Nuclear Learning: A Key Element in Education
Nuclear Learning as an Element of Education
Definitions of education lie in the essential idea of driving the development of a person in a perfective sense, plenificación, or tending to personal excellence. The different learning are interconnected to form an integrated, unique, and global whole. The person is, therefore, an indivisible whole in a state of development that corresponds to a set of learning organized as a single system and, as such, interacts with the environment.
The consideration of areas of development (learning) is due to arbitrary subdivisions that are possible only in the realm of abstraction. The interaction of the person with the means they emerge continually testing new learning that, when integrated into the system, results in permanent evolution.
In short, if learning is the core element of education, knowledge about its nature, about how and where it occurs, on its conservation and recovery of its conditions, about its peculiarities throughout the life cycle, appears clearly not only relevant but necessary for every professional in education regardless of their particular role and the context in which it has to do its work (teacher, professor, social educator, counselor, school principal, educational supervisor, manager education, etc.).
Brain: The Body of Learning
The brain is the organ in which learning takes place and where our mental faculties settle. It oversees such acts as regulating heart rate, body temperature, respiration, etc., and by the so-called higher functions such as language, reasoning, and consciousness.
The brain is located within the cranial cavity. Being the more metabolically active organ of the body, it requires a special blood supply through large arteries that feed a dense network of capillaries, capable of carrying a considerable amount of oxygen and nutrients to which the neuronal activity.
Hindbrain (or Rhombencephalon)
It is situated at the back of the skull in a position close to the spinal cord. It comprises the following main structures:
- The Medulla Oblongata: It is the most caudal brain stem and can be said it is the connection area between the brain and spinal cord. Includes some nuclei that control vital functions such as regulation of the cardiovascular system, breathing, and muscle tone.
- The Pons: A lump of the brainstem that is just above the medulla oblongata and connected to the cerebellum. Contains some nuclei that have to do with sleep regulation and activation and facial expressions.
- The Cerebellum: It is located in the back of the brain, behind the brainstem. It deals with the motor coordination of information from visual, auditory, vestibular, and somatosensory it receives from other parts of the brain and also, which receives about individual muscle movements. Damage to the cerebellum causes uncoordinated, jerky movements and exaggerated and, if the injury is extensive enough, may make it impossible, even to stand. It also has to do with some aspects of attention and the temporal sequence of events, among other functions.
Midbrain (or Mesencephalon)
It is situated above the pons and includes the following structures:
- Reticular Formation: It consists of nearly a hundred tiny nuclei or substructures that are configured in the form of a small network. Get information from several sensory areas and projects information to the thalamus, cerebral cortex, and spinal cord. They have to do with sleep and arousal level, concentrating, muscle tone, movement, and various autonomic reflexes. In addition, this structure produces neuromodulators, which are chemicals that modulate or alter the functions of other neurons in different areas of the brain.
- Periaqueductal Gray: This is a small structure consisting of neuronal cell bodies around the cerebral aqueduct between the third and fourth ventricle. Involved in the control of certain sequences of movements.
- Red Nucleus: It is a small training neural system involved in motor, which carries information from the brain to the spinal cord.