Honestly, this was one of my favorite ‘units’ in the EDIM program. I find the brain and vision extremely interesting. I can now admit that I too, was one of those educators that didn’t completely understand how vision and brains work. I think I had this unit really opened my eyes about the workings of our brains and how sometimes our eyes can fool us. I knew that there were paintings and ‘tricks’ that would make you think something that wasn’t there. I really did not think too much into these optical illusions. As I read the Hoffman’s article, I realized that our minds always try to gain meaning from what we see (Hoffman, 2006). We want what we see to make sense.. if it does not, we invent or construct something that does. The optical illusions in the book were neat to look at, but the one that got me was the turning chaplin mask (rayOman, 2006). My mind KNEW that I was looking at the inside of a mask and still my vision and mind constructed a face out of the inside of the mask. I really didn’t expect that to happen. This just goes to show you that we always try to find meaning in what we see. “The ripple, the magic square, and the devil’s triangle -- are simple demonstrations of your visual intelligence and its genius to construct” (Hoffman, 2006). I think finding or constructing meaning is one of the main characteristics of being human. Our natural need to explore, discover and innovate. We ask questions, we find answers and create solutions. Our superpower as humans is that our brain isn’t perfect. We always have room to grow. My students are always astonished when I say I learn every day and they will too. I explain that I learn from each of them, and our brains are never ‘full’.
According to Nancy Kanwisher, each part of our brain could potentially have a specific function. She already believes she has identified parts of the brain that processes faces, body parts and spatial environments (Kanwisher, 2006). I believe that this shows that specific functions can be related to a specific part of the brain. Even though our brains are not perfect, they are amazing, adaptable machines. I saw that in the videos of the split brain patients. Prior to this course, I had never heard of this happening, and I of course, did not understand how or why this procedure took place. I was astonished to see what the experiments confirmed/discovered. I found it really interesting that the subject could not speak the name of the object that flashed on his left side, but he could draw it. This shows that language is found in the left hemisphere of the brain. (Neuroslicer, 2007).
Bjarke Ingles’ designs show how humans are not perfect. In his presentation, he goes over how he and his design team work. It is trial and error and ever evolvolving. Some designs don’t work and they sometimes try out several, if not more, designs till they find something that works. He described the design process as a tree (Ingles, 2009). New ideas come from what didn’t work in the last stage. What didn't work in one situation could work in a later situation! That is why Ingles keeps all of his designs, no matter what (Ingles, 2009). If our brains were ‘perfect’ there would be no need for 2nd tries. We as humans wouldn’t have the needs to innovate and we would be satisfied with the status quo. Our brains are great BECAUSE they are not perfect! Computers can be considered to have perfect computation skills, but according to Donald D. Hoffman, our fastest supercomputers can’t compare to the creative geniuses we are as humans (Hoffman, 2006). Our imperfections allow us to be creative! Each one of us can create unique solutions to problems. Bjarke Ingles used his creativity to create an apartment and parking complex that was unlike any other, but also provided the functions of a simple apartment/parking complex (Ingles, 2009). Creativity and designing is something we all do. “ Design in its simplest form is the activity of creating solutions. Design is something that everyone does every day” (Pink, 2006).
Another thing that I got out of this week’s readings and assignments is much more appreciation for my vision. I have a condition where holes have developed in the back of my retinas. These tears can cause a retinal detachment. If I lived in another time, I would have most likely would have been blind by now. Thankfully, preventative surgery has saved my eye sight. I appreciate it so much more now! I also enjoyed the color blind section of the assignment. It showed me what it was like to see through different lenses. My brother is color blind, so it was interesting to be able to see a few things like he sees them. I think understanding the brain can also create empathy and the understanding that someone might see a certain situation much differently than you. I think this can easily be brought into education. I always try to be as empathetic and understanding as I can, and I think it is a skill that I should model for my students. “Everything you experience by sight is your construction” (Hoffman 2006) We as teachers, students and humans, construct our own meaning out of what we see.
References
Hoffman, D. D. (2006). From visual intelligence: How we create what we see. In G. Marcus (Ed.), The Norton Psychology Reader (pp. 81-90). New York, NY: W.W. Norton & Company.
Ingels, B. (Presenter). (2009, July). 3 warp-speed architecture tales. Address presented at TED Global 2009.
Kanwisher, N. (Presenter). (2006, April). The brain basis of human vision. Lecture presented at MIT World Series Soap Box, Massachusetts Institute of Technology, MA.
Neuroslicer. (2007, April 18). Split brain behavioral experiments [Video file]. Retrieved from https://www.youtube.com/watch?v=ZMLzP1VCANo
Pink, D. H. (2006). A whole new mind: Why right brainers will rule the future. New York, NY: Riverhead Books.
rayOman. (2006, May 16). Charlie Chaplin optic illusion [Video file]. Retrieved from https://www.youtube.com/watch?v=QbKw0_v2clo&feature=PlayList&p=EC2F485A28AF5A1D&index=6
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