The study of learning theories have been immensely useful in helping me to frame a philosophy of education as I develop tools that will help me more deeply understand how students learn. Today's instruction added an extra layer of complexity, as we explored some physiological foundations for how adolescent brains make sense of the world.
The brain essentially functions as a network of neurons, the connections of which manifest in our particular emotions, ideas, and dispositions -- in short, our identity. We can say that as adolescents develop, they progress through a process whereby neural networks are pruned of connections that are no longer used frequently, while other connections become more robust. While we, as teachers, may not be able to take action to change or create connections (at least, not in the short term), it is nevertheless useful to be aware of this physiological process.
So how can I make this relevant to the classroom? Perhaps the best approach would be to connect this physiological underpinning to learning theory. If teenage students are encouraged to explore the various options (academic, social, artistic, etc.) available to them, then they will develop the problem-solving skills necessary to progress through their lifetime of learning. These skills will create a sense of intrinsic motivation if tied to positive emotional responses, creating a positive feedback loop. This will be carried with them through life, allowing for the critical thinking necessary to face future challenges. Erik Erikson would argue for a rich and complex learning environment that fosters exploration. If I can create such an atmosphere, and be aware of the decision-making choices available to my students, then I will be confident in my students' abilities to develop positive connections to learning for learning's sake.
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