Brain Plasticity and Learning: Implications for Educational Practice

Brain Plasticity and Learning: Foreword
	References
Preface
Acknowledgements
	Special Thanks to the Following Special Data Contributors
Contents
Chapter 1: The Discovery and Implications of Neuroplasticity
	1.1 Introduction
	1.2 A Short Summary of the Historic Background
	1.3 Firing and Wiring with Neuroplasticity Points List at the End
	1.4 Neurodiversity Includes Neurodivergence and ‘Disability’
	1.5 Consciousness, Memory and Regeneration in Sleep
	1.6 Ageing Successfully and Keeping an Active Mind
	1.7 Conclusion
	References
Chapter 2: The Importance of Feelings and Emotions
	2.1 Introduction
	2.2 Historical Difficulties in Understanding Our Emotions
	2.3 Neuroscience and the Basis of Emotional Intelligence and Rationalisation
	2.4 Feelings and Emotion-Based Learning: Awareness, Meaning and Inference
	2.5 The Senses in Proprioception Create Affect, Inform Emotion and Aid Learning
	2.6 Empathy as a Restorative Therapy and an Essential Thinking Strategy
	2.7 Conclusion
	References
Chapter 3: The Plastic Brain and Its Educational Development
	3.1 Introduction
	3.2 What Are Feelings and Emotions, and Can They Enable Teaching?
	3.3 Emotional Development in the Early Years: Baby, Toddler and Child
	3.4 Teenagers and Young Adults Growing Up and Developing Beyond
	3.5 Human Brains Are Neurodiverse and Therefore Variable
	3.6 Emotional Memory Models Are Important for Information and Motivation
	3.7 Measuring Intelligence Is About Assessing Actions, Not Just the Retrieval of Facts
	3.8 Conclusion
	References
Chapter 4: System Planning: Teaching Problems and Solutions
	4.1 Introduction
	4.2 Educational Communities as They Relate to National Visions
	4.3 Learning Purposes and Political Purposes
	4.4 Teaching Values and Principles for Curricula Planning
	4.5 Culture and Language Acquisition: Its Influence on Learning
	4.6 Assessment Planning and Ideas About Intelligence
	4.7 Conclusion
	References
Chapter 5: Teaching and Learning Processes, Equality and Collaboration
	5.1 Introduction
	5.2 Student Well-Being and the Teaching Environment
	5.3 Every Child Matters and Has Different and Similar Needs
	5.4 Parental Perspectives and Involvement
	5.5 Teaching and Assessing All Kinds of Children to Achieve Their Personal Best
	5.6 Teacher Autonomy and Collaborative Research
	5.7 Conclusion
	References
Chapter 6: Behaviour, Inclusion and Mental Well-Being
	6.1 Introduction
	6.2 Teaching Approaches That Encourage Inclusion
	6.3 Positive Behaviour Changing Solutions
	6.4 Childhood Experiences Affect Teenage and Adult Mental Development
	6.5 Teaching That Is Trauma-Informed and Adaptable
	6.6 Cultural Diversity, Differences and Similarities
	6.7 Leading an Inclusive, Developing and Supportive Learning Community
	6.8 Conclusion
	References
Chapter 7: Reassessing Our Ideas About Knowledge
	7.1 Introduction
	7.2 Knowledge as a Human Resource: Valued, Ignored, Destroyed
	7.3 Back to Basics: Popular Philosophies, Ideas and Visions
	7.4 Psychology: Traditional and Hybrid Approaches
	7.5 Current Educational Tenets, Ideas, Problems and New Possibilities
	7.6 Knowledge, Human Brain Plasticity and the Use of Screen Technology
	7.7 Conclusion
	References
Chapter 8: Politics, Economics, World Outlooks and Influences
	8.1 Introduction
	8.2 How Economics Impacts All of Us: Our Long-Term Existence and Our Quality of Life
	8.3 Different Interpretations of Liberalism: Social, Classical and Neoliberalism
	8.4 Organising Collaborative Responsibilities for Democracy and Equality
	8.5 Problems and Benefits of Taking Personal Responsibility for Democratic Equality
	8.6 The Dangers of Screen Technology Versus the Freedom to Think Independently
	8.7 The Environment, Emotion Models, Brain Plasticity and Educated Transformation
	8.8 Conclusion
	References
References
Index