Re: A Confusing Example

From: Joe Dees (
Date: Mon Jan 21 2002 - 04:22:48 GMT

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    > "Dace" <> <> Re: A Confusing ExampleDate: Sun, 20 Jan 2002 18:57:11 -0800
    >> >I think there is a term for this in teaching: guided learning. It's
    >> >premise is that you have many modalities (sensory channels) of
    >> >learning, and that you will learn something more "deeply" (my word,
    >> >sorry for the clumsy paraphrase) if you learn it through *many*
    >> >modalities, especially through experience (motor). I even have a
    >> >diagram somewhere of the experiential learning cycle, I'll have to
    >> >get it out and dust it off to see if it might not be relevant to
    >> >*process* of transmission.
    >> The brain learns through iteration. Learning through
    >> different modalities may embed the meme (abstract-
    >> wise) with projections over multiple centers of the
    >> brain (for each modality one). But this is all
    >> speculative and unknown in brainscience at the
    >> moment as far as I know.
    >> Philip.
    >And what exactly does the brain learn in the course of its iterations? Does
    >it learn to talk? Does it learn math? Does it learn socio-sexual norms of
    >behavior? No. It learns how to make neurotransmitters and how to fire them
    >across synapses. (In other words, it doesn't learn anything. Do really
    >think a brain is somehow "smarter" in old age than in childhood?) That
    >different regions of the brain are associated with different aspects of
    >mental functioning doesn't mean the brain is somehow generating or directing
    >or storing any of this mental existence. The brain knows nothing of what it
    >facilitates. The brain doesn't know any more about consciousness and its
    >abstract contents than the heart knows about circulation or the liver on the
    >topic of chemistry. Every cell just does its thing. Neurons are not these
    >magic cells, set apart (sacred) from all other cells, somehow in possession
    >of intelligence, consciousness, passion, etc. There's no "little man" in
    >the neural tissues, watching and experiencing his world from the moist deep
    >safety of the cerebrum.
    True enough; it is not the material substrate brain that is smarter (smarter being defined as 'better able to successfully interfasce with its environs'), but the dynamicaly and recursively emergent mind that benefits from the experientially based higher level of organization of its material substrate.
    >This was distributed via the memetics list associated with the
    >Journal of Memetics - Evolutionary Models of Information Transmission
    >For information about the journal and the list (e.g. unsubscribing)

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    This was distributed via the memetics list associated with the
    Journal of Memetics - Evolutionary Models of Information Transmission
    For information about the journal and the list (e.g. unsubscribing)

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