A Quote by Lois Lowry
- My instructors in science and technology have taught us about how the brain works. It's full of electrical impulses. It's like a computer. If you stimulate one part of the brain with an electrode, it... - They know nothing.
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It's not even known how many kinds of cells there are in the brain. If you were looking for a periodic table of the brain, there is no such thing. I really like to think of the brain as a computer.
We have to remain humble about our understanding of the brain, because even our most powerful tools remain pretty blunt instruments for decoding the brain. In fact, we still do not know how to decipher the basic language of how the brain works.
The pace at which science has progressed has been too fast for human behaviour to adapt to it. As I said we are still apes. A part of our brain is still a paleo-brain and many of the reactions come from our fight or flight instinct. As long as this part of the brain can take over control the rational part of the brain (we will face these problems).
Because we do not understand the brain very well we are constantly tempted to use the latest technology as a model for trying to understand it. In my childhood we were always assured that the brain was a telephone switchboard...Sherrington, the great British neuroscientist, thought the brain worked like a telegraph system. Freud often compared the brain to hydraulic and electromagnetic systems. Leibniz compared it to a mill...At present, obviously, the metaphor is the digital computer.
My dad is an electrical engineer. So he was always very focused on, you know, teaching his daughters about, you know, science, math, technology. None of us actually became engineers for our careers, but I always had that exposure when I was young, and I just loved playing computer games.
The brain is a tissue. It is a complicated, intricately woven tissue, like nothing else we know of in the universe, but it is composed of cells, as any tissue is. They are, to be sure, highly specialized cells, but they function according to the laws that govern any other cells. Their electrical and chemical signals can be detected, recorded and interpreted and their chemicals can be identified; the connections that constitute the brain's woven feltwork can be mapped. In short, the brain can be studied, just as the kidney can.
Think about the way you go surfing on the Internet - you go from one thing to another. You can't really concentrate. I can't sit and read 10 pages on my computer. You'll read and then all of a sudden part of your brain is like, "What about that? ...You're not reading the whole book. You're reading fragments. Even though I think it's bad, I think it's interesting too, because that's the way my brain works.
Autism is a neurological disorder. It's not caused by bad parenting. It's caused by, you know, abnormal development in the brain. The emotional circuits in the brain are abnormal. And there also are differences in the white matter, which is the brain's computer cables that hook up the different brain departments.
To me, it seems more realistic to my thought process when things feel a little scattered in the lyrics. Being disjointed is not that abstract of a thing when I think about how my brain works - I feel like it's almost more realistic. That's how my brain works.
Most brain scientists have not taught 4th grade, and don't know very much about the classroom, even though they might study learning in some detail. Most education professionals, who often know a tremendous amount about the classroom, don't know much about the brain. That is one of the reasons why I am so skeptical about applying brain findings to the classroom.
I'm enormously interested to see where neuroscience can take us in understanding these complexities of the human brain and how it works, but I do think there may be limits in terms of what science can tell us about what does good and evil mean anyway, and what are those concepts about?
I've always been fascinated by the brain. I wrote a lot about brain-tech in my first non-fiction book, 'More Than Human.' So when I decided to write science fiction, that was the technology I gravitated towards.
The brain is full of lonely ideas, begging you to make some sense of them, to recognize them as interesting. The lazy brain just files them away in old pigeonholes, like a bureaucrat who wants an easy life. The lively brain picks and chooses and creates new works of art out of ideas.
Even though we don't know squat about how the brain works, the little we do know suggests that if you wanted to design a learning environment that was directly opposed to what the brain was naturally good at doing, you would design the education system we currently have, not only in America, but all over the world!
I'm tough, I'm pushy, I'm really loud. I used to spend a lot of time thinking about it. But we only have so much brain capacity, so if I'm spending part of my brain thinking about how I'm acting, A, I'm not spending all of my brain doing, and B, I'm not actually in that moment.
But if the brain is not like a computer, then what is it like? What kind of model can we form in regard to its functioning? I believe there's only one answer to that question, and perhaps it will disturb you: there is no model of the brain, nor will there ever be. That's because the brain, as the constructor of all models, transcends all models. The brain's uniqueness stems from the fact that nowhere in the known universe is there anything even remotely resembling it.
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