This monograph is NOT about teaching - it's about EFFECTIVE LEARNING from a perspective that leads to an entirely new form of learning and language acquistion involving transformational discovery, mentorship and interpretation.Its roots are as old as Socrates. Linguists, biologists, anatomists, physiologists, psychologists, sociologists and physicians in the tradition of the "German School" of learning have contributed over the centuries to what is now nothing less than a revolution in learning, and the "business of teaching."
In this seminal work, the author has drawn from contemporary clinical and experimental data beginning with effective traumatic learning to develop a Neurobiological theory of learning, including methodology and tenets. When applied in a traditional language classroom setting, the results have been nothing short of astounding.
With its focus on language acquisition and learning, this monograph is a treasure-trove of new information for educators, linguists, "teachers," tutors, psychologists, physicians and researchers interested in transforming a field that has remained in the "dark ages" for too long.
Reihe
Auflage
Sprache
Maße
ISBN-13
978-3-89586-763-7 (9783895867637)
Schweitzer Klassifikation
Daniel S. Janik, Intercultural Communications College, Honolulu
PROBLEMS
CHAPTER 1 - INTRODUCTION
CHAPTER 2 - THE NEED FOR A NEW LEARNING METHODOLOGY
Reason, Logic and Proof - Source Material - Approach - Resources
CLINICAL AND EMPIRICAL EXPERIENCE
CHAPTER 3 - TRAUMATIC LEARNING
Exceptional Learning - Eidetic Recall - Absent and False Memories - The Paradox of Traumatic Learning - Ritual - Memory Stability - Reflexive Learning - Frozen Learning - Associative and Interpretive Recrafting - Peripheral Learning - Learning Object Constancy - Interpretive Resources - Traumatic Recruitment and Reinforcement - Recovery - Mind-Body-Spirit - Generational Transmission - Symbols - Rhythmicity
CHAPTER 4 - COGNITIVE LEARNING
Cognition - Metacognition - World View - Spirituality - Learning Disabilities - Developmental Learning - Sex and Intelligence
EXPERIMENTAL EVIDENCE
CHAPTER 5 - NON-IMAGING STUDIES
Postmortem and Ablative Studies - Brain Language - Lateralization - Recruitment - The Embryological Perspective - The Triune Brain - Cerebral Organization - Displacement -
Cerebellar Organization - The Thalamus and Limbic System - Feelings - Myelination - Critical Language Period
CHAPTER 6 - IMAGING STUDIES
Brain Imaging - Cerebral Learning and the Birth Event - Early Postnatal Learning - Vocalization - Tools - Cerebellar Studies - Thalamolimbic Studies
NEUROBIOLOGICAL LEARNING
CHAPTER 7 - NEURO-ANATOMICAL BASES
CHAPTER 8 - NEUROBIOLOGICAL FOUNDATIONS
Intelligence - Standard Intelligence - G-Factor - Numeracy - Reasoning - Logic - Truth - Consciousness - Sleep and Lucid Dreaming - Higher-Orders of Consciousness
A NEUROBIOLOGICAL THEORY OF LANGUAGE ACQUISITION
CHAPTER 9 - LANGUAGE ACQUISITION
Calls - Speech 1- First Language Acquisition - Female Language - Reading and Writing - Language Sidedness - The Sixth Sense - Internal Time Consciousness - Discovery -
CHAPTER 10 - SECOND LANGUAGE ACQUISITION
Classroom-based Studies - Clinical, Experimental and Imaging Studies
CHAPTER 11 - ACQUISITION OF ENGLISH AS A SUBSEQUENT LANGUAGE
THE NEUROBIOLOGICAL METHOD
CHAPTER 12 - THE NEUROBIOLOGICAL METHOD
A Brief Summary of Neurobiological Learning - A New Learning Perspective - The Tenets of Neurobiological Learning
CHAPTER 13 - APPLICATION
Curriculum - Adhibition - Interpretation - Pair and Small Group Learning - Play - Capstone Projects and Ritual - Mentor Training and Transportability
CHAPTER 14 - SUMMARY, CONCLUSIONS, AND MUSINGS
Acknowledgments - Bibliography - Index
