Brain Plasticity and Learning

Brain Plasticity and Learning

“Jennifer offers an informed challenge to those working in education to re-frame
the professional language and knowledge base around teaching and learning. She
offers detailed examples of practice and situates these within a stance which affirms
the humanity and uniqueness of educational relationship and decision.”
                     —Dr. Rachel Lofthouse, professor of teacher education at Leeds
                           Beckett University School of Education, United Kingdom

“Traditional educational systems have often neglected preparing educators in the
application of the affective and social neurosciences in the deepened understanding
of how our brains and bodies are impacted by adversity and trauma. Addressing
brain and nervous system development and integrating this research and science into
the developing educational worlds of our children and youth creates hopefulness and
possibility. Jennifer Hawkins has shared a comprehensive exploration of the critical
importance and impact of how brain science and neuroplasticity can contribute to
the growth and the resiliency of our world’s children, youth and communities.”
               —Dr. Lori Desautels, Assistant Professor, Butler University’s College
                                                    of Education, Indianapolis, USA

“By exploring the disconnect between the fields of neuroscience and education as
it is traditionally conceived, Hawkins makes a compelling case for change.
Published in the wake of a global pandemic, when the younger generation sacri-
ficed so much educational opportunity to protect the health of the older, we can-
not ignore the huge potential that is brain plasticity. Hawkins explores what
harnessing that might look like for the teacher. Her insights, and their biologically
informed underpinning, must be read by anyone interested in the potential of
education to transform lives.”
             —Mary Meredith is Head of Inclusion at Lincolnshire County Council,
                       U.K. - Education and skills, Employment, Diversity equality,
                                                          Conferences and Training

“This is a book that is a ‘must read’ for any educator who wants to ensure that their
students receive a quality education. Having the awareness of brain plasticity is one
of the golden keys to avoiding putting glass ceilings on our ability and potential as
human beings. I believe that Jennifer’s insights, which are drawn from research and
outstanding practices, will be transformational for schools and colleges.”
    —Dr. Neil Hawkes, (DPhil Oxford). Founder of Values-based Education (VbE)
                                              Website; www.valuesbasededucation.com

“Jennifer Hawkins has produced another book that brings the science of the brain
to the classroom in a way that could make a positive difference to the lives of chil-
dren. The book urges new thinking in the way we approach teaching, questioning
some of our traditional practices and their impact. It is fascinating, unsettling and
uplifting.”
          —Mick Waters, author with Tim Brighouse of ‘About Our Schools’ (2021)
          Camarthen: Independent Thinking Press - to be published in autumn 2021

“Jennifer A. Hawkins new book, Brain Plasticity and Learning: Implications for
Educational Practice, is an important exploration of neuroplasticity and its critical
role in the learning process. Hawkins takes the reader through the fascinating his-
tory of neuroplasticity and explains the tenets of neuroplasticity in a very accessible
manner. Hawkins leaves the reader inspired by the brain’s plastic nature, its diver-
sity, how it drives behaviour and its promise that if we can understand the brain’s
malleable nature, we can create treatments to address a number of conditions. A
book well worth reading.”
              —Barbara Arrowsmith-Young, author of ‘The Woman Who Changed
                                Her Brain’ (2012) London: Vintage, Random house

“One of the most referenced and researched books I have read on the subject of
neuroscience and education, Hawkins brings to the fore all that can no longer be
ignored. Comprehensive, compelling and a call to action for all those engaged in
education policy and practice that neuroscience can no longer be kept out of the
classroom. This is the instruction book for the overhaul that education is yearn-
ing for.”
   —Lisa Cherry, Author of “Conversations That Make A Difference for Children
          and Young People” (2021) Routledge, Speaker and Trainer on Trauma,
                        Recovery and Resilience. Currently researching ‘belonging’.
                                                @_lisacherry | www.lisacherry.co.uk

“The dominant approach to children’s behaviour in school has focused for centu-
ries on performance, what can be seen, largely ignoring potential, what is possible,
the fact that change is always happening. The recent and current science that
Hawkins explores underpins the shift which is underway to bring children’s poten-
tial for change and growth into the light. To be able to stand their emerging prac-
tice on the evidence, teachers and school leaders need a guiding hand through the
forest of neuroscience and they have it here.”
—Dr Geoffrey James, (Ph.D.) Solution Support trainer and practitioner, author of
     “Transforming behaviour in the classroom – a solution focused guide for new
           teachers” (2016) Sage and “Solutions Focused Coaching Workbook for
                          Educators” (2019) Singular thesolutionsfocusedcoach.com

Jennifer Anne Hawkins

 Brain Plasticity
 and Learning
Implications for Educational Practice

Jennifer Anne Hawkins
Liverpool Merseyside, Cheshire, UK

ISBN 978-3-030-83529-3    ISBN 978-3-030-83530-9                            (eBook)
https://doi.org/10.1007/978-3-030-83530-9

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To fellow researchers on this subject, my family and friends

Brain Plasticity and Learning: Foreword

Jennifer Hawkins proposes in her introduction that this book is going to
be a journey through ‘eclectic phenomenological research’ relating to the
plasticity of human cognition in the learning journey, and this is a good
description of the contents of the text.
    In this text, she considers the plasticity of human cognition in under-
standing and managing the self, and how such concepts might be used to
improve and justify teaching practice for the teacher; an ambitious breadth
of focus. She reflects upon the need to recognise the influence of culture
in its broadest construction, not only in the sense of the need for sensitiv-
ity to the norms and values of different ethnicities, but in the sense of how
societies define special educational needs and for what reasons.
    A major theme permeating the text is children’s huge cognitive flexibil-
ity, which bestows a great potential for learning, and consequently raises
the equal requirement for teachers to remain flexible. The curriculum in
turn needs to reflect the significant impact of the environment upon learn-
ers’ chances of success, and particularly to ensure that potential is not
curtailed in attempts to force ‘square pegs’ into ‘round holes.’ In this
context, she raises important questions for very narrowly framed curricu-
lums; for example England’s National Curriculum.
    Having created this panoramic perspective, she subsequently considers
problems resulting from narrow conceptions of assessment. In particular,
she focuses upon how these may too quickly label children as being in
need of remedial measures, whilst they might be supported to achieve
more successfully in a system that frames learning in a less rigid fashion.

                                                                          vii

viii   BRAIN PLASTICITY AND LEARNING: FOREWORD

Within this context, she explores a plastic brain in a rigid system and makes
some useful observations of problems that may result.
    On a similar theme, she visits the blurred lines between learning and
indoctrination and makes some observations that are timely for England’s
education system. She highlights the manner in which it currently appears
to be losing its way, encasing children in a culturally narrow pedagogy
which constructs learning as the rote memorisation of fixed ‘facts.’
    Her final chapter moves to the role of economics as the underpinning
ethos for this system; how people are constructed as profit-making units,
and how curriculum is constructed from the basis of what children need
to know for society to extract the maximum profit from their contribution
to an overwhelming national, rather than increasingly global economy; a
short sighted policy where information travels around the world via the
tap of a screen.
    This is a book that ranges widely and encourages the reader to con-
struct both human beings and their societies as highly flexible entities. It
left me contemplating how we might reimagine education to permit our
plastic brains more space to imagine, invent and create, and to harness
multi-cultural information to underpin our education processes.
    I have considered this issue within my own writing and research and
constantly raised the question why education in England in particular
seems to take so little account of the way that human beings think, develop
and learn, but starts from the idea of what the government would like
them to be. Over twenty years ago, Singer (1999, p. 61) asked why, instead
of trying to force human beings into systems that do not suit their biology
or psychology, why we do not create ‘policies ... grounded on the best
available evidence of what human beings are like.’ This question is just as
salient today, and Hawkins takes the reader through a journey that explores
this question in a wide ranging, eclectic narrative.

Leeds, West Yorkshire, UK                                       Pam Jarvis

       References
Singer, P. (1999). A Darwinian Left: Politics, Evolution and Cooperation.
   Weidenfeld and Nicolson.

Preface

In this book I look at world trends affecting education and discuss issues
involved in teacher, parent and learner experiences connected to brain
plasticity, which in one way or another affect us all through life. I am a
teacher with a lot of curiosity, who likes to challenge ‘obvious’ assump-
tions and uncover what may lie beneath. If you read my first book (2017),
you will know my journey is a continuous one as I research and learn.
Ideas in this book will connect you to research in different social contexts,
stories about discoveries in neuroplasticity and clinical psychology, stories
about learners and teacher explanations of learning. I link neuroscience
and psychological research to practitioners’ narrative evidence and look
for connections around how human beings learn in different situations
and settings. I looked at possible ways to understand how brain plasticity
relates to teaching and learning.
    In the process of writing this book I have read about, met and had
conversations with teachers, therapists, learners, parents, social experts,
authors and psychologists. However, there are still many more ‘experts’
on learning out there who are professionally and unofficially recognised.
It is a fascinating complicated world and education is a rich and complex
field. I explore available educational advice to find out if such information
can shed light on why and when some educational approaches work or fail
and in what context. This phenomenological research produced a body of
data that synthesises, elucidates and demonstrates the wisdom shown by
all kinds of teachers, parents and learners every day. As a teacher, I hope
such research may inform us about how to be more successful in our
everyday practice.

                                                                           ix

x   PREFACE

   Some of you suggested books, websites and webcams and shared ideas
in your blogs, on Twitter and LinkedIn and by email (over 1250 papers,
blogs and books). Thank you—your varied data and analyses are thought
provoking and insightful. The text and backup references may be helpful
for other psychological, philosophical or social educational researchers
pursuing their own agenda. There are links to psychology, philosophy,
technology, politics, economics and sociology. I believe your research is
important for the future. I apologise to those I have inevitably missed and
look forward to your constructive criticism. The ‘online’ information was
useful, however sadly the internet links referenced will vary in longevity
and are always open to author editing or removal.
   I have not been able to reference directly in the text all the references I
have read and considered, but nevertheless they have informed my work
and are included as backup data in the reference lists for each chapter. I
hope the links and books suggested for additional reading in these specific
areas may be useful for others as they plan, deliver and evaluate their own
and other people’s learning in different ways. Where possible I substanti-
ated your ideas discussed by asking for unpublished written data or refer-
enced your books, papers and articles. Some of you gave your time in
person to research collaboratively chatting by phone, video link and in
conversations in schools and at events. I am particularly grateful to those
who shared their personal stories and thoughts with supporting data
contributions.
   The book deploys the research data as appropriate to different chapters,
sections and themes. Inevitably in dealing with such a complex subject this
involves a great deal of overlapping of related themes. There are many
possibilities and so inevitably I tended to choose those I found were at the
time of current concern in educational and public discussion. I started off
by making connections between educational and psychological evidence
looking towards further developing an active ‘feelings’ learning theory
and made links to neurocognitive science. When I ended I discovered I
had found many starting points which I could not possibly follow by
myself! I hope others will follow up and research these new pathways.

Liverpool Merseyside, Cheshire                      Jennifer Anne Hawkins

Acknowledgements

Thank you to Andy Williams and Helen Pitt for sharing their management
issues, friendship, their staff and pupils with me at Lunt’s Heath Primary
School. As always extra special thanks to David Lobb for his unfailing sup-
port, interest and encouragement. I would also like to thank my daughters
Claire Teague and Lucy Jones and their families for their love and support.
More thanks to Yvonne Metcalf and Regina Tsaliovich and all the data
contributors and folk who messaged me on EduTwitter and LinkedIn.

           Special Thanks to the Following Special
                     Data Contributors
Chapter 1: ‘Journey of Peace’ (2019) by Joseph Critchlow, aged 14—St.
 Vincent’s School for Sensory Impairment, Liverpool, United Kingdom.
Chapter 2: ‘Background Knowledge’ (2020) by Dr Anna Maria Rostomyan,
 Corporate Communications Specialist, Yerevan State University.
Chapter 3: ‘Too Old to Suffer’ (2014) Chris K. Pearson, Video and Poem
 Transcript, a poem about emotions for his daughter.
Chapter 5: ‘How it feels to be a new parent of an autistic child’ (2020) by
 Kirsty Henderson on Twitter, 23 July 2020, 20 tweets, 5 min read.
Chapter 6: ‘Happiness’ (2019) A poem from ‘My Mind’s House’ by Dr
 Christine Challen, 20 August 2019.

                                                                         xi

xii   Acknowledgements

Chapter 7: ‘My Education Journey’ (2021) by Muhammad Shehu
 Shuaibu, 20 January 2021.
Chapter 8: ‘Confidence: Anything you can do once, you can do again bet-
 ter. Learning to invest through failure’ (2019) by Sifu John, Wing Chun
 martial arts master, March 2019.

Contents

1	The Discovery and Implications of Neuroplasticity  1
    1.1	Introduction  1
    1.2	A Short Summary of the Historic Background  3
    1.3	Firing and Wiring with Neuroplasticity Points List at the End  8
    1.4	Neurodiversity Includes Neurodivergence and ‘Disability’ 13
    1.5	Consciousness, Memory and Regeneration in Sleep 19
    1.6	Ageing Successfully and Keeping an Active Mind 24
    1.7	Conclusion 27
    References 32

2	The Importance of Feelings and Emotions 37
    2.1	Introduction 37
    2.2	Historical Difficulties in Understanding Our Emotions 38
    2.3	Neuroscience and the Basis of Emotional Intelligence and
           Rationalisation 43
    2.4	Feelings and Emotion-Based Learning: Awareness, Meaning
           and Inference 49
    2.5	The Senses in Proprioception Create Affect, Inform Emotion
           and Aid Learning 54
    2.6	Empathy as a Restorative Therapy and an Essential
           Thinking Strategy 58
    2.7	Conclusion 63
    References 69

                                                                         xiii

xiv   Contents

3	The Plastic Brain and Its Educational Development 75
    3.1	Introduction 75
    3.2	What Are Feelings and Emotions, and Can They Enable
           Teaching? 76
    3.3	Emotional Development in the Early Years: Baby, Toddler
           and Child 79
    3.4	Teenagers and Young Adults Growing Up and Developing
           Beyond 83
    3.5	Human Brains Are Neurodiverse and Therefore Variable 86
    3.6	Emotional Memory Models Are Important for Information
           and Motivation 89
    3.7	Measuring Intelligence Is About Assessing Actions, Not Just
           the Retrieval of Facts 97
    3.8	Conclusion101
    References106

4	System Planning: Teaching Problems and Solutions113
    4.1	Introduction113
    4.2	Educational Communities as They Relate to National
           Visions114
    4.3	Learning Purposes and Political Purposes119
    4.4	Teaching Values and Principles for Curricula Planning125
    4.5	Culture and Language Acquisition: Its Influence on
           Learning130
    4.6	Assessment Planning and Ideas About Intelligence135
    4.7	Conclusion140
    References147

5	Teaching and Learning Processes, Equality and
    Collaboration159
    5.1	Introduction159
    5.2	Student Well-Being and the Teaching Environment160
    5.3	Every Child Matters and Has Different and Similar Needs165
    5.4	Parental Perspectives and Involvement170
    5.5	Teaching and Assessing All Kinds of Children to Achieve
           Their Personal Best176
    5.6	Teacher Autonomy and Collaborative Research180
    5.7	Conclusion185
    References193

Contents    xv

6	Behaviour, Inclusion and Mental Well-Being203
    6.1	Introduction203
    6.2	Teaching Approaches That Encourage Inclusion204
    6.3	Positive Behaviour Changing Solutions209
    6.4	Childhood Experiences Affect Teenage and Adult Mental
           Development212
    6.5	Teaching That Is Trauma-Informed and Adaptable215
    6.6	Cultural Diversity, Differences and Similarities219
    6.7	Leading an Inclusive, Developing and Supportive Learning
           Community224
    6.8	Conclusion230
    References234

7	Reassessing Our Ideas About Knowledge243
    7.1	Introduction243
    7.2	Knowledge as a Human Resource: Valued, Ignored,
           Destroyed245
    7.3	Back to Basics: Popular Philosophies, Ideas and Visions253
    7.4	Psychology: Traditional and Hybrid Approaches256
    7.5	Current Educational Tenets, Ideas, Problems and New
           Possibilities264
    7.6	Knowledge, Human Brain Plasticity and the Use
           of Screen Technology270
    7.7	Conclusion274
    References278

8	Politics, Economics, World Outlooks and Influences283
    8.1	Introduction283
    8.2	How Economics Impacts All of Us: Our Long-­Term
           Existence and Our Quality of Life284
    8.3	Different Interpretations of Liberalism: Social, Classical
           and Neoliberalism287
    8.4	Organising Collaborative Responsibilities for Democracy
           and Equality291
    8.5	Problems and Benefits of Taking Personal Responsibility
           for Democratic Equality295

xvi    Contents

      8.6	The Dangers of Screen Technology Versus the Freedom to
             Think Independently300
      8.7	The Environment, Emotion Models, Brain Plasticity and
             Educated Transformation304
      8.8	Conclusion310
      References316

References321

Index333