2014 marks a major change in NLS. In the past, we held monthly face-to-face meetings in Honolulu, Hawaii, USA, at our company/corporate sponsor's address. Since 2012, the society has been becoming more and more international in membership, and, to better accommodate our new membership profile, the society voted to establish an online journal to which members and member-sponsored could post letters, essays and papers. The journal will accrue solicited and non-solicited entries as well as member comments throughout the year until the last day of December, when the journal will be fixed and available in its entirety to the public.


2014 Journal of the Neurobiological Learning Society

(CITE: J Neurobiol Learn Soc 2014 (1): article number)

1. "The Neurobiological Foundations of Transformative Learning" by Daniel S. Janik MD PhD (member).
     Abstract: "With well over forty educational theories, and the number constantly rising, how does one determine which, if any, are true, correct or best? The answer is a surprisingly simple one: The best theories are ones that are rich, robust andresearchable. Rich implies that the theory explains the key elements of the posited theory as well as those from other theories as well. Robust implies that it explains how communication, learning and retention occur in biological terms. Researchable implies that the resulting, overarching, biologically-relevant theory will result in numerous new, testable hypotheses. Any substantive theory of transformative learning should therefore meet at least these three criteria.
     Theories of teaching and/or learning often result from one or more unique approaches to a central problem. In the case of transformative learning, its unique approach is to a distinctly epistemological problem: The challenge of elucidating the neurobiological manner in which meaning is assigned to learned data and information."  CITE: J Neurobiol Learn Soc 2014: 1.

2. "Transformative Learning in a Graduate-Level Classroom: A Third Party Empirical Perspective" by Nicolas Gwozdziewycz, PsyD and Daniel S. Janik MD PhD (member).
     Abstract: "Educators the world over, including medical researchers, educators, universities, societies and organizations, are constantly seeking new, more effective styles of teaching and learning that better fit the manner in which learners neurobiologically acquire, process, retain and use information. Transformative learning (a learner-centered, self-designed, curiosity-based, discovery-driven,enthusiasm-motivated) approach to learning emphasizing "meaning" and flexibility of use/application over information retention is examined as implemented in a postgraduate "medical" classroom. Although reported in the literature since 1970, there remain limited reports involving critical observation and evaluation of this unique pedagogical approach in action. In this paper, a teaching assistant and professor discuss their empirical observations of a graduate-level transformative-style classroom. The mutual goal was to identify, describe, analyze, integrate and report their observations in the medical the literature." CITE: J Neurobiol Learn Soc 2014: 2.

3. "Conscious and Unconscious Response: Perspectives from Cognitive Neuroscience and Theoretical Physics" by Robert Sylwester PhD (member).
     Abstract: "The IAE Newsletter has regularly reported on the scientific developments in consciousness. It recently compiled its published articles into a free downloadable book, Consciousness and and Morality: Recent Research Developments (2013). Research activity continues unabated on perhaps the most significant mystery remaining in the neurosciences, a mystery that's perhaps finally approaching a basic solution. This book and this article report on intriguing new developments and extensions in the field." CITE: J Neurobiol Learn Soc 2014: 3.


Full text of all 2014 Journal articles are free and open to the public. Just click on the Journal article title to read the full article.

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