Academic literature on the topic 'Whole Brain® Thinking'

Multimedia and the Internet as a representative of the modern information technology put society as a whole is an organic whole repeatedly, the wisdom of the ages and all mankind will converge at worldwide covered giant network system. It is a wise networking, not only have extended the human brain thinking activity, but also created a human brain which is developing rapidly every hour and every minute, make it become a mankind can share the precious resources. More importantly, the information is changing our way of life, sense of living, learning method and thinking mode.

Quality of learning outcome is the primary goal of higher education. University lecturers should be equipped with andragogic skills to enhance learning. At the exemplar institution, 10 lecturers, aged below 50, were not trained to teach in higher education. Recurring evaluation comments, from Bachelor and Master of Education students highlighted lecturers’ poor teaching methods. This study therefore, adopted Whole Brain® model by Herrmann (1996) to enhance the quality of teaching practice. The model is comprehensive in facilitating innovative teaching techniques and enhancing learning. It encourages lecturers to be aware of their thinking style preferences in order to design learning opportunities that factor in learners’ diverse learning differences (De Boer, Du Toit, Scheepers and Bothm, 2011). Herrmann Brain Dominance Instrument® (HBDI®) (a survey questionnaire) was used to collect quantitative data while face to face interviews gathered qualitative information. HBDI® data was computed into participants’ thinking preference profiles. Deductive thematic approach was used for qualitative data analysis and results showed diversity in thinking styles among the participants. The majority confirmed their understanding of the model and its diagnosis of thinking preferences. The HBDI® proved to be a valid, reliable measure of human mental preferences. The research recommends the participants to fruitfully use the HBDI® in their teaching endeavors. Seminars on learning style flexibility are recommended as part of professional development. Finally, institutions of higher learning can subscribe to the Whole Brain® Group and have their workers and students complete the HBDI® so that they become aware of their preferences for teaching-learning benefits.

People’s ability to think creatively is a primary means of technological and cultural progress, yet the neural architecture of the highly creative brain remains largely undefined. Here, we employed a recently developed method in functional brain imaging analysis—connectome-based predictive modeling—to identify a brain network associated with high-creative ability, using functional magnetic resonance imaging (fMRI) data acquired from 163 participants engaged in a classic divergent thinking task. At the behavioral level, we found a strong correlation between creative thinking ability and self-reported creative behavior and accomplishment in the arts and sciences (r = 0.54). At the neural level, we found a pattern of functional brain connectivity related to high-creative thinking ability consisting of frontal and parietal regions within default, salience, and executive brain systems. In a leave-one-out cross-validation analysis, we show that this neural model can reliably predict the creative quality of ideas generated by novel participants within the sample. Furthermore, in a series of external validation analyses using data from two independent task fMRI samples and a large task-free resting-state fMRI sample, we demonstrate robust prediction of individual creative thinking ability from the same pattern of brain connectivity. The findings thus reveal a whole-brain network associated with high-creative ability comprised of cortical hubs within default, salience, and executive systems—intrinsic functional networks that tend to work in opposition—suggesting that highly creative people are characterized by the ability to simultaneously engage these large-scale brain networks.

Background: The process of learning biology as one part of the whole process of education in schools has an important role in efforts to improve students' biological abilities, this study aims to determine the learning outcomes and critical thinking of students by using a brain based learning learning model combined with a mind learning model mapping on the concept of biodiversity. Method: This research was conducted at Amahai 1 High School, and the data obtained were analyzed descriptively. The object of research is 21 students in class X MIA. Results: Research shows that increasing student learning outcomes and critical thinking on biodiversity material by using a brain based learning model combined with a mind mapping model gets a pretty good improvement. This is consistent with the analysis of data on the percentage obtained from the results of the initial and final tests. Increased critical thinking can be seen by using 5 aspects with indicators on the final test and cognitive aspects. Conclusion: The application of the Brain based learning model and the Mind mapping model can improve student learning outcomes and critical thinking

Purpose: This study was conducted to develop and implement an education program based on the Whole Brain Model for novice nurses, and to evaluate its effects on work performance, interpersonal skills and self-efficacy. Methods: A pretest-posttest quasi-experimental design was used with an experimental group (n=20) and a control group (n=21). The experimental group participated in an education program based on the Whole Brain Model for seven sessions over 4 weeks. An independent t-test, χ2-test, and Mann-Whitney U test were performed to analyze the data. Results: There were statistically significant differences in work performance (p=.015), interpersonal skills (p=.014) and self-efficacy (p=.021) between the experimental and the control group. Conclusion: This program was an effective learning strategy to enhance nursing competence for novice nurses. The novice nurses who participated this program were able to reflect deeply on themselves, improve interpersonal skills, and induce whole-brain integrated thinking in learning how to solve the problems caused by changes in patient conditions that can be experienced in clinical practice. Therefore, this program can be recommended for regular continuing education for novice nurses.

This thesis details research exploring the synergistic combination of reflexivity and whole brain thinking. The two theories are not competing theories but nor, at this time, are they seen as mutually synergistic theories. In the thesis these two theories that have been used before by others as separate entities are combined and the synergistic output is built into a Route Map Programme. The thesis explores the events and patterns and themes identified by the participants and the infrastructure supporting those patterns and themes. Multiple longitudinal case studies in two different category businesses are used as the research vehicle. The findings support that the synergistic combination is warranted. The research focusses on a concern that in many organisations thinking is not encouraged or valued. The hierarchical model of organisation means that many individuals feel unable to contribute their ideas. The time poverty syndrome appears in abundance with individuals so very, very busy they have little time to think deeply. Thinking that is reactive and uses only an individual's preferred filters will not produce robust personal strategic thinking. It is clear from the findings that time spent being reflexive using the whole brain improves the depth and breadth of personal strategic thinking. Improving the depth and breadth of that thinking creates more robust thinking. By being whole brain reflexive individuals begin to take back control and build a robust personal career plan. The findings indicate that the participants, all well-educated, high powered, high commitment individuals do know how to learn and they can be good at it providing that: Sufficient reflexive time is dedicated to the learning, A toolbox of process models is made available to them, That the outcome is set by the individual. It is also clear from the findings that when the individual learns and grows both the individual and the business benefits. The findings support the meta proposition that when individuals dedicate time to reflexive whole brain thinking the following patterns and themes emerge: Resistance to strategy is reduc. Thinking increases in robustness. Personal Strategy is more robust. The thesis findings justify the supposition.

As the Head of Department, Department of Tourism at Centurion Academy, I identified an innovative idea to transform my mentoring practice. The Advanced Diploma in Tourism Management is offered at two campuses – the main campus in Centurion and the campus situated in Klerksdorp. I was based on the main campus and served as a peer mentor for my mentee, who was based on the Klerksdorp campus. The concept of blended mentoring that focuses on face-to-face mentoring and e-mentoring was opted for, due to the distance between my mentee and me. The purpose of the mentoring was to facilitate my mentee’s professional development by adapting a whole brain® approach. My mentee, on the other hand, transformed her teaching practice by means of facilitating whole brain® learning in the Accounting module. We were both responsible for presenting the Accounting module – I was the examiner and followed a whole brain® approach (derived from previous study) and it was my mentee’s second year of lecturing Accounting. Adapting a whole brain® approach empowered us to transform our respective practices. Whole brain® learning focuses on the theoretical framework of the metaphorical Herrmann whole brain® model. The Hermann Brain Dominance Instrument (HBDI®), which quantifies the degree of an individual’s preference for specific thinking modes, was used to assess my mentee, my mentee’s students who were enrolled for the Accounting module and my own thinking style preference. The data derived from the HBDI® served as baseline data for the study. An action research design was followed by both my mentee and me. We both followed our own action research spiral, which overlapped. My action research cycle commenced with a face-to-face mentoring session in Pretoria with my mentee. The study included two visits by me to the Klerksdorp campus. During these visits I observed learning opportunities presented by my mentee. Quantitative and qualitative data, a part from the HBDI®, was gathered during the study. Quantitative data included a feedback questionnaire that my mentee’s students had to complete after the completion of each Accounting theme and included the students’ marks. Qualitative data that was gathered included interviews with my mentee and her students, field notes from observations, audio-visual material from my mentee’s learning opportunities and personal documents. The findings indicate that a whole brain® approach to mentoring and a whole brain® approach to facilitating learning in a teaching practice contributed to my and my mentee’s professional development. Other additional aspects that can be incorporated in a mentoring and teaching practice to ensure lifelong learning and a continuous transformation of one’s practice were identified during the final reflection on the action research cycle that was recorded.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Humanities Education
unrestricted

During Work Integrated Learning, pre-service mentoring helps to prepare final-year education students for the workplace. For the purpose of this study, seven pre-service teachers and their mentor teachers formed scholarly communities of practice. Selfregulated professionalism was initiated by implementing the principles of self-regulated learning using a constructivist Whole Brain® Thinking mix as epistemological grounding. Participatory action research was enriched and a Whole Brain® Participatory Action Research Design was used to contribute to the scholarship of mentoring in the education context and the new meaning-making of our current understanding of what action research entails. A baseline study was conducted ten months prior to the commencement of the Whole Brain® Participatory Action Research study. The responses from the Senior and FET Phase pre-service teachers and their mentor teachers in the two online surveys provided an information base for the participatory action research process. The rationale for using Whole Brain® Participatory Action Research was that no scholars have examined a collaborative perspective on pre-teachers, mentor teachers and a university faculty. This particular research design has never before been used in the context of pre-service teacher education. The Herrmann Brain Dominance Instrument® was initially completed by the participants and myself as the principal researcher to inform reflective practice and to create awareness of our thinking preferences. Action research was conducted by the pre-service teachers in their classroom practice and executed by the mentor teachers in their mentorship practice. I employed action research during the scholarly communities of practice sessions with the participants. Peer mentoring, Whole Brain® Mentoring and blended mentoring were innovatively introduced in the mentor teachers’ and my own mentoring practice as an essential part of the self and the we becoming agent(s) of transformation. The development of a Comprehensive Whole Brain® Mentoring Model for the education context is shared as an outcome of this study.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted

Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning.
Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted

Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary education. The problem-solving methods used in graphic design, are studied as a means of enhancing skills among students—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. While I access and synthesize information from my clients, a child also access and synthesize information from his or her teacher. When a client comes to me with a design request, I research, create, and then present the most appropriate solution. In the classroom, this kind of thinking process is also possible when the teacher offers students the opportunity to solve a problem, usually in the form of a project. I will explain how more intensive and creative application of design thinking process could expand the horizons for whole brain learning and creative thinking among students.

Recent nursing literature has repeatedly proclaimed the need for creativity in nursing. The complexity of contemporary nursing practice as a result of the explosion of knowledge and technology, changing human values and diverse health care systems, requires an innovative and creative nurse who can adapt to change and provide holistic, individualised, context-specific patient care. Higher levels of cognitive thought, creative thinking and problem-solving skills have been stressed as desirable qualities of student nurses. It is suggested in the literature that the evolution of innovative strategies and the ways to implement them into nursing curricula be explored in order to assist and encourage students to develop these higher cognitive skills. From an analytical study of the literature which was undertaken with the aim of exploring the nature of creativity and the processes involved in creative thinking and learning, and of identifying innovative strategies particularly relevant to the teaching of nursing, it became apparent that the most significant determinants in teaching for creativity, are the learning enviromnent, the educator-student relationship, and the provision of a variety of teaching strategies, which are student-centred with a problem-solving focus. It was established that stimulation of both the left and right hemispheres of the brain is essential for the development of creative thinking skills. Based on the insights and knowledge gained in the study, a nursing education model for the fostering of creativity was developed. This model encompasses a wide variety of didactic considerations and is designed to stimulate whole brain learning. It is hoped that its use will be of value in the production of innovative and courageous nurse practitioners who will be better equipped to cope with the changes and challenges of their working environment and be able to provide context-specific nursing care.
Health Studies
D. Litt. et Phil. (Nursing Science)

This chapter examines the notion that personal identity or sameness of subject of experience across time doesn't require sameness of substance or substantial composition across time, any more than the diachronic continuity of an individual animal life requires sameness of substance or substantial composition. It begins with a discussion of materialism, one of John Locke's principal ideas in his discussion of personal identity, and especially the idea that one's whole psychological being—one's character, personality, memory, and so on—is wholly located in one's brain. It then considers Locke's claim that materialists can—must—allow full transmission of personal identity across complete change of substance, along with his attempt to block an argument from the taken-for-granted or nonnegotiable fact of personal responsibility on the Day of Judgment to the immateriality of thinking substance.

The heart of creative thinking is the incubation stage, in which ideas freely move on a subconscious level going beyond the limits of the problem space to create new solutions. The incubation stage might be fostered through meditation practices that lead to transcending, such as the Transcendental Meditation (TM) technique that cultures greater brain integration in which the brain functions more as a whole. Higher brain integration is seen during the TM session within a few weeks of practice, and after the TM session with regular practice over time. Higher brain integration is associated with higher creativity and greater success in life. Adding the experience of transcending to enhance incubation of creative ideas is innovation from the inside. Training in transcending could be part of forward-looking graduate programs to help their graduates thrive in an ever-changing workspace landscape, and could be a workplace skill to support better performance in many professions.

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

Neuroprosthetics is a novel bioengineering technology able not only to replace or assist the damaged neurons but also to enhance the function of the neurons with external electrical circuitry. It may allow patients with a neurological disorder to retain some of their normal function. Cochlear implants that induced deaf patients to “re-hear” and visual prostheses that assisted blind patients to “re-see” are both successful cases. Moreover, augmentation of cognition such as attention, (working) memory, creative thinking, and more can be carried out through stimulation techniques. In recent years, brain chip implants have been proposed as the next-generation technologies that can achieve the whole neuroprosthetic system in a tiny chip implanted into the human brain. Such a breakthrough is expected to mitigate neurological impediments, restore lost functions, and even optimize human performance.

This concluding chapter briefly discusses why William James' positions, if understood as the book has interpreted them, remain valid reformulations of a long-standing and quite honorable view of what philosophical thinking is truly about: reformulations which signpost some escape routes out of the impasse in which the philosophical profession, and the business of philosophical education, find themselves mired at present. The chapter also explains how often Western philosophy has found itself compelled by the developments of its history to take the turn James that proposes, and proclaim the revenge of that forgotten truth: that the pursuit of wisdom inexorably grips the whole human being, not merely brain and mind, but heart, emotions, imagination, and sensibility as well.

we plunge now into the deepest, trickiest, most treacherous and remarkable undersea cavern in the whole coral reef, the question of simulated experience. when we get to the bottom we will be face to face with the fundamental question of artificial intelligence (henceforth AI). we won’t know how to solve it, but we will be shining a flashlight in its face. what does it mean to think? How does thinking work? Not “how does the brain work,” but what does the thinking process consist of, in logical terms? we don’t need to understand lungs to realize that respiration has something to do with grabbing air, letting it soak in somehow and then pushing it out. Thinking is (one suspects) just as basic a physiological process as breathing; how does it work? Presumably it’s not mere random helter skelter scurrying about. There is some system at work, some process, presumably. Even when you are not hard at work solving a math problem, planning a strategy or wracking your brain for the name of someone’s daughter, there is something ticking over in there, as steadily (maybe even as rhythmically) as breathing. what is this process? As usual, we have a particular, concrete problem and a software solution in mind. The problem is crucial to Mirror worlds: How do we make the experience key work? In answering we will (again) be addressing a major problem in the non-Mirror world as well. In the last chapter, I discussed the extraction of information from fastflowing data streams at the source. we turn now to oceans of data that have accumulated in databases. what can we do with this stuff? All those multi-billions of records on file? Here, the focus is different. You don’t worry so much about extracting information fast, as the data values fly by. You focus instead on the problem of comparing many stored incidents or situations. In pursuing this concrete problem, I’ll keep the deep questions and long-term implications at bay, for the most part—but they do have a tendency to wind their tendrils around the subject matter in this chapter. I will be describing a “simulated mind” designed for a well-defined, utilitarian purpose.

Brains make minds because mental representations and processes are performed by neural mechanisms. Mental representations work by patterns of firing in neural groups. More complicated representations that go beyond sensory experience can be formed by binding representations together, combining patterns of firing into new ones. In particular, binding can produce semantic pointers that coalesce and compress different kinds of information, including sensory, motor, emotional and verbal information. Semantic pointers retain connections to sensory and motor experience while also acquiring the autonomy that is usually attributed to symbols. Eliasmith’s semantic pointer hypothesis shows how neural cells can interact to produce high-level thinking. Different representations compete with each other to provide accounts of what is going on in the world through a parallel process of satisfaction of multiple constraints. Neural networks can learn by changing the synaptic connections between neurons.

In this review, Winnicott explains that the title refers to the diagnosis and treatment of six kinds of child: the quick-thinking child, the slow-thinking child, the child whose brain has been injured, the child maladjusted emotionally, the child of unusual cultural background, and the child of unusual training. He believes that the author has used her 3,600 personal cases with good common sense but that she adds nothing new to the field of child psychoanalysis.

Abstract Human’s motion and its mechanisms had become interesting in the last years, where the medecine’s field search for rehabilitation methods for handicapped persons. Other fields, like sport sciences, professional or military world, search to distinguish profiles and ways to train them with specific purposes. Besides, recent findings in neuroscience try to describe these mechanisms from an organic point of view. Until now, different researchs had given a model about control motor that describes how the union between the senses’s information allows adaptable movements. One of this sense is the proprioception, the sense which has a quite big factor in the orientation and position of the body, its members and joints. For this reason, research for new strategies to explore proprioception and improve the theories of human motion could be done by three different vias. At first, the sense is analysed in a case-study where three groups of persons are compared in a controlled enviroment with three experimental tasks. The subjects belong to each group by the kind of sport they do: sedentary, normal sportsmen (e.g. athletics, swimming) and martial sportmen (e.g. karate, judo). They are compared thinking about the following hypothesis: “Martial Sportmen have a better proprioception than of the other groups’s subjects: It could be due to the type of exercises they do in their sports as empirically, a contact sportsman shows significantly superior motor skills to the members of the other two groups. The second via are records from encephalogram (EEG) while the experimental tasks are doing. These records are analised a posteriori with a set of processing algorithms to extract characteristics about brain’s activity of the proprioception and motion control. 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