This is about brain-base learning and educational psycology and philosophy.
214495
This was a belief of Socrates the great philospher.  For questions of this sort, Socrates raises a serious dilemma: how can we ever learn what we do not know? Either we already know what we are looking for, in which case we don't need to look, or we don't know what we're looking for, in which case we wouldn't recognize it if we found it. \n\nThe paradox of knowledge is that, in the most fundamental questions about our own nature and function, it seems impossible for us to learn anything. The only escape, Socrates proposed, is to acknowledge that we already know what we need to know. This is the doctrine of recollection, Plato's conviction that our most basic knowledge comes when we bring back to mind our acquaintance with eternal realities during a previous existence of the soul. \n\nThe example offered is in the discovery of an irrational number, the square root of 2. Socrates leads an uneducated boy through the sophisticated geometrical demonstration with careful questions, showing that the boy somehow already knows the correct answers on his own. All of us have had the experience (usually in mathematical contexts, Plato believed) of suddenly realizing the truth of something of which we had been unaware, and it does often feel as if we are not really discovering something entirely new but rather merely remembering something we already knew. Such experiences lend some plausibility to Plato's claim that recollection may be the source of our true opinions about the most fundamental features of reality. What is more, this doctrine provides an explanation of the effectiveness of Socratic method: the goal is not to convey new information but rather to elicit awareness of something that an individual already knows.  Hope this helps!
60615
It's a learning experience.  If you can gain some understanding to what others think it better helps you in your life and how you deal with people.  Knowledge is power.
138762
I did not take this specific course in college however I have studied it extensively since I have been practicing. I honestly believe it supplies more answers than many of the theorist were able to provide.  It of course is used in conjunction with theories in practice but there is honestly an area you miss out if you don't cover it.  Try reading Molecules of Emotion, I can't think of the author, she writes in a way that is very down to earth and yet really explores the impact of emotion on neurochemistry.  From their it is easier to expand into the concepts of behavior.
533343
Our thought are information and dependent on the physical reality of brain. You can not project your thoughts beyond the confines of your brain, unless they are piggy-backed on a transfer wave, such as the intelligence of radio waves is piggy-backed on carrier waves; all physical. You are confused, because instead of getting a proper education in these matters, you wish to believe some form of " alternative " explanation to reality.
253310
I am very grateful. The true purpose of an education is to teach you how to teach yourself. Think about that.
431448
More about life from experiences... more about the body and how things work from books... :-)
30062
I really enjoyed that docufilm. It made me realize that in my life, there are certain things that happen because I have trained my brain to respond in that manner. If I can disconnect the neurons in my brain and retrain them, I may not be as angry at life as I think I am. So, lets say, my husband comes home late. I automatically assume some ghastly vision which included some other woman. But, if I just breathe and not assume, let the explanation carry itself, I might possibly not freak out the next time it happens. It is basically learning to tell your brain not to think what it normally does. So, all in all, I think it is a good film for people like me with actual mental instability, it might help someone else relearn to react differently.
220230
Here you go! Hope this helps.\n\nhttp://web.uvic.ca/~rburke/burkelab/neuraldevelopment.htm
459376
yes it's a good idea to take up the management/economic/legel ends of the courses available if they want to take up management as part of thier career they will need them, courses on body language and psycology will also be useful
580446
thought, knowledge, reason, observation
91863
That question isn't quite right. A simple analogy to the working brain might be a moving car. Not just a part of the car is moving but all of it. You can train your brain to work better in certain aspects though. Evolution is still changing the way our brain works, for better or worse, it just adapts to the way we live.
593184
Well, your initial premise is wrong - "everything we learn" is not "subliminally "absorbed before age 5.\n\nWhat you're probably referring to is the *vast* amount of learning and development that takes place in the early childhood years.\n\nFrom birth to age 5, children's brains become *much* more complex. Most children younger than this, for example, do not understand the following problem:\n\n1. Take a glass of water\n2. Pour the water into two containers, each half the size of the original container.\n\nThe young child will believe that there is now twice as much water.\n\nThe ability to correctly discern that this is *not* the case comes as a function of further physiological development. In fact, our brains - and our cognitive abilities - continue to develop through adolescence, and into young adulthood.\n\nWhen it comes to explicit, classroom-style instruction, I doubt you would argue that the average six-year-old is capable of understanding the same material as the average twelve-year-old or eighteen-year-old. Similarly, the average three-year old is capable of understanding less.\n\nYou're right in the intent of your question though, that early childhood is a time of great learning as well as the physiological development I described above. During this time, children go from organisms almost entirely dependent on external care to people who can crawl, sit, stand; speak, understand speech, and often read and write. The amount of knowledge they acquire about the world around them is immense. Certainly much can be, and is, taught to children at this stage of their development.\n\nYour question presupposes that a formal school system is the best environment for learning at this stage - I disagree. It seems clear to me that children at this stage, just by the nature of their daily existence, already learn so much more than they would in a strict, organized educational system.\n\nOf course, every child is different, and some may be "prepared" for this kind of instruction earlier than others - "age 5" is surely arbitrary, an agreed upon "mean" for childhood development. Everyone develops at a slightly different pace, and benefits from slightly different instructional methods - there's no question that some kids are "left behind" or "thrust ahead" before or after they are "ready"...not that this developmental point can be authoritatively determined.\n\nThat said, you've got kids learning everything they possibly can about the world around them - social interaction, communication, colors, shapes, concepts, objects. You've got a rapidly developing brain that is capable of greater and greater feats every day. To me, interrupting that process with a lesson on fractions seems counterproductive.
159587
My friend did.  He took philosophy courses... only philosophy courses.  He said it was awesome.  It's good for people who prefer alternative teaching/learning styles.  He was dedicated and did very well.
4956
Brainteasers\n\nHere are a couple of links:
126537
I personally think its true there is soo much of the brain the science doest know about
176903
Neuropsych is good, but it almost sounds like you are interested in neuroscience (hint when you look at this: many universities have seperate neuroscience and psychology departments)
647153
Logical levels of abstraction and specification exist in the realms of the social, mental and physical -> so yes such concepts are a smothering by politically minded people, but also concepts are maintained by those without time to consider such things or minds...... its also worth stating that biological, psychological and social differences do exist and are studied by psychologists, neurologists, sociologists and the like -> however these studies are usually stopped in this politically crazy era in order to stop 'socially sensititve implications' occuring and thus causing mindless racisism and homophobia - obviously we cant go into every element but i think these are key concepts