Gelişim Çağındaki Çocukların Fiziksel, Sosyal ve Duygusal İhtiyaçları: Nörobilimsel Bulgular ve Bertrand Russell’ın Fikirlerinin Karşılaştırılması

Bu çalışmanın amacı Bertrand Russell’ın eğitim felsefesi görüşleri ile son dönemde giderek önem kazanan nörobilim araştırmalarında ve eğitsel nörobilim alanında ortaya çıkan bulgu ve felsefi görüşleri karşılaştırmaktır. Nörobilim çalışmalarının bulguları ve eğitsel nörobilim tartışmalarına göre öğrenme ve öğrenmenin davranışa dönüşmesini sağlayan en önemli unsurlar biyolojik (fiziksel ve kimyasal), ve sosyal unsurlardır. Bertrand Russell da eğitim hakkındaki görüşlerini bu unsurlara dayandırarak bir eğitim felsefesi geliştirmiştir. Nörobilimsel bulgular öğrenme ve diğer bilişsel faaliyetleri çoklu parametreler üzerinden detaylı şekilde açıklamaktadır. Russell’da özellikle modern toplumların sahip olduğu problemleri bu ayrıntılar ve gündelik dinamikler ile felsefi bir üslüpta tartışmıştır. Yapılan bu karşılaştırmada ortaya çıkan sonuçlara göre; öğrenme ve eylem ilişkisinde, insanın fizyolojik ve duygusal ihtiyaçlarının beraber değerlendirilmesinin önemi, eğitimde özerklik ve serbestinin rolü, cinsel eğitimi, sosyal güç dengeleri ve oyun temaları ön plana çıkan konu başlıkları olmuştur. Ortaya çıkan bu bulgulara göre biyolojik, duygusal ve sosyal unsurların iç içe geçmesi öğrenme ve bilişsel faaliyetler için temel oluşturmaktadır. Bu biyolojik, duygusal ve sosyal unsurların ortaya çıkardığı sosyal ve bireysel ihtiyaçlar da tartışma kapsamında değerlendirilmiştir.

Anahtar Kelimeler:

Eğitim felsefesi, eğitsel nörobilim, biliş, öğrenme, Bertrand Russell

Physical, Social and Emotional Needs of Developing Children: Comparison of Neuroscientific Findings and Bertrand Russell's Ideas

This study aims to compare the ideas of Bertrand Russell on educational philosophy with the findings and philosophical views emerging in the fields of neuroscience and educational neuroscience, which have become gradually important recently. According to neuroscience and educational neuroscience, biological, social, emotional and cognitive characteristics of human being are the most effective components on human’s learning and acting. Similarly philosopher Russell developed an educational philosophy with same elements. Neuroscientific findings explain learning and other cognitive activities in detail with multiple factors. Russell also considered these details in a philosophical way with different dynamics which modern societies have. According to the comparison results, the most important factors on the relationship between learning and acting are “the importance of the physiological and emotional needs”, “the role of autonomy and freedom”, “the issue of sex education”, “the balance of social power” and “games”. According to these findings, the intertwining of biological, emotional and social elements forms the basis for learning and cognitive activities. Social and individual needs arising from these biological, emotional and social factors are also evaluated within the scope of the discussion.

Keywords:

Philosophy of education, educational neuroscience, cognition, learning, Bertrand Russell,

PDF

___

Acharya, S., & Shukla, S. (2012). Mirror neurons: Enigma of the metaphysical modular brain. Journal of Natural Science, Biology and Medicine, 3(2), 118. doi:10.4103/0976-9668.101878
Bayer, H. M., & Glimcher, P. W. (2005). Midbrain Dopamine Neurons Encode a Quantitative Reward Prediction Error Signal. Neuron, 47(1), 129-141. doi:10.1016/j.neuron.2005.05.020
Berg, C., Raminani, S., Greer, J., Harwood, M., & Safren, S. (2008). Participants’ perspectives on cognitive–behavioral therapy for adherence and depression in HIV. Psychotherapy Research, 18(3), 271-280. doi:10.1080/10503300701561537
Blakemore, S., & Decety, J. (2001). From the perception of action to the understanding of intention. Nature Reviews Neuroscience, 2(8), 561-567. doi:10.1038/35086023
Braak, D. T., Størksen, I., Idsoe, T., & Mcclelland, M. (2019). Bidirectionality in self-regulation and academic skills in play-based early childhood education. Journal of Applied Developmental Psychology, 65, 101064. doi:10.1016/j.appdev.2019.101064
Bruer, J. T. (1997). Education and the Brain: A Bridge Too Far. Educational Researcher, 26(8), 4-16. doi:10.3102/0013189x026008004
Brunet-Gouet, E., & Decety, J. (2006). Social brain dysfunctions in schizophrenia: A review of neuroimaging studies. Psychiatry Research: Neuroimaging, 148(2-3), 75-92. doi:10.1016/j.pscychresns.2006.05.001
Burghardt, G. M. (2001). Play. Developmental Psychobiology Handbook of Behavioral Neurobiology, 317-356. doi:10.1007/978-1-4615-1209-7_9
Chicharro, J. L., Hoyos, J., Bandrés, F., Gallego, F. G., Pérez, M., & Lucía, A. (2001). Plasma Oxytocin during Intense Exercise in Professional Cyclists. Hormone Research in Paediatrics, 55(3), 155-159. doi:10.1159/000049988
Clark, I., & Dumas, G. (2015). Toward a neural basis for peer-interaction: What makes peer-learning tick? Frontiers in Psychology, 6. doi:10.3389/fpsyg.2015.00028
Cole, D. R., & Bradley, J. P. (2015). Educational Philosophy and ‘New French Thought’. Educational Philosophy and Theory, 47(10), 1006-1008. doi:10.1080/00131857.2015.1044300
Diamond, A. (2000). Close Interrelation of Motor Development and Cognitive Development and of the Cerebellum and Prefrontal Cortex. Child Development, 71(1), 44-56. doi:10.1111/1467-8624.00117
Egan, K., Cant, A., & Judson, G. (2014). Wonder-full education: The centrality of wonder in teaching and learning across the curriculum. New York: Routledge. Retrieved from https://onlinelibrary.wiley.com/doi/full/10.1111/edth.12205
Fallon, N., Roberts, C., & Stancak, A. (2020). Shared and distinct functional networks for empathy and pain processing: A systematic review and meta-analysis of fmri studies. Social Cognitive and Affective Neuroscience, 15(7), 709–723. https://doi.org/10.1093/scan/nsaa090
Felsen, G., & Reiner, P. B. (2011). How the Neuroscience of Decision Making Informs Our Conception of Autonomy. AJOB Neuroscience, 2(3), 3-14. doi:10.1080/21507740.2011.580489
Forrester, D., Kershaw, S., Moss, H., & Hughes, L. (2007). Communication skills in child protection: How do social workers talk to parents? Child & Family Social Work, 0(0). doi:10.1111/j.1365-2206.2007.00513.x
Frost, J. L. (1998). Neuroscience, Play, and Child Development (U.S., U.S. Department of Education, Office of Educational Research and Improvement (OERI)).
Gallese, V. (2007). Before and below ‘theory of mind’: Embodied simulation and the neural correlates of social cognition. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1480), 659-669. doi:10.1098/rstb.2006.2002
Gallese, V. (2009). Mirror Neurons, Embodied Simulation, and the Neural Basis of Social Identification. Psychoanalytic Dialogues, 19(5), 519-536. doi:10.1080/10481880903231910
Gintis, H., Bowles, S., Boyd, R., & Fehr, E. (2003). Explaining altruistic behavior in humans. Evolution and Human Behavior, 24(3), 153-172. doi:10.1016/s1090-5138(02)00157-5
Green, E. J., & Christensen, T. M. (2006). Elementary school children's perceptions of play therapy in school settings. International Journal of Play Therapy, 15(1), 65-85. doi:10.1037/h0088908
Gruber, M., Gelman, B., & Ranganath, C. (2014). States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit. Neuron, 84(2), 486-496. doi:10.1016/j.neuron.2014.08.060
Hobson, P. (2002). The cradle of thought: Exploring the origins of thinking. London: Pan Books. Retrieved from https://books.google.com.tr/books/about/The_Cradle_of_Thought.html?id=mB7b3h56OcAC&redir_esc=y
Hoffman, M. B. (2014). The punisher's brain: The evolution of judge and jury. New York, NY: Cambridge University Press. Retrieved from https://books.google.com.tr/books/about/The_Punisher_s_Brain.html?id=IhgmAwAAQBAJ&redir_esc=y
Hollis, K. L., Cate, C. T., & Bateson, P. (1991). Stimulus representation: A subprocess of imprinting and conditioning. Journal of Comparative Psychology, 105(4), 307-317. doi:10.1037/0735-7036.105.4.307
Hughes, H. C. (2001). Sensory exotica: A world beyond human experience. Cambridge, MA: The MIT Press. Retrieved from https://mitpress.mit.edu/books/sensory-exotica
Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3-10. doi:10.1111/j.1751-228x.2007.00004.x
Joyal, C. C., Black, D. N., & Dassylva, B. (2007). The Neuropsychology and Neurology of Sexual Deviance: A Review and Pilot Study. Sexual Abuse: A Journal of Research and Treatment, 19(2), 155-173. doi:10.1177/107906320701900206
Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (2021). Principles of neural science. New York: McGraw Hill. Retrieved from https://www.amazon.com/Principles-Neural-Science-Sixth-Kandel-ebook/dp/B009LHFYNG
Koutsandreou, F., Wegner, M., Niemann, C., & Budde, H. (2016). Effects of motor versus cardiovascular exercise training on children’s working memory. Medicine & Science in Sports & Exercise, 48(6), 1144–1152. https://doi.org/10.1249/mss.0000000000000869
Landreth, G. L. (2012). Play Therapy: The art of the relationship: Garry L. Landreth. New York: Routledge. Retrieved from https://books.google.com.tr/books/about/Play_Therapy.html?id=W9zy5Ajcrq4C&redir_esc=y
LeDoux, J. E. (1996). The emotional brain the mysterious underpinnings of emotional life. Simon & Schuster. Retrieved from https://www.amazon.com/Emotional-Brain-Mysterious-Underpinnings-Life/dp/0684836599
Lepage, J., & Théoret, H. (2007). The mirror neuron system: Grasping others? actions from birth? Developmental Science, 10(5), 513-523. doi:10.1111/j.1467-7687.2007.00631.x
Nath, R. (2010). Philosophy of education: sri aurobindo and bertrand russell- a critical study (Doctoral dissertation). Avaliable from ProQuest Dissertations and Theses database. (UMI No. 10112321)
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches. Harlow, Essex: Pearson. Retrieved from http://letrunghieutvu.yolasite.com/resources/w-lawrence-neuman-social-research-methods_-qualitative-and-quantitative-approaches-pearson-education-limited-2013.pdf
O'connor, C., & Joffe, H. (2013). Media representations of early human development: Protecting, feeding and loving the developing brain. Social Science & Medicine, 97, 297-306. doi:10.1016/j.socscimed.2012.09.048
Opdal, P. M. (2001). Curiosity, Wonder and Education seen as perspective development. Studies in Philosophy and Education, 20: 331-344. Retrieved from http://link.springer.com/article/10.1023/A:1011851211125
Özden, D. M. (2019). Rousseau ve Russell’ın çocuk eğitimine ilişkin görüşleri üzerine karşılaştırmalı bir inceleme (Yüksek Lisans Tezi). Yükseköğretim Kurulu Ulusal Tez Merkezi’nden edinilmiştir. (Tez No. 585583)
Panksepp, J. (2005). Affective neuroscience: The foundations of human and animal emotions. Oxford: Oxford University Press. Retrieved from https://books.google.com.tr/books/about/Affective_Neuroscience.html?id=qqcRGagyEuAC&redir_esc=y
Patten, K. E. (2011). The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy. Educational Neuroscience, 86-96. doi:10.1002/9781444345827.ch13
Patten, K. E & Campbell, S. R. (2011). Educational neuroscience:. Chichester: Wiley-Blackwell. Retrieved from https://www.wiley.com/en-in/Educational+Neuroscience:+Initiatives+and+Emerging+Issues-p-9781444345803
Pellis, S., & Pellis, V. (2010). The playful brain: Venturing to the limits of neuroscience. Richmond: Oneworld. Retrieved from https://www.amazon.com/Playful-Brain-Venturing-Limits-Neuroscience-ebook/dp/B00G3E7K6E/ref=tmm_kin_swatch_0?_encoding=UTF8&qid=&sr=
Pellis, S. M., Pellis, V. C., Bell, H.C. (2010). The Function of Play in the Development of the Social Brain. American Journal of Play. Retrieved from https://www.researchgate.net/publication/228076895_The_Function_of_Play_in_the_Development_of_the_Social_Brain
Penagos-Corzo, J. C., Cosio van-Hasselt, M., Escobar, D., Vázquez-Roque, R. A., & Flores, G. (2022). Mirror neurons and empathy-related regions in psychopathy: Systematic review, meta-analysis, and a working model. Social Neuroscience, 17(5), 462–479. https://doi.org/10.1080/17470919.2022.2128868
Pfaus, J. G., Kippin, T. E., Coria-Avila, G. A., Gelez, H., Afonso, V. M., Ismail, N., & Parada, M. (2012). Who, What, Where, When (and Maybe Even Why)? How the Experience of Sexual Reward Connects Sexual Desire, Preference, and Performance. Archives of Sexual Behavior, 41(1), 31-62. doi:10.1007/s10508-012-9935-5
Pinkham, A. E., Hopfinger, J. B., Ruparel, K., & Penn, D. L. (2007). An Investigation of the Relationship Between Activation of a Social Cognitive Neural Network and Social Functioning. Schizophrenia Bulletin, 34(4), 688-697. doi:10.1093/schbul/sbn031
Ploughman, M. (2008). Exercise is brain food: The effects of physical activity on cognitive function. Developmental Neurorehabilitation, 11(3), 236-240. doi:10.1080/17518420801997007
Ploughman, M., Attwood, Z., White, N., Doré, J. J., & Corbett, D. (2007). Endurance exercise facilitates relearning of forelimb motor skill after focal ischemia. European Journal of Neuroscience, 25(11), 3453-3460. doi:10.1111/j.1460-9568.2007.05591.x
Raskin, S. A. (1997). The relationship between sexual abuse and mild traumatic brain injury. Brain Injury, 11(8), 587-604. doi:10.1080/026990597123287
Reid, V. M., Csibra, G., Belsky, J., & Johnson, M. H. (2007). Neural correlates of the perception of goal-directed action in infants. Acta Psychologica, 124(1), 129-138. doi:10.1016/j.actpsy.2006.09.010
Ross, H. E., & Young, L. J. (2009). Oxytocin and the neural mechanisms regulating social cognition and affiliative behavior. Frontiers in Neuroendocrinology, 30(4), 534-547. doi:10.1016/j.yfrne.2009.05.004
Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects ofself-regulation in behavior and development. Development and Psychopathology, 9(4), 701-728. doi:10.1017/s0954579497001405
Russell, B. (1999). Eğitim Üzerine. İstanbul: Say Yayınları
Russell, B. (2010). Education and The Social Order. Abingdon, Oxon: Routledge.
Russell, B. (2017). Eğitim ve Toplum Düzeni. İstanbul: bgst Yayınları
Sala, S. D., Anderson, M. (2012). Neuroscience in Education: The good, the bad, and the ugly. Oxford University Press. Retrieved from: https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780199600496.001.0001/acprof-9780199600496
Sale, E., Bellamy, N., Springer, J. F., & Wang, M. Q. (2008). Quality of Provider–Participant Relationships and Enhancement of Adolescent Social Skills. The Journal of Primary Prevention, 29(3), 263-278. doi:10.1007/s10935-008-0138-8
Sanfey, A. G. (2007). Social Decision-Making: Insights from Game Theory and Neuroscience. Science, 318(5850), 598-602. doi:10.1126/science.1142996
Schultz, W. (2016). Dopamine reward prediction error coding. Dialogues in Clinical Neuroscience, 18(1); 23-32. Retrieved from https://www.researchgate.net/publication/302578615_Dopamine_reward_prediction_error_coding
Shohamy, D., & Adcock, R. A. (2010). Dopamine and adaptive memory. Trends in Cognitive Sciences, 14(10), 464-472. doi:10.1016/j.tics.2010.08.002
Silver, M. J., McAllister, T. W. & Yudofsky, S.C. (2005). Textbook of Traumatic Brain Injury [Adobe Digital Editions version]. Retrieved from http://www.amazon.com/Textbook-Traumatic-Injury-Jonathan-Silver/dp/1585621056
Spinka, M., Newberry, R. C., & Bekoff, M. (2001). Mammalian Play: Training for the Unexpected. The Quarterly Review of Biology, 76(2), 141-168. doi:10.1086/393866
St-Onge, C., Martineau, B., Harvey, A., Bergeron, L., Mamede, S., & Rikers, R. (2013). From See One Do One, to See a Good One Do a Better One: Learning Physical Examination Skills Through Peer Observation. Teaching and Learning in Medicine, 25(3), 195-200. doi:10.1080/10401334.2013.797342
Suchy, Y., Holmes, L. G., Strassberg, D. S., Gillespie, A. A., Nilssen, A. R., Niermeyer, M. A., & Huntbach, B. A. (2018). The Impacts of Sexual Arousal and Its Suppression on Executive Functioning. The Journal of Sex Research, 56(1), 114-126. doi:10.1080/00224499.2018.1462885
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28(5), 675-735. doi:10.1017/s0140525x05000129
Varrier, R. S., & Finn, E. S. (2022). Seeing social: A neural signature for conscious perception of social interactions. The Journal of Neuroscience, 42(49), 9211–9226. https://doi.org/10.1523/jneurosci.0859-22.2022
Walliman, N. (2011). Research methods: The basics. Abingdon, Oxon: Routledge, an imprint of the Taylor & Francis Group. Retrieved from https://books.google.com.tr/books/about/Research_Methods.html?id=6iXKQgAACAAJ&redir_esc=y
Weinstein, A. M. (2023). Reward, motivation and brain imaging in human healthy participants – A narrative review. Frontiers in Behavioral Neuroscience, 17. https://doi.org/10.3389/fnbeh.2023.1123733
Weuve, J., Kang, J., & Manson, J. (2004). Physical activity, including walking, and cognitive function in older women. ACC Current Journal Review, 13(12), 14. doi:10.1016/j.accreview.2004.11.068
Woodhouse, H. R. (1980). The Concept of individual in Bertrand Russell’s educational thought (Doctoral dissertation). Avaliable from ProQuest Dissertations and Theses database. (UMI No. 303096034)
Xie, Z., Chen, F., Li, W. A., Geng, X., Li, C., Meng, X., Feng, Y., Liu, W., & Yu, F. (2017). A review of sleep disorders and Melatonin. Neurological Research, 39(6), 559–565. https://doi.org/10.1080/01616412.2017.1315864
Yaffe, K., Barnes, D., Nevitt, M., Lui, L., & Covinsky, K. (2001). A Prospective Study of Physical Activity and Cognitive Decline in Elderly Women. Archives of Internal Medicine, 161(14), 1703. doi:10.1001/archinte.161.14.1703