A Quote by Wilder Penfield

My plea to educators and parents is that they should give some thought to the nature of the brain of a child, for the brain is a living mechanism, not a machine. In case of breakdown, it can substitute one of its parts for the function of another. But it has its limitations. It is subject to inexorable change with the passage of time.
Most of our brain cells are glial cells, once thought to be mere support cells, but now understood as having a critical role in brain function. Glial cells in the human brain are markedly different from glial cells in other brains, suggesting that they may be important in the evolution of brain function.
The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.
We live in the Age of the Higher Brain, the cerebral cortex that has grown enormously over the last few millennia, overshadowing the ancient, instinctive lower brain. The cortex is often called the new brain, yet the old brain held sway in humans for millions of years, as it does today in most living things. The old brain can't conjure up ideas or read. But it does possess the power to feel and, above all, to be. It was the old brain that caused our forebears to sense the closeness of a mysterious presence everywhere in Nature.
You and your brain are two things. The brain is your machinery just like everything else is your machinery. This hand is my mechanism; I use it. My brain is my mechanism; I use it.
The brain is a dynamic system that constantly processes and creates your reality. It works best if you balance all the things that the brain is good at. The brain is good at being adaptable, flexible, creative, and intelligent. But it's also good at playing and just being. A balanced life provides time - every day if possible - so that every function of the brain is allowed to come alive and flourish.
Odd that the brain could function on its own, without acquainting him with its purposes, its reasons. But the brain was an organ, like the spleen, heart, kidneys. And they went about their private activities. So why not the brain?
No one knows the complete function of sleep. Is it to reset the brain or give it more of a rest period? Is it for cleaning the brain of all the garbage protein? For me, talking about these things as a non-biologist is fascinating.
Suppose there were an experience machine that would give you any experience you desired. Superduper neuropsychologists could stimulate your brain so that you would think and feel you were writing a great novel, or making a friend, or reading an interesting book. All the time you would be floating in a tank, with electrodes attached to your brain. Should you plug into this machine for life, preprogramming your life experiences?...Of course, while in the tank you won't know that you're there; you'll think that it's all actually happening...Would you plug in?
We now know that the way to help a child develop optimally is to help create connections in her brain—her whole brain—that develop skills that lead to better relationships, better mental health, and more meaningful lives. You could call it brain sculpting, or brain nourishing, or brain building. Whatever phrase you prefer, the point is crucial, and thrilling: as a result of the words we use and the actions we take, children’s brains will actually change, and be built, as they undergo new experiences.
I'm fortunate to have some really great people around me, my fiancee being one, my parents being another. Over the last couple of years, I feel like I've figured out the importance of continuing to learn and the development of the brain and how the brain hooks up with the body.
This is the hallmark of a robust biological system: political parties can perish in a tragic accident and the society will still run, sometimes with little more than a hiccup to the system. It may be that for every strange clinical case in which brain damage leads to a bizarre change in behavior or perception, there are hundreds of cases in which parts of the brain are damaged with no detectable clinical sign.
When looking at the brain, it is important to go beyond its structure to its function. This is because often in cognitive disorders, the structure of the brain is intact, but its function is compromised.
Keep your brain active. Engage your brain. Your brain is the most fantastic machine ever created, and it needs to be exercised.
One of the things cognitive science teaches us is that when people define their very identity by a worldview, or a narrative, or a mode of thought, they are unlikely to change-for the simple reason that it is physically part of their brain, and so many other aspects of their brain structure would also have to change; that change is highly unlikely.
When we have any function, whether it's language or vision or cognitive functions like memory, we aren't dealing with a straight line to the brain that says 'This is what I do.' The brain builds a network of connections, a network of neurons that have a particular role in that function.
My mind seems to have become a kind of machine for grinding general laws out of large collections of facts, but why this should have caused the atrophy of that part of the brain that alone on which the higher tastes depend, I cannot conceive. A man with a mind more highly organised or better constituted than mine would not, I suppose, have thus suffered, and if I had to live my life over again, I would have made a rule to read some poetry and listen to some music at least once every week; for perhaps the parts of my brain now atrophied would thus have been kept alive through use.
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