, D. J. (2019)
' Neural pathways of sub-conscious emotional disposition formed
through progressive or traumatic encounters in life history.
' The value of play and its contrast with the process of searching.
' Subtle expressions of rage.
' Conditional emotional acceptance.
' Growth mindset.
' Identity development.
' Expressions of fear vs. psychic numbing.
' Designing a subconsciously safe classroom environment.
3. THE SEQUENCE OF
MENTAL / EMOTIONAL SOPHISTICATION IN DEVELOPING THE ABILITY TO PERFORM SIMULTANEOUS
COGNITIVE PROCESSING
Bruner, J. (1996), Gardner, H. (2011), Goleman, D. (1997), Morra, S.
(2008). Newberg, A.B.;
Waldman, M. (2017), Piaget (2011),
' Indicators of student ability to engage in increasing levels of
sophisticated thought.
' The limited set of identifiable mental operations.
' Roadblocks to sophisticated thought.
' Genetic predisposition toward specific learning preferences and
forms of resistance in activity engagement.
' The role of affect in generating curiosity.
4. THE INFLUENCE OF
CULTURAL AND SOCIAL SYSTEMS BROUGHT INTO AND GENERATED BY THE CLASSROOM SETTING
Kerr, M. (2019), Erikson, E. H. (1993; 1950), Havighurst,
R. (1972), Minuchin, S., Fishman
C. (1981),
' The role played in the family system and its contribution to the
dynamic of the classroom environment.
' The manifestation of self-protective behavior.
' Effective choreography of interpersonal relations within the
classroom and the lesson.
' Recognition of variation in signifiers between students in
subconscious and conscious (verbal and ineffable) interpretation of meaning.
Kazakh-American Free
University faculty demonstrates a dedication to student learning which must be
continually applauded and supported. As both instructors of challenging subject
matter and educators of pliable students, their mission continues to be
refreshed through in-service opportunities- on-line, off-campus, and at the
university. Continuing interaction with the ever-expanding knowledge of the
processes of mental and emotional development will empower the KAFU faculty to
provide impactful learning experiences in their classrooms. Hopefully, seminars
such as proposed above will contribute to that empowerment.
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Table of contents: The Kazakh-American Free University Academic Journal №11 - 2019
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