Dr. Robert Sylwester is an educator of educators to maintain multiple awards during his long career as a master communicator of the implications of brain research for research and education. His most recent book is The Adolescent Brain: Reaching for Autonomy (Corwin Press, 2007). He is Emeritus Professor of Education at the University of Oregon.
I am honored to interview him today.
Alvaro Fernandez (AF): You have recently published a book entitled TheAdolescent Brain: Reaching for Autonomy. What advice would you give to parents and educators of young people?
Robert Sylwester (RS): Biological phenomena always goes into operation. For example, leaves fall from trees in autumn, but usually not all at once. Developmental changes also occur not at the same time and with the same speed in all child and adolescent psychiatry brain. And how is it possible for wind and temperature, the time when a leaf might be covered unexpected events that changechange over time, if a young person who has to confront and respond to environmental challenges.
It is important to do for adults to care of a young person's interests and abilities to observe, and add challenges that move us maturing at a reasonable level. If you press too fast, you get a harried young people. If you do not challenge enough, you'll get with a bored young people. There is no magic formula for getting this exactly right. This means, for example,celebrate that we have the skills of artists and athletes that work on the typical human ability, and we continue to create criminal penalties for those who do not achieve their behavior culturally acceptable level. Most human behavior is personally selected and performed in many areas. One can easily observe that this broad range of phenomena such as the political discourse and religious belief or practice. Young people tend autonomous adulthood, as they gradually according to their interests and abilities, and discoverwhat is biologically possible and culturally appropriate. Adjust their lives where they are most comfortable in the wonderful sets of fields possible and appropriate, there is.
Young people take risks, no doubt. Finally, if you want in every area of function, you must look for his positive and negative external borders. Speed limits and other regulations provide for direction, but young people (and adults) are still more likely to bring the borders - and perhaps a little bit beyond.
In short, parents and educators must observe the attention to where young people are the interests and abilities to pay, and with them experiences that allow them to move forward.
Alvaro Fernandez (AF): I think that must operate in an emerging field such as cognitive science, we by clarifying the language we use. Can you define some words such as learning, education, development, Brain and Cognition.
Robert Sylwester (RS): Sure.
> Learning: The majority of organisms begin their lives with most or all of the systems and information they need to survive. Man is a notable exception, that an adult brain size is significantly larger than the birth canal of a mother, so we developed with an immature brain a pound, the added mass and abilities throughout the 20 years after giving birth trajectory of development was born. Parenting, advice, education and mass media are examples of the cultural systems that people have developedTo help young people master the skills and knowledge they need to survive and thrive in complex environments. Learning is one of the most important activities we do, even though we are often unaware of it.
EDUCATION: education, such as the culture it takes is a conservative phenomenon. Science and technology move quickly, but education does not. So, if the schools are often the schools are similar to 50 years, that should not be surprising. The parents remember their school experiences, and theysurvived, they are generally suspicious of educators are experimenting with their children. This partly explains why the schools have not included many of the recent developments in the neurosciences and cognitive psychology.
Can solve BRAIN DEVELOPMENT: childhood brain development is focused on systems that recognize the children and to remember the dynamics of the ecological challenges - challenges that safeguards for adults they become. Adolescent brain development is more focused on the foreheadLobe development, the systems that enable us to respond appropriately and independently to the challenges we encounter.
Cognition: Every experience is going to change our brain organization to some extent, so that our brain processing networks constantly change our lives. This process is called brain plasticity. For example, adapted, because my brain to my switching from a typewriter to a computer, it would now be difficult (but not impossible) that I write again on a typewriter. Now,Knowledge related to other concepts: Emotion is the processing system, which tells us something that is as important to focus our attention on the mainstream and away from the unimportant things, problem determines how to react, partly on the basis of our memory of prior related experience and behavior causes the decision. The general term that includes various cognitive processes.
AF: Prof. Sylwester, I thank you for your great information and advice.
Schumacher: "MyPleasure.
Copyright (c) 2008 Sharp Brains
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