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The Scientist: NewsBlog:
The science of storytelling
Posted by Elie Dolgin [Entry posted at 18th June 2009 07:03 PM GMT]
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A Tale of Science Between the Lines by Jeffrey Peyton [Comment posted 2009-06-22 10:37:38] Very nice, but this storytelling story has already been told in the pages of Scientific American MIND (August, 2008). Not that it should not be told again and again. This article is all about stories that drive scientists, as opposed to the brain physiology in response to, and in the course of storytelling. Both dimensions of storytelling are important. These days more scientists are telling their physiological stories to Educators?as in ?this is your brain on storytelling or music?. The primary users of such research and knowledge are children, parents, and educators. These days a teacher who feels creative and bold enough to bring music or storytelling into our Factory Farm classrooms must have a) a contact high b) a rare penchant for out-of?the-box teaching, or c) a strong belief in merit bonuses. The Neuroscience of Music is now a familiar note. And the next annual New York Celebration of Teaching Learning will milk Music for whatever it?s worth. Pretty soon, if we?re not careful, as has happened with the brain imaging craze, the human mind will be mapped right down to its response to Jello.
In the race to enlighten our understanding of the brain, all roads appear to lead to the Emerald City where the World Science Festival takes place balanced on the very tip of a mountain in an elegant bubble of Green-glowing gas. Inside the bubble swims an all-knowing Sea Yertle who goes through the locomotions of motion hanging from invisible strings connected to the sky. This great Yertle of Science must surely believe that he rules the World of Science because one day I recently approached the great Yertle of the Science World to tell him about my work in the lowly art of puppet play, and he asked to see my puppet research. The Yertle of Science must have liked it a lot because he appeared so much to eat it. I wanted to know how my puppet story tasted. No matter how hard I knocked on his shell, he would not come out to talk to me. (My puppet work is a life opus of 35 years. An old turtle myself, my puppet work had been recognized by the OECD in 04 when I was invited by the OECD to present my application and theoretical papers on the subject of puppet play.) I know why the Great Turtle did not deign to speak with me: the notion that puppets have a scientific side is just too risky. Besides, they appear to be juvenile?for young children only. The irony! Here was the Great Yertle not emerging from his Great Shell to learn more about recent research that quantified the benefits of older high school students responding unconditionally to puppets in the hands of a teachers. I coaxed the Great Yertle of Science and told him that before the Yertles of Education would ever allow the arts to pass into the kingdom of learning, educators would first have to grasp the larger picture of Play as an Organizing Principle. I told him: The behavior of hand puppetry and children?s response to it offered Educators a tangible, visual, kinetic language by which to experience and behold this superconductive power themselves. Puppet Play is a species-specific communication behavior in human play. When you mix play with a primal, kinetic, and symbolic art form you get a brain-based teaching language. I told him that inherent in puppet play is a wavelength for reaching young minds unlike any other because it changes the nature of knowledge and transforms classrooms into buzzing habitats. The advent of Puppetry as a mass media teaching and learning language would behave like a visual form of Jazz, and would emulate an evolutionary big bang of dynamic, intelligent life forms in classrooms at all levels. But alas in Yertledom a discussion about puppets must require an HD Box-- for my words came out garbled. Getting art into the hands of teachers works only so far unless you recognize that the art itself possesses powers far beyond the subject or art itself?powers that can be used to transform the learning culture. In a factory farm learning culture, art will get lip service but not serious or sustained use. Art must be engineered and mainstreamed past the gates of a change-resistant learning culture. Merely teaching 'art and craftily' is no longer enough. If you want to change Education, you had better reach systemically with your tools into the culture. As literature teaches, slow-moving animals with shells on their back tend toward the reclusive, yet some are turned on by the race. In the race to find a solution to the Education Problem, I?m in for the long haul. I see Yertle off there in the distance. He may believe he rules the terrain. But he?s just stuck on a fence post, flapping his legs and arms. He has no chance of reaching the finish line--let alone winning. Jeffrey Peyton Inventor, Play Language great talks by Yu Yiming [Comment posted 2009-06-21 05:13:22] It is really nice to hear the personal stories of these great scientists. I really hope there are more these kind of events. We should share not only knowledge but also the emotions that driven us in scientific careers.
So women are repositories for all smart genes! by anonymous poster [Comment posted 2009-06-19 14:33:20] Dr. Nurse story is indeed a testimony of women being the safe repositories of highly useful genes irrespective of male shares. So true! by Roselyn Cerutis [Comment posted 2009-06-19 14:20:58] This is a wonderful article. Thanks to Paul Stein for posting his comment on the much-suppressed right brain - that was so well stated! The Other Half of the Brain by PAUL STEIN [Comment posted 2009-06-19 11:29:06] We use the left side of our brains so much in our scientific endeavors. It usually dominates our non-working hours too, indeed even our dreams. However, there are those interesting, unique, and wondrous times when our right brain screams, "Get out of the way! I have something to say!" Comment on this blog |