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

Yıl 2023, Cilt: 19 Sayı: 1, 123 - 139, 30.06.2023

Alp Eren Yüce

https://doi.org/10.17244/eku.1188902

Öz

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

Teşekkür

Doç. Dr. Mehmet Ali Bahar’a değerli geribildirimleri ve motivasyonel desteğinden ötürü teşekkür ederiz.

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• 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