The brain - a non - linear system
by Gerhard Roth, it is the fundamental concept of modern brain research, " that all what we are and do, inseparable with the structures and functions NEN to do our brain has "(Roth 2007 p.33). In addition to a moderate ontological Monoismus most share in this work reception are neuroscientists this reductionist approach. There is however, a holistic view of the brain, which takes it up as a complex system and understand phenomena such as consciousness, knowledge and feelings as emergent. These two views are in the modern brain research however, are not diametrically opposed, but are increasingly linked, as one can read such as the neuroscience manifesto which was published in the journal brain & mind . There, eleven of the leading German neuroscientists, the brain called a " highly dynamic network "
" much to suggest that neural networks as a highly dynamic, non-linear systems must be considered. This means they do not listen GE more or less simple laws of nature, produce but because of their complexity entirely new properties. Representative presentations of content - be it perceptual or motor pro-
programs - meet highly complex spatiotemporal activity patterns in these neural networks " ( Sheikh, Singer, Roth and others 2004, in: Brain and Spirit 6 / 2004 p.30)
The brain - an autopoietic system
In 1984 in Germany, the book " The Tree of Knowledge "the neurobiologist Humberto Maturana and cognitive scientist Francesco Varela, in which a biological system and the theory was presented, which systemically in Education above all - constructivist-oriented teachers (see, Siebert 2003, Husch- Rhein 1998) has received a great reputation. Although I do not represent here the whole theory of Maturana and Varela, yet it is worth a mention, as it offers the above descriptions of the brain as "non - linear system anticipated. According to Maturana and Varela are all living systems, and therefore as a subsystem of the People, the brain, labeled as autopoietic (ie
self-sustaining and self-created), self-referential systems. Autopoietic systems can only function as operating units, if they get their internal system operations exclusively to itself. Any material (or informational) interaction with the environment only serves to livelihoods of the system. Due to the operational coherence in the system are only perturbations (disturbances) permitted which do not endanger the self-preservation of the system. So that those systems are structure determined, because they act the way they have to act according to their structure. ( see Rödler 2000, p.114-117)
This theory is considered to neurobiological foundations of constructionism , a theory of knowledge, which is joining in this work reception are neuroscientists . (See eg Roth 1996 p. 278 - 297)
The outside world is closed to the brain, therefore, it constructs the world they mean in themselves, and this depends its current structure. This can be fix, among other things, that the number the internal connections of the brain is 10 million times as large as the total number of inputs and outputs in the brain (see Spitzer 2002, p. 52). Therefore, the brain communicates mostly with themselves and not with the outside world. But why is that? After Gerhard Roth meets all of what we hear, see and feel first only as a physical event for us. In the sense of Maturana they perturbieren So the system in the brain and put him in motion a chain reaction, join now exclusively in the internal system of thought to another system's internal thoughts. According to Roth, physical events, such as sound pressure waves no meaning. This means that in order to understand physical events in general as " meaningful characters ," the man must have an appropriate knowledge. The brain then compares the permanent physical stimulus that arrives on it with the experiences that he has made and designed so active, and (as for example of emotions) as a function of its internal state and its internal structure, the relative importance . ( see Roth 2006: Why are teaching and learning so difficult? , in: Hermann (ed.) 2006 p. 49ff)
This informational unity of the human brain has far-reaching consequences for the (school) Education: Knowledge can not be transferred, but is actively constructed in the brain of the student. Moreover, in order to integrate new knowledge into the brain, meaning contexts already exist, otherwise nothing is understood. This suggests that it is more appropriate for the classroom, on the experience, what the students have to make. This would make obsolete the traditional didactic teaching. Teachers should therefore make the learning environment in schools and would rather as a learning consultant to the students along the way and help them to develop strategies that enable independent learning.
means in relation to this research, however, that there can be no objectivity, as the environment remains closed to the nervous system. In conclusion it should also neuroscientists and brain researchers concede that they have in all their research projects are not just found the reality, but more viable (ie, "viable") constructions. This would add to the wish for the Education on "hard" scientific facts in question.
This is probably one of the reasons for Wolf Singers epistemological Caviat " :
" In the exploration of the brain is considered a cognitive system in mirror of his own blend there so explanatory and to He clarification. And it raises the question of whether we are actually in a position that makes us different to see. Of course, this is a general problem which must face those who make statements about the nature of things. It's just seen what our cognitive apparatus can imagine. (...) In principle thus appears unanswerable question is whether it is accessible to us even beyond the unfathomable and where the limits of the knowable, if they are lying. "
(Singer 2002, p. 61f)
This quote refers to the problem of circularity and Rückbezüglichkeit of statements: If you want to examine brains with his brain, makes himself the object of his research and as part of a paradox, in addition, can only be detected, allowing to recognize one's own brain. It also makes clear that the reality is observer-dependent, but man can not take over its biological limits perceive their environment.
So! With this information (and continue to think maybe some suggestions on - use your brain) I say goodbye.
Sincerely
