Move over brawn, Dr. Medina’s Brain Child has arrived
September 29th 2009 02:50
Signature Tune
Roby Brost
“Let me start by saying, ‘I don’t think that brain science has anything to do with education or business.’” Speaking to a standing-room-only crowd in Friedhoff Hall this past Thursday night, Dr. Medina turned to leave. The assembly of educators, business owners, workers and students sat stunned for a moment, and then began to laugh.
As Dr. Medina, renowned developmental molecular biologist, researcher of the genetics of psychiatric disorders, research consultant and supporter of the cooperation between brain researchers and business and education, turned back to the podium to begin his discussion titled “Brain Rules,” the audience was captivated. Despite the fact that researchers still don’t know enough about the brain to understand “how a brain knows how to pick up a glass of water,” Medina explained that the brain functions according to “Brain Rules.” Of twelve rules- concerning exercise, survival, wiring, attention, short term memory, long term memory, sleep, stress, sensory integration, vision, gender, and exploration, Medina chose to expound upon two he felt would be most applicable to the gathered audience: exercise and stress.
The first rule, “Exercise boosts cognition against the effects of stress” is explained even more succinctly as “Exercise boosts brain power.” The simple fact is, the brains of those whom lead a sedentary lifestyle do not age as well as those who lead an active lifestyle. Using comical and engaging examples, Medina compared Mark Wallace to Keith Richards and reiterated that exercise boosts brain power.
Over and over again, Medina returned to the research that shows how the “brain follows physical rules of engagement.” In fact, Medina argued, “it appears that the brain has been designed to solve problems in an unstable environment, while in near constant motion.” In fact the brain is so disposed towards motion, that thirty minutes of cardiovascular exercise three times a week for a minimum of four months can dramatically increase cognitive scores in areas like executive function and problem solving (like math).
Medina cited sources like the Turbington data that show the optimum time for learning is actually in the stage of cooling down from exercise. It is rare that brain researchers and business corporations and educators get together. “In fact, if you were to design a learning environment directly opposed to what the brain naturally does, you’d design a classroom.” But Medina explored the exciting possibilities if that rare collaboration were to become more common and a tool towards optimum learning behaviors.
After an exciting intermission where the audience was asked to stand, wave their hands in the air and “look as ridiculous” as the distinguished molecular biologist, Medina began his explanation of the second so called “Brain Rule” of the night: Stress.
Once again, the rule itself was straightforward and simply stated. “Stressed brains do not learn well. That’s not an opinion. It’s simply the way it works.” The simplicity of the rule did not take away from the complexity of the topic, and Medina reflected that by the in depth treatment of the topic through the division into three sectors: stress and learning, brain held behaviors, and “homes and parents and brains and other things that are none of our business.”
Medina’s molecular biology background really shined as he explained this second rule in a way that educators, business owners and engineering students alike could understand; illuminating the complex relationship between BDNFs, glucolcorticoids, and stress through easy to follow metaphors of heroes and villains. Medina further went on to explain that, “The single most reliable predictor of academic success is the emotional stability of the home. It has nothing to do with academics.” Medina proposed the stabilization of the home to lower stress in the brain, and improve academia, but acknowledges that this is “an idea with no basis in reality,” as it would be impossible to intervene in childrens' home lives.
The goal of an engaging two hour lecture concerning “Brain Rules” was to take strides in creating a partnership with future business, people that work in businesses and educators. Dr. Medina explores the fascinating possibility of the increased cognitive abilities if brain researchers and educators got together to implement what little that is known about the brain, how it works, and how it learns best.
From: The Oredigger
The Student Voice of the Colorado School of Mines
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