"You can't teach an old dog new tricks" is a well worn saying, but does it really hold true?
No, according to Patricia Riddell of Reading University, if you can create the right conditions.
Contrary to the long held thinking of a brain where electrical connections are made in childhood and remain for our adult lives, scientists have now established that we can change as much as 20% of these in a given day.
It is all to do with what is called neuroplasticity. The connections (synapses) and the messages (neurons) are able to be altered when someone has the correct motivation and belief that change can happen. Put simply, if you want to and choose to practice, you can learn just about anything.
Going a level deeper, it involves three parts of our brain working in unison.
- The vental striatum (the reward centre)
- The amygdala (the threat centre)
- The venta-medial pre-frontal cortex (the regulator)
For effective learning to occur, the conditions must allow for the suppression of threat (am I asking a dumb question?), the stimuli of reward (curiosity is rewarding) and this occurs when the regulator is well developed.
How do we create the right conditions?
- Self analysis of limiting behaviors
- The creation of a safe learning environment
- It is worth noting that physical and emotional pain hits the same part of our brains.
- Making the learning more curiosity driven
So, how do I become more curious? - By asking the right sort of questions!
We are equipped with 2 decision making systems, fast and slow.
Our brains like fast, there is less work for it to do.
The fast system is what we may think of as instinctive in that it is:
- Unconscious
- Automatic
- Rapid
- Impliant
- Experience based
- High capacity
Think of riding a bike or driving a car, or taking something as read.
The slow system is much more:
- Of a Conscious effort
- Controlled
- Sequential
- Linked to intelligence
- Egalitarian
For us to get into curiosity based learning we need to activate the slow decision making part of our brain by using strategic questioning. So, don't just dive into a piece of learning - STOP!
Consider:
- Who is telling me a piece of information?
- What is their evidence?
- What is their source?
- Do they have a hidden agenda?
- Is this their opinion?
- For whose benefit are they sharing this information?
Start with the assumption that something is wrong and then question and check for bias. This way you will activate your slow brain and start asking the right, and strategic questions.
Perhaps you can start with this article?
Paul Tiller.
Comments
I would consider asking questions like
This sort of pre-critical reflection is as important as the post critical reflection. However the key thing as you say is motivation, belief and desire to learn something. I love the concept of being a lifelong learner and we're all on a journey of discovery driven by curiosity. Curiosity is the single most important ingredient for learning. As we get older we apparently become less and less curious so if there is away to tap in to this curiosity then we should actively pursue this when thinking about learning in a formal context.
They are two types of curiosity:
Are some people more naturally curious than others or is this all linked to the three parts of the brain - the key is tapping in to this and creating the conditions where this can happen for a variety of people. It's a fascinating subject and one of the reasons for this Community was to help people connect with different types of content and different people. Creating an interest and helping those connections and messages in the brain flow....helping people discover new things and process new information in meaningful ways but this is wholly down to the individual to take advantage of the resources and tools at their disposal.
Once again it comes down to the desire to learn. If there is no motivation or curiosity in the first place then you are fighting a losing battle.
It's a battle that a lot of organisations struggle with - how do you create the conditions where learning takes place outside of the training room. How do you create a learning culture.
You can of course take a horse to water but you can't make it drink etc.
Great subject.
Paul,
thanks for sharing this article. A lot of wisdom are in it!
Danijela
Paul,
A Great blog. I am going to post it in our level three are as we look at how the brain works in relation to learning on our Level 3 CLDP.
H
Is it this one?
How to bring neuroscience to life