Mind body connect final

2009

What is the Mind? Prelude to Symphony of Matter and Mind., 2024

Many models describe the psychological aspects of the mind or biological aspects of the brain. Cognitive sciences need a model that would bridge psychology and biology by uncovering the physical mechanisms behind the observed manifestations of the mind. Thus, mental and physiological phenomenology would acquire a physical explanatory base. This is essential not only for understanding how the brain works normally but what happens physically when it malfunctions. The article is a short introduction to the study offered by the author in previous publications that aims to cover the explanatory gap about the physical nature of the mind.

Grand Canyon University, 2022

Mental Representations and the Mind-Brain Relationship This paper investigates the mental representation of the mind-brain relationship from the perspectives of psychoanalytic purpose, relations theory, and cognitive developmental psychology, as well as the congruence between these formulations and research and theory in cognitive science or social cognition. In the long-term, patient treatment of severely disturbed adolescents and young adults, the concept of mental representation is applied to the study of psychopathology personality evaluation, social interactions of connection styles, and therapeutic gain. Recognizing the growth of the individual's personality, psychopathology is viewed in a more positive light through therapeutic technique. What research examines the evolution of mental representations or cognitive, affective design to become a major aspect of personality development and group formation? With cognitive neurological knowledge gleaned from the study of philosophy during the past century, the mind-body or mind-brain phenomenon will be accessible to discussion. Since Descartes, no one has unscientifically advocated an alternative real-world perspective on this issue. Researchers and thinkers have uncovered several ways, but none of them have promoted the advancement of intellectuals' inferiority. The separation between an individual's mind and consciousness is rarely examined or discussed during a person's daily labor, nonetheless, it is the root source of most of our existing difficulties. This is not even a known reality, as awareness and mind are a single entity. Still, separation is essential to existence. It is what exposes the materialist to the mind reader, potentially separating humanity from a gradually integrated middle ground. This paper will address whether the mind and brain are totally connected or if they are distinct entities. Motivated by the application of theoretical tools to brain analysis, but human biological constructions, researchers began researching the activity of the human brain.

The British Journal of Psychiatry, 2013

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Today we are generally convinced that mind and body are two substances that are specifically different, autonomous, and that the mind is separate from the body, according to the Cartesian dualist view expressed by the Oxford English Dictionary in defining the term “mind.”1 But this point of view has been challenged over the last twenty years by the dizzying advances of new discoveries in neuroscience, which have led to the emergence of the position according to which “our minds are in solid flesh.” 2 This growing rejection of Cartesian dualism has led many to fall into the temptation to adopt the materialist monism of contemporary mechanist reductionism, which holds that thoughts are somatic by-products of the material body. According to this point of view, there is only matter, bodies, and no immaterial or intellectual realities, or spirit. It is, therefore, necessary today to seek a third way that explains the substantial unity of the mind-body compound and harmonizes the immaterial and intellectual character of the mind and the somatic character of the brain, because only in this way are the basic concepts from which neuroscience starts sufficiently explained, and neuroscience freed from initial inconsistencies. This third way is traveled by the Neo-Aristotelianism of the third millennium, which, as in the Greek myth, navigates between “the Scylla of materialism [mechanist reductionism] and the Charybdis of dualism,” as Gyula Klima puts it. This research, therefore, explores this third way with the aim of finding a consistent and correct explanation of the substantial unity of the mind-body compound, which, as my research will aim to prove, is the only thesis currently being debated that has the power to rid neuroscience of the danger of falling into inconsistency at its initial starting points.

net & halloun@hinstitute.org; web: www.halloun.net & www.hinstitute.org Our mind and brain affect each other and determine the way we learn in any setting. Formal education is supposed to help students make the best of their mental and cerebral faculties and potentials, and empower them for lifelong learning and continuous success in life. To this end, teachers, students, and all other stakeholders need a coherent pedagogical framework to guide their thoughts and actions in all scholastic respects. The framework should emerge from what reliable, yet still disparate, research in pertinent fields tell us about our students, especially in neuroscience, cognitive psychology, and education. In particular, it should conform to reliable findings on how our students actually are and think at specific school ages, what they can accomplish at a given age, and how they can realistically evolve throughout the years. This article provides an educator's interpretation of research findings he knows about in the fields in question, and subsequently proposes an outline of a pedagogical framework that is meant to serve the above purposes. The interpretation comes through specific conceptual lenses and leads to a systemic perspective on mind, brain, and education that may contribute to bringing researchers and practitioners in these fields to some common grounds, at least in relation to the proposed framework.

Procedia - Social and Behavioral Sciences, 2010

The fields of education and leadership, in essence, are derivatives of social science research currents. As interdisciplinary fields, to provide practical knowledge about what makes effective schooling, learning and teaching, they are in need of drawing upon streams of research from outside of the social sciences. Developments in psychology and neuroscience seem to create a base for connecting mind and brain resesarch with educational practices. A small group of educators and mind/brain researchers exert efforts to develop a common language and a resesarch context for transdisciplinary collaboration. This blooming field (Mind, Brain and Education or Educational Neuroscience) may have the potential to impact the theory and practice in educational sciences in the near future. This presentation aims at presenting the ongoing scholarly debates and prospective impact of this newly emerging field on educational science, schooling and in-class practices.

Festus Uwakhemen A. , 2023

Many scientific endeavors over the years have focused on the desire to learn and understand the functionality of the mind. This has resulted in the development of new experiments and theories to explain the mechanics of the functionality of the mind (Badcock, 2019). The mind is the most functional capability of the human body. It allows the passing of sensory-motor contacts via the nervous system. It also perceives and interprets the information passed. Although most of the interpretations and detection are experiential and subjective, they are solely based on most neurocognitive processes that the brain gets as it responds to sequential changes and external events (Badcock, 2019). Subjective or experiential interpretations depend on the choices and cognitive judgments that individuals make. Therefore, the human mind plays a crucial role in transmitting information through sensors and motors of the nervous system. The human mind is perceived as the most complex machinery and human organ in the world as it facilitates the process of comprehending the universe itself. According to modern neuroscientists, the mind results from the dynamic interactions among nerves and sensory motors in the nervous system that form the large-scale part of the brain's networks (Mukundan et al. ,( 2019). The mind is made up of cognition and its influence on the drive towards motivation and other emotional impacts of expressions and impacts. Neuroscience research and psychological literature define drive as the emotional impacts essential for conducting actions and responses (Mukundan et al., 2019). According to the religious point of view, drive is the spiritual force needed for individuals to engage in different high-level activities such as self-sacrifice to enhance the welfare of other people. This paper deeply explores and discusses the human mind and its major functionalities in ensuring that the human body runs smoothly.

Interchange: A Quarterly Review of Education , 2019

It seems reasonable to suppose that educational practices should be informed by philosophical and scientific understandings of the character and operation of mental processes. Clark and Chambers' 1998 'The Extended Mind' is a seminal paper in the philosophy of mind, but has received limited attention by educational researchers. Their Extended Mind Theory (EMT) provocatively claims that the assumption the mind is restricted to the head is unjustified, and that objects in the environment can function as parts of the mind. Clark and Chamber wrote that the human organism can be "linked with an external entity in a two-way interaction, creating a coupled system that can be seen as a cognitive system in its own right". So, EMT challenges the assumption that the demarcation of skin and skull determines the boundaries of cognition, and demands a radical rethink of the nature of learning. This paper introduces and critiques EMT, initially by way of a discussion of embodiment, an intermediate step in the argument towards extension. It highlights inconsistencies in Clark and Chambers' account, but concludes that the concept of a mind that extends into and interacts with its body and environment is both plausible and helpful.