Conceptual math is founded within a system I call Holistic Neuroeducation (HNE). HNE proposes that learning is best when it aligns with the inherent sequence of development: Somatosensory motor, Emotion and Higher Cognition. HNE differs from traditional stage theories, or developmental psychology, because it asks that we repeat each stage of development when we introduce any new concept. It is based on levels of development, acknowledging that any functional brain regions can be considered a derivative of the earlier, foundational level. I give a brief explanation of Holistic Neuroeducation as a neurosequential model of curriculum here, but a full description and how to use HNE in all of your teaching area will be presented elsewhere. It is not necessary to follow the HNE framework to use conceptual math in the classroom. Holistic Neuroeducation is a pedagogical framework for any content area.
The Holistic Neuroeducation System
There are no hard and fast rules as to the introduction of the Conceptual Math games and activities presented here, however, I personally believe the impact can be enhanced by attending to some of the inherent patterns of systems level neuroscience.
Feel free to skip this section, it is definitely a working model, and so I have some ways to go before it is totally operationalized. For those who like models, or frameworks, read on.
Holistic Neuroeducation is an approach based on the theories of Paul McLean and other evolutionary biological models. My favorite phrase I love to evaluate is that “ontogeny recapitulates phylogeny”. Basically, his model divides the human brain into the Reptilian, Avian and Primate brain. I think of this as more of a heuristic than a literal translation. I prefer to look at the systems in the brain from a functional perspective.
Many have used this evolutionary model to explain processes in the brain and to create effective models for healthy engagement. Dr. Bruce Perry, MD. created a model for helping children of trauma recover the full and healthy function of their emotional neural pathways. He calls this model, the Neurosequential Approach. His research is compelling and fits well with my own understanding of how the brain unfolds its capacities. His focus is on the emotional system.
Conventional education is focused on one and only one goal, academic achievement. If your child can read by the age of seven he or she is achieving the goal of education. If he or she scores in the 90th percentile on the standardized tests, he or she is succeeding in school. How we get to that skill, or test score, is undefined. In fact it is more like, whatever way possible and fast. It ignores the primary basis for how we learn, or other neural systems, such as emotional networks, or sensory networks.
But this push for academic success as measured by tests, has created a certain backlash, and today’s public schools are recognizing that there are other factors involved in a child’s success. Many states have instituted Social and Emotional Learning standards, and an interest in mindfulness has swept the nation.
However, the attempts to create environments that meet the students’ emotional, sensory or other cognitive needs continue to take a back seat to academic, and are, for the most part add-ons, not core components of the tradition school program. They are superficial, and so have little chance to do the deep work needed for the foundational neural systems to really be engaged and come alive.
The HNE model developed out of the integration of research in neuroscience, evolutionary biology and complexity theory. This approach honors the initial state of the child, while helping him or her evolve to higher levels of cognitions. Practices follow the evolutionary biology of development, re-walking students through these stages, and using processes tailored to encourage the unfolding engagement of evolutionary stages of development. This process is designed to encourage the natural maturation of pathways that may be developmentally stagnant or energetically blocked. Holistic Neuroeducation aims to bring students into the process of academic learning by moving them through developmental stages.
Somatosensorimotor Stage.
This stage of development is when sensory and motor systems first begin to form in connection with the growing sense of self-identity. Critical at this time is the thorough and complete integration of sensory information. Sensory integration happens as the synchronous activation of various sensory inputs creates networks of functional connections. The maturation of neural pathways between the hemispheres, for example, and the falling away of old reflexes as the new, mature pathways become functionally engaged. The critical factor in HNE is to begin to encourage the development of this sensory and motor integration from the standpoint of the self.
Limbic-Emotional Stage.
Emotional systems in the brain represent some of the oldest brain regions. The hippocampus is a three layer archicortex, evolutionarily older than the neocortex which comprises the dominant mass of our nervous system, this ancient structure is at the heart of the limbic system. It is critically important in the processes of memory and receives the highest level inputs from all of the sensory systems as they flow through the frontal cortex. This fantastic region of the brain also is the most sensitive to stress. Trauma or chronic stress cause a decrease in the size of the hippocampus, and it is demonstrated that this is the result of brain cell death in this area.
However, this wonderful piece of our evolutionary history also has the incredible capacity to produce new neurons well into adult hood. This process of adult neurogenesis is just on way of understanding the valuable nature of nurturing environments on our experiences.
Besides the hippocampus, the amygdala also receives a stream of sensory inputs from across the brain, and the hypothalamus is the point where emotional signals from the brain are turned into neurohormones that then flood and influence the entire body. This aspect of body-brain served by the emotional system is part of the HNE approach to helping fully integrate self-awareness into our emotional beings.
Cognitive-Analytic Stage.
Cognitive capacities are not something you are born with, they develop with experience and can be nurtured. Attention, executive function and even creativity can be nurtured and developed. This is the gateway to academic learning. What builds motivation, or will power? How can creativity be cultivated so that students engage in meaningful learning? This section of the program utilizes principles from programs of mindfulness, meta-cognition, inner strength and attention exercises.
Entering Easily into Academics
The walk-way into academics following the building of the foundation is what will make the learning both possible, and meaningful. This system was developed through conversations with academics and educational leaders treading this translational world of understanding education from the lens of brain development. When we work with the early streams, we are building a foundation of knowledge that can be drawn on for more abstract tasks that are demanded by higher level academic work. It is not that the work before the later phases is not academic work, but when we move into this last phase we are working to bring things into explicit memory. The work here is truly the evidence we as educators look for when we want to see that students really understand what they have learned. It is their perspective and understanding that makes this different than the earlier phases.
What exactly are cognitive capacities? Unlike traditional school subject areas, neuroeducation promotes the development of general cognitive capacities that can be utilized to address any content area. Cognitive capacities can be connected to any of the phases of HNE. So for example, the capacities of attention, self-regulation and motivation are intimately connected to phase 1, the somatosensorimotor system. Capacities for emotional well-being, collaboration, shared social problems solving and leadership relate intimately to phase 2, the emotional- limbic system development. Higher cognitive functions, actually emerge from the development of these foundational neural pathways. Once these are established, they can be further elaborated on by connecting these capacities to higher abstract goals. Since we are working in this section with first to third graders, the building of these capacities must be done with the awareness of what will lead to the most flexible and meaningful integration of these capacities.
This highly complex system of the brain is not inaccessible. This simple model taps into the way the nervous system naturally develops through evolution, and allows the brain to work how it was designed to. The complexity is there, but the simple elegance of the system is also there. The general principles that apply across all domains. These are where we can begin to understand how to approach the problems of each individual child.