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Neurociencias en el aula. Cerebro básico y aprendizaje: ritmos, patrones y límites

Neurociencias en el aula. Cerebro básico y aprendizaje: ritmos, patrones y límites

          
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About the Book

Este libro titulado Neurociencias en el aula. Cerebro básico y aprendizaje: ritmos, patrones y limites es el quinto y último de la serie Neurociencias en el Aula. En él se incluyen, como siempre, mi prefacio y la introducción. En el primero, se presentan el texto y, en la segunda, se define el Sistema-R como parte de la propuesta de un cerebro triuno, según la teoría de MacLean (1984) y las formas de comunicación de este cerebro. En el tercer capítulo se explican las estructuras que conforman el cerebro reptil: el tallo cerebral, el sistema reticular activador, el ganglio basal, la espina dorsal que sirve como conexión al sistema nervioso central, pues marca el camino para la auto preservación y la preservación del ser humano. En las secciones cuatro, cinco y seis se desarrollan las tres inteligencias que propone Beauport (1994) para este cerebro: la inteligencia básica, la inteligencia de los patrones y la inteligencia de los parámetros, respectivamente. Cada una de ellas refleja una característica determinante de este cerebro: el mantenimiento de la vida, los hábitos que permiten el manejo de la vida en automático y los límites que proveen contención y seguridad. Si se compara el cerebro básico con la neocorteza y el límbico, se verá que él ni piensa ni siente, solo actúa; en consecuencia, se comunica de manera diferente. Se expresa a través del entorno, el comportamiento, el cuerpo físico y los sueños. Por ello, en el capítulo siete se presenta información teórica sobre esta última forma de comunicación: Freud, Jung y Sloms, específicamente; se explican los sueños como proveedores de información del inconsciente, así como también la manera del ser humano de contactar con su infinitud. En el octavo capítulo, "El cerebro básico en la educación", se presenta el taller denominado "La importancia de la primera vez", como modelo de actividades que pueden realizarse durante el primer contacto de aula. Decidí incluir en el capitulo nueve el tema sobre Cerebro, educación y paz. Hay que tener presente la importancia del cerebro básico en el mantenimiento del diálogo y la decisión de mantener el equilibrio en la vida diaria. Se analizan e interrelacionan los tres aspectos del título del capítulo, así como también se sugiere la posibilidad de incluir este conocimiento en el sistema educativo. Por último, las conclusiones resumen tanto la información manejada en el texto como las posibilidades de continuar estudiando este enfoque de cerebro como un camino de apertura hacia un sistema educativo más humano e inclusivo de las capacidades del hombre como una triada racional, afectiva y conductual que se fusiona en un ser único e irrepetible que se expresa en cada uno de nosotros. Espero que este último libro de la serie permita comprender, sentir y aceptar que aunque otra persona pueda hacer lo que usted hace, nadie jamás lo hará igual.


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Product Details
  • ISBN-13: 9798667910879
  • Publisher: Independently Published
  • Publisher Imprint: Independently Published
  • Height: 229 mm
  • No of Pages: 218
  • Spine Width: 14 mm
  • Weight: 408 gr
  • ISBN-10: 8667910872
  • Publisher Date: 27 Jul 2020
  • Binding: Paperback
  • Language: Spanish
  • Returnable: N
  • Sub Title: ritmos, patrones y límites
  • Width: 152 mm


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