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Using the concept of "plasticity", or the brain's ability to change through growth and reorganization, as a theoretical framework, this book argues that encouraging an exploration of the self better establishes emotional value in the composition classroom.
Using the concept of "plasticity", or the brain's ability to change through growth and reorganization, as a theoretical framework, this book argues that encouraging an exploration of the self better establishes emotional value in the composition classroom.
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Ryan Crawford is a lecturer in the English Department and Director of First-Year Writing at the University of New Haven, USA.
Inhaltsangabe
Part 1: Plasticity as a Materialist Account of Becoming 1. Modern Neuroscience and Composition Studies 2. Engaging Student Self before Unraveling Identity 3. Emotion, Motivation, and Meaning: Decision-Making and Creative Risk Part 2: The Biological Emergence of Self through Emotional Value 4. Self as Metaphor and Neurobiological Emergence 5. Brain as Apparatus and Sensational Ontology 6. Diffraction of Neuroscience, Agential Realism, and Composition 7. Situated Cognition and Growth Mindset: The Insular Cortex and EBO Part 3: The Sedimented History of Emerging Selves: Molecular Structures of Learning and Memory 8. Memory as Emotional Encoding 9. Microfeatures, Automaticity, and Procedural Memory: Building Creative Power 10. Memory, Learning, and Transfer in Composition 11. Utilizing Plasticity to Modify Affect in Memory Part 4: Wanting, Liking, and Meaning: Intrinsic Motivation and Eudaemonic Reward 12. Eudaemonic Meaning: How Motivation Impacts Experience 13. Motivating Instructors: Finding Value through Student-Centered Emergence 14. Diffractive Motivation and Increase of Transfer 15. Discovery Learning: Expansion of Self through Environment Conclusion: Pedagogical Recommendations Appendix A. Operational Definitions Appendix B. Neurobiological Correlates of Concepts
Part 1: Plasticity as a Materialist Account of Becoming 1. Modern Neuroscience and Composition Studies 2. Engaging Student Self before Unraveling Identity 3. Emotion, Motivation, and Meaning: Decision-Making and Creative Risk Part 2: The Biological Emergence of Self through Emotional Value 4. Self as Metaphor and Neurobiological Emergence 5. Brain as Apparatus and Sensational Ontology 6. Diffraction of Neuroscience, Agential Realism, and Composition 7. Situated Cognition and Growth Mindset: The Insular Cortex and EBO Part 3: The Sedimented History of Emerging Selves: Molecular Structures of Learning and Memory 8. Memory as Emotional Encoding 9. Microfeatures, Automaticity, and Procedural Memory: Building Creative Power 10. Memory, Learning, and Transfer in Composition 11. Utilizing Plasticity to Modify Affect in Memory Part 4: Wanting, Liking, and Meaning: Intrinsic Motivation and Eudaemonic Reward 12. Eudaemonic Meaning: How Motivation Impacts Experience 13. Motivating Instructors: Finding Value through Student-Centered Emergence 14. Diffractive Motivation and Increase of Transfer 15. Discovery Learning: Expansion of Self through Environment Conclusion: Pedagogical Recommendations Appendix A. Operational Definitions Appendix B. Neurobiological Correlates of Concepts
Part 1: Plasticity as a Materialist Account of Becoming 1. Modern Neuroscience and Composition Studies 2. Engaging Student Self before Unraveling Identity 3. Emotion, Motivation, and Meaning: Decision-Making and Creative Risk Part 2: The Biological Emergence of Self through Emotional Value 4. Self as Metaphor and Neurobiological Emergence 5. Brain as Apparatus and Sensational Ontology 6. Diffraction of Neuroscience, Agential Realism, and Composition 7. Situated Cognition and Growth Mindset: The Insular Cortex and EBO Part 3: The Sedimented History of Emerging Selves: Molecular Structures of Learning and Memory 8. Memory as Emotional Encoding 9. Microfeatures, Automaticity, and Procedural Memory: Building Creative Power 10. Memory, Learning, and Transfer in Composition 11. Utilizing Plasticity to Modify Affect in Memory Part 4: Wanting, Liking, and Meaning: Intrinsic Motivation and Eudaemonic Reward 12. Eudaemonic Meaning: How Motivation Impacts Experience 13. Motivating Instructors: Finding Value through Student-Centered Emergence 14. Diffractive Motivation and Increase of Transfer 15. Discovery Learning: Expansion of Self through Environment Conclusion: Pedagogical Recommendations Appendix A. Operational Definitions Appendix B. Neurobiological Correlates of Concepts
Part 1: Plasticity as a Materialist Account of Becoming 1. Modern Neuroscience and Composition Studies 2. Engaging Student Self before Unraveling Identity 3. Emotion, Motivation, and Meaning: Decision-Making and Creative Risk Part 2: The Biological Emergence of Self through Emotional Value 4. Self as Metaphor and Neurobiological Emergence 5. Brain as Apparatus and Sensational Ontology 6. Diffraction of Neuroscience, Agential Realism, and Composition 7. Situated Cognition and Growth Mindset: The Insular Cortex and EBO Part 3: The Sedimented History of Emerging Selves: Molecular Structures of Learning and Memory 8. Memory as Emotional Encoding 9. Microfeatures, Automaticity, and Procedural Memory: Building Creative Power 10. Memory, Learning, and Transfer in Composition 11. Utilizing Plasticity to Modify Affect in Memory Part 4: Wanting, Liking, and Meaning: Intrinsic Motivation and Eudaemonic Reward 12. Eudaemonic Meaning: How Motivation Impacts Experience 13. Motivating Instructors: Finding Value through Student-Centered Emergence 14. Diffractive Motivation and Increase of Transfer 15. Discovery Learning: Expansion of Self through Environment Conclusion: Pedagogical Recommendations Appendix A. Operational Definitions Appendix B. Neurobiological Correlates of Concepts
Rezensionen
"Written by an emerging scholar in Writing Studies and neuroscience, Ryan Crawford's book uses the concept of the 'emergent self' or the 'self as becoming' to provide insight into what happens in the brain during the experience of different types of motivation. The book utilizes an intriguing and unique approach to pedagogy, problematizing and expanding what is meant by a student-centered class. It is likely to have a groundbreaking impact on how we understand teaching, learning, and student agency."
Irene Clark, California State University, Northridge, USA.
"An innovative take on applying the principles of brain science to writing composition. Dr. Crawford provides the reader with an insight into how neuroscience research can have practical applications in the classroom setting."
Michael Hylin, Southern Illinois University-Carbondale, USA.
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