Physioepistemology Centered Evidence-based Education

 

PConcept

 

 

 

 

 

Physioepistemology Centered Evidence-based Education – Placing neuroplasticity in the center of newly developed educational methodologies require use of the  insights from the studying of the brain functions and cognitive processes to investigate educationally inspired questions. More importantly, it changes direction of the neuroscientific approach in education to totally opposite direction: from extracting information from the brain, to delivering information to the brain and assisting in formations of tools this information processed. In contemporary speed of new knowledge discovery, traditional methods of education falling behind in delivery updated increased amount of information. The assessment of acquired knowledge during the educational process becomes available for outsourcing to new technologies, which might exclude human bias it all. Most time consuming part of educational process is time spend on learning new skills. New high effect-size methods are related to effective way to deliver higher level of complex information with decreased time of skill development.

Quantification of Qualitative Creativity (Imagination)

Kinetic changes in willfully induced brain are not necessarily qualitative changes, at same time, quantitative cognitive reattribution of particular areas in the brain not necessarily change quality of conscious experience. Even more, attentional re-contextualization of processed thoughts achieved by training and education can systematically alter neural circuitry associated with a variety of mental and physical states. The ultimate goal of proper educational technique is to initiate the mental acts of clear-minded introspection and observation, variously known as mindfulness, mindful awareness, bare attention, the impartial spectator, etc. in participants. Empirically, the only available tool at this moment to achieve this goal is to direct students to observe and modulate one’s own emotional states. The new quantum paradigm in understanding and controlling educational processes as on individual, as on social levels emerged in recent years. It creates opportunity to study and have practical use of quantitative magnitude of quantum effects in the brain.
Creative force of imagination through integration of practical, analytical and artistic abilities could be quantified and used in development of new educational methods and devices (gadgets), allowing to increase individual abilities of students.



Persuasive intellectual manipulation

Persuasive manipulation is defined as exploitative, abusive, devious and deceptive method to change perception targeted individual or group of individuals and achieve emotional response in the form of expected behavior. Context and motivations of underlying such methods determine direction and goals of influencing agent. There is wide variety of different techniques to achieve the goal of misperception and form disoriented view on reality. Two major distinctions in those techniques are in the number of influenced agents (individual vs. aggregative influences) and direction of guidance (physiological dissociation vs. social-peer pressure). All techniques historically applied and used are complex actions involving multiple subsequent steps and could include one or both distinctive characteristics. In any particular situation, recognition of application of persuasive manipulation by targeted individual is beneficial, because it allowed avoiding possible abuse or exploitation and could be used as highly effective form of education.
Social influence is a conformity of physical phenomena that characterized by responsive reaction to social event by any individual. Such response can be expressed by forming some specific or complex of emotions, formation of opinion, or actions based on a reciprocal behavior. Since social influence was defined as a presentation in a form of a variety of  identification, compliance, or internalization examples by society members, scientifically developed technologies to manipulate of individual perception of reality through social events began to emerge.  Systemization of studies related to all forms of social influence, started form the investigation of “animal magnetism” practiced by Mesmer. The result of it, imagination as an intellectual function involved in influence becomes connected to “magnetic sleep”, which almost seventy years later becomes known as hypnosis. Hypnosis is one of the methods of manipulation and will be reviewed as such below.  Therapeutical use of this technique leads to development of psychoanalysis, which is still practiced in many psychological interventions. With development of behavior technologies, use of social influence in positive context becomes ethically acceptable and widely used in different social environments. Alone with attempts to develop methods useful in medical practice, technology of influencing society through different means had development as well. With advance of informational technology relation and symbiosis of both directions becomes evident. The advancement of social media predisposed application of techniques of intellectual manipulation and elements of cognitive therapies outside for achieving objectives different from  political or therapeutical purposes, but for education in any area of science or art.