Mind-body connection and its role in learning

Mind Body Connection

The human brain is one of the most complex organs within the human body -- indeed, one of the most multifaceted mysteries in the universe. Within this organ we have the basis for cognition, brain chemicals only now being unraveled and the Mind-Body connection that acts as a template for every aspect of the individual. Indeed, even in the 21st century, science is just now beginning to understand the numerous ways that the brain functions biologically. Recent studies show that human emotions both control and are influenced by a number of incredibly complex neurochemicals that either enhance or detract in human abilities to learn, retain, and even use information. To understand the basics of that complex relationship, it is useful to build a template, or representational model about the way the limbic system, also known as the emotional brain, works. This limbic system, in fact, has the power and influence to act as a "central switch" for learning, memory, and the unique ability for humans to make innovative connections between the real and imagined world. First, picture the brain as a highway hub. On one side, the left hemisphere of the brain helps organize our thoughts logically, sequence time, and utilize language. One the right hemisphere, the brain manages spatial organization, certain kinds of intuition and prescient thought, some mathematical computations, and the ability to share and create complex thoughts by taking previous information and building upon it. Looking from back to front, we would see that the rear portion of the brain is the main library -- it houses knowledge, experience, and definitions of the world. . The library, however, the place that actually makes individual determinations on how to use information, is located near the frontal lobes. The third view of our brain moves from the neck to the top of the scalp (bottom to top). At the bottom is the brain stem (the spinal column, base of the brain). Then we have the limbic system, whose job is to act as a general interpreter of all the data coming in -- and deciding what to do with that data (e.g. danger, help, harm, information, etc. Limbic "conductors" chemically broadcast the unique interpretation of all this stimuli throughout the body. Then, depending on its decision, opens or closes access to higher brain function. If the limbic system interprets "Harm," for instance, access to higher function shuts down and we are unable to move beyond our more primitive brain functions -- a way to protect the higher cognitive areas. If the limbic system interprets a positive or optimistic set of stimuli, then access to imagination, knowledge, and higher functions of creativity are allowed. Research finds that the overall theme of emotion may be interpreted as a kind of elevator operator -- controlling which floor the system stops, but especially diligent and selective about allowing access to the highest floors of the brain (Vail, 2010).

The idea of the mind-body connection has a number of relevant applications to the modern school environment -- most especially to those relating to students' differing styles of learning and the vast amounts of material required within the global educational environment. One clear example is not new in schools, but the understanding of why it works is only now beginning to be accepted. For years, teachers have known that students retain material better after a bit of physical activity (recess or stretching). Now, science has proven that when the body engages in a physical action, a number of chemicals are released that actually improve brain and learning function. The release of these chemicals is tied to mood -- when one is happy, amused, or active, the chemicals released aid in learning and comprehension (Harlin, 2008). In fact, moving any of the major muscle groups (arms, hands, legs), or even smiling and laughing (moving the diaphragm) produces a set of complex proteins that robustly interact with neurochemicals to produce enhancements to the learning process (Ratey, 2008, 5).

The fundamental tools relating to the mind-body connection may be found within a complicated set of molecules known as neuropeptides. Petptides are made up of amino acids, the very basic building blocks of protein strucutres. There are, in fact, 23 different amino acids, and peptides are amino acids strung together very much like a string of beads on a necklace. Neuropeptides are the way that cellular communication occurs, including brain-to-brain messages, brain-to-body messages, body-to-body messages, and body-to-brain messages. (McGhee, 1999). The debate about which controls which -- emotions controlling neurochemicals or the reverse, is somewhat at the center of the debate about how cognition (the mind) is influenced biologically (the body). In fact, recent advances show that there are even more complex relationships and new chemical structures that act in ways to produce complex emotions (different ways of being sad, empathetic, happy, etc.). We know that we can generalize emotions, but now know that there is a huge continuum of the way in which the chemicals interact to aid learning (Bickle, 2009).