The book serves as an introductory textbook for Christian education/formation professors to use in Christian education or Christian formation courses at the College or Seminary level. The book is designed to provide an overview of how current research in neuroscience is impacting how we view Christian education and formation with particular attention given to faith formation, teaching, development, and worship The first four chapters discuss how neuroscience broadly influences Christian education and formation. Chapters five through eight explore how neuroscience informs specific formational practices, from personal meditation, to intercultural encounter, to congregational formation and worship. The last four chapters explore various aspects of neuroscience along developmental lines, The book also moves from conceptual overviews to more empirical studies late in the text. Each chapter of this book can also be read and discussed individually. Each author has provided both discussion topics, suggestions for future reading within neuroscience, and discussion questions at the end of the chapter.
Why a text on neuroscience and Christian formation? Simply put, we need one that represents the range of possible intersections for today and into the future. In recent years, neuroscience's various fields of study have influenced our understanding of the person, memory, learning, development, communal interaction, and the practice of education.The book serves as an introductory textbook for Christian education/formation professors to use in Christian education or Christian formation courses at the College or Seminary level. The book is designed to provide an overview of how current research in neuroscience is impacting how we view Christian education and formation with particular attention given to faith formation, teaching, development, and worship The first four chapters discuss how neuroscience broadly influences Christian education and formation. Chapters five through eight explore how neuroscience informs specific formational practices, from personal meditation, to intercultural encounter, to congregational formation and worship. The last four chapters explore various aspects of neuroscience along developmental lines, The book also moves from conceptual overviews to more empirical studies late in the text. Each chapter of this book can also be read and discussed individually. Each author has provided both discussion topics, suggestions for future reading within neuroscience, and discussion questions at the end of the chapter.
Front Cover 1
Neuroscience and Christian Formation 2
CONTENTS 6
1. A Primer on Neuroscience 6
2. Technology and the Brain 6
3. How Neuroscience Informs Teaching 6
4. Neuroscience and Christian Formation 6
5. Neuroplasticity and Spiritual Formation: Changing Brain Structure and Core Beliefs Through Mindfulness and Scripture Meditation/Reflection 6
6. We Were Made for This: Reflections on the Mirror Neuron System and Intercultural Christian Education 6
7. Christian Education as Embodied and Embedded Virtue Formation 6
8. Neuroscience and Christian Worship: Practices That Change the Brain 6
9. Making Connections: Neurobiology and Developmental Theory 7
10. Neurological Development in Early Young Adults and Their Implications for Christian Higher Education 7
11. Changing Behavior and Renewing the Brain: Neuroscience and Spirituality 7
12. Equipping Minds for Christian Education or Learning From Neuroscience for Christian Educators 7
Neuroscience and Christian Formation 4
Edited by 4
Mark A. Maddix Point Loma Nazarene University 4
and 4
Dean G. Blevins Nazarene Theological Seminary 4
Information Age Publishing, Inc. 4
Charlotte, North Carolina • www.infoagepub.com 4
Preface 8
Mark A. Maddix and Dean G. Blevins 8
CHAPTER 1 10
An Introduction to Neuroscience and Christian Formation 10
Laura Barwegen Wheaton College 10
Introduction 10
How Neurons are Structured and How They Communicate 11
How Change, or Formation, is Neurologically Understood 14
Neurobiology, Christian Formation, and the Evangelical Tent 15
Discussion Questions 18
1. What are some initial fears you might have when considering the possibility of spiritual formation described in neurological terms? What does it mean to “take this too far”? On the other hand, what are the dangers of ignoring neuroscientific d... 18
2. Consider the possibility that the repeated experiences cause physical changes in the brain, and that the way your brain is physically wired causes you to interpret your experiences and respond to them in specific way. How does that awareness influ... 18
3. Read Romans 12:1–2 and Ephesians 4:22–24. What might it mean if these Scriptures were viewed through a neurobiological lens? What if we were physically changed—the matter in our brains—by putting off the old self and putting on the new? Ho... 18
4. What is the difference between monism and dualism? Which position resonates most firmly with what you believe to be true? 18
References 18
Suggestions for Further Reading 19
Figure 1. 1. Neuron. 12
Figure 1. 2. Anthropological views. 16
CHAPTER 2 20
Technology and the Brain 20
Dean G. Blevins Nazarene Theological Seminary 20
Introduction 20
Firing 21
Flow 23
Future 25
Discussion Questions 27
1. Why is it important to be able to use noninvasive approaches to study the brain? 27
2. .If we can identify basic regions that influence how we process hearing and reading, how might that help determine which educational strategies work best? 27
3. If blood flow seems imprecise, why might it still be helpful in understanding learning processes? 27
4. How might understanding learning at the synaptic level, even though computer models of learning and teaching, assist us as Christian educators? 27
5. What are some of the ethical concerns around the use of direct interventions in the brain like deep brain stimulation? 27
References 27
Suggestions for Further Reading 29
CHAPTER 3 30
How Neuroscience Informs Teaching 30
Glena Andrews George Fox University 30
Approaches to Teaching Christian Formation 30
Concrete and Abstract Ability 31
Emotions and Learning 33
Executive Functioning 35
Self and Other 36
Learning Interference 36
Changing the Brain 37
Discussion Questions 40
1. With this understanding of brain involvement and development, how might our instruction in spiritual formation differ across the lifespan? 40
2. What implications might there be for guiding people into a deeper relationship with God with our current understanding of the parietal lobe being activated both for our sense of self and our experience of meaningful reading and teaching? 40
3. Does worship need to be “emotional” to be meaningful? How might you address and support this question given the information in this chapter? 40
References 40
Suggestions for Further Reading 41
CHAPTER 4 42
Neuroscience and Christian Formation 42
Mark A. Maddix Northwest Nazarene University 42
Introduction 42
1. To improve our understanding of the human mind and brain 43
2. To improve our understanding of religion and theology 43
3. To improve the human condition, particularly in the context of health and well-being 43
4. To improve the human condition, particularly in the context of religion and spirituality (Newberg, 2009, p. 18). 43
Neuroscience and Human Anthropology 43
Nonreductive Physicalism and Dual-Aspect Monism 44
Biblical/Theological Considerations 45
Spirituality and Christian Formation 46
Christian Community 47
Exemplarity (Imitation) 48
Small Groups 49
Summary 50
Discussion Questions 50
1. In what ways has Cartesian dualism impacted our understanding of human persons particularly as it relates to Christian formation? 50
2. What can we learn from research from social psychologists and neuroscientists regarding the importance of communal practices? 50
3. Why are many Christians reluctant to engage in smaller ecclesial communities or small groups? How can Christians overcome this barrier to Christian formation? 51
4. What is the impact of René Girard’s view of mimicry as it relates to participation in the life, death, and resurrection of Christ? 51
5. What aspects of congregational life might your congregation need to develop in order to ensure that communal practices such as small groups, the sacraments, and service are included to foster faith formation? 51
References 51
Suggestions for further Reading 52
CHAPTER 5 54
Neuroplasticity and Spiritual Formation 54
Karen Choi Presbyterian Theological Seminary in America 54
Introduction 54
Mindfulness Meditation 55
Neuroscience Research on Mindfulness Meditation 56
Does Meditation Change Brain Structure? 57
Long-Term Meditators Have Structural Changes Regardless of the Meditation Style 60
Mechanisms by Which Mindfulness Meditation Alters the Brain Structure 61
Altering Brain Structure: Power of Focused Attention (FA) 61
Neurons That Fire Together, Wire Together 62
Scripture Meditation and Reflection 64
A Profoundly Integrative, Holistic, Dynamic, and Relational Process 64
Focused Attention (FA) Continually: Fix Our Eyes on Jesus 65
Reflection, Attention, Christlikeness, and Training 66
Changing Brain Structure through Scripture Meditation and Reflection 67
Changing Core Beliefs through Scripture Meditation and Deep Reflection 67
Thoughts Meditated Deeply and Repeatedly for a Long Time Become Inner Reality 68
Hebrews 11:1 and 2 Corinthians 5:7 70
Neuroplasticity and Spiritual Formation into Christlikeness 70
Implications of Mindfulness Neuroplasticity Research for Christian Educators 71
Conclusion 73
Discussion Questions 73
1. What is neuroplasticity and how can our understanding of the neuroplasticity help us in the spiritual formation process? 73
2. What are the direct and indirect pathways through which the brain processes an emotional stimulus? How does your understanding of the pathways affect your view of meditation and prayer? 73
3. Compare and contrast Scripture meditation with mindfulness meditation. Why call scripture meditation holistic? 73
4. How does paying focused attention change brain structure? Explain the mechanism. 73
5. Moreland identifies “content, strength, and centrality” as the three traits of a belief. How can Scripture meditation and reflection change our core beliefs in such a way that they will facilitate the process of spiritual formation into increa... 74
6. Regarding spiritual formation into Christlikeness, the author of this chapter states, “The question, therefore, is no longer is it possible to grow in increasing Christlikeness, but rather how much do you really desire to grow in Christlikeness?... 74
References 74
Suggestions for Further Reading 77
Figure 5. 1. 58
Figure 5. 2. 59
Figure 5. 3. 63
CHAPTER 6 80
We Were Made For This 80
Timothy Paul Westbrook Harding University 80
Macaque See, Macaque Do: The Mirror Neuron System 81
Do as I Say and as I Do: Crossing the Synapse Between the Mirror Neuron System and Intercultural Education 84
An Imitable Model for Intercultural Education 86
Presence of the Other 87
Reflective Discourse 88
A Mentoring Community 89
Opportunities for Committed Action 90
Conclusion 91
Discussion Questions 92
1. In what ways have you seen nonverbal behavior imitated in social settings? 92
2. How would you see mirror neuron research influencing educational strategies? 92
3. What would you consider the most important reasons for cultural others to share the same educational spaces? 92
4. If there have been times when you experienced cultural or racial underrepresentation, what kinds of emotions did you have? 92
5. If it is true that God designed diversity, then what does this suggestion teach us about the nature of God? 92
References 92
Suggestions for Further Reading 94
Figure 6. 1. The human brain. The MNS begins with transmission in the motor and somatosensory cortices and also the Broca’s area. Illustration by Megan Giddens. 82
Figure 6. 2. The limbic system. The MNS results in an affective response through the limbic system. Illustration by Megan Giddens. 83
Figure 6. 3. The experiential learning cycle within the mirror neuron system. 85
CHAPTER 7 96
Christian Education as Embodied and Embedded Virtue Formation 96
Brad D. Strawn and Warren S. Brown Fuller Theological Seminary 96
Dualists Models of Persons 97
Emergent Models of Personhood 98
Smith’s Vision of Christian Education 100
Education as Virtue Formation 101
Mirroring, Imitation, and Formation 102
Pedagogical Processes 102
Conclusion 104
Discussion Questions 104
1. What are some implications of a dualist view of persons and of an emergent monist view? 104
2. Name some examples of what Smith calls cultural liturgies and describe their image of the good life. 104
3. What is so important about the ability of the brain to mirror the activity of others? 105
4. How is Christian education as formation different from education as information acquisition? 105
5. Why might we care about virtues, and how are virtues formed? 105
6. What are some practices that faculty and students could engage in to make learning more embodied? 105
References 105
Suggestions for Further Reading 106
CHAPTER 8 108
Neuroscience and Christian Worship 108
Dean Blevins Nazarene Theological Seminary 108
Introduction 109
Worship at the Synaptic Level 109
Narrative, Practice, and Memory 111
All Together Now: Social Neuroscience, Mirror Neurons, and Worship 113
Discussion Questions: 116
1. How does experience shape neurons, why would this be important as we consider educational practices? 116
2. Describe some of the key stories and practices that define worship in your congregation. Are there clues that identify when worship seems “true” and “virtuous” in that community? 116
3. Can you describe a time when worship seemed “more” than a group of individual actions? 117
4. Have you experienced the influence of mirror neurons at a sporting event or worship service? How would you describe it? What difference does it make for us to consider how minds are “connected” to other minds? 117
5. When you think of the term “body of Christ,” what comes to mind? How does our interpretation shape the way we think of both community and personal formation? 117
References 117
Recommendation for Further Reading 118
CHAPTER 9 120
Making Connections 120
Theresa O’Keefe Boston College, School of Theology and Ministry 120
Neurobiological Changes 121
Psychological Development: Subject-Object Theory 122
Mastering the Concrete—Second Order Consciousness 123
Limits of the Concrete—Third Order 125
Beginning to See the Invisible 126
Helping Youth See 126
Discussion Questions 128
1. Describe a moment where you observed an adolescent standing on the threshold between different ways of making sense. What did you notice? How do you make sense of it now? 128
2. Identify a moment when a young person was not been able to see beyond his own perspective. How would you help him recognize or imagine the point of view of another? 128
3. As you think about values that you wish a young person to learn, how might you articulate the connections between concrete behaviors and the values they support? 128
4. Recall a situation when an adolescent seemed confused by the nature of a discussion or questions. Recall how she talked about what was happening. What was she able to name and what seemed “invisible” to her but obvious to you? What was object?... 128
5. Consider favorite religious practices (e.g., attendance at worship, sacred reading). What are the values that you find come through those engaging in those practices? Talk about the connection of the practices with the values as you experience them. 128
References 128
Suggestions for Further Reading 129
CHAPTER 10 130
Neo-Piagetian Insights into Neurological Development of Young Adults with Implications for Undergraduate Theological Education 130
James Riley Estep, Jr. Lincoln Christian University, Lincoln, Illinois John David Trentham Southern Baptist Theological Seminary, Louisville, Kentucky 130
The Perry Scheme as a Phenomenological Framework for Neurological Development 131
Perry as Neo-Piagetian 132
The Scheme 132
From Perry to Fischer 134
Neurological Development in Early Adults 134
Increase in White Matter 134
Decrease in Neurological Connections 135
Increase in Cross-Hemisphere Connections 135
Kurt W. Fischer’s Neuroeducation Theory 136
Fischer’s Adult Stages 136
Spurts of Cognitive Development 137
Uneven Development 138
Neuroscience and the 18–25-Year-Old Student 138
Implications of Neurological Developments 139
Theological Implications 139
Developmental Implications 140
Pedagogical Implications 140
Discipleship Implications 141
Discussion Questions 141
1. In what ways were Perry and Fischer describing the same episode in adult development? 141
2. When have you experienced or observed Fischer’s form of development, for example, spurts? 141
3. How might the implications identified in this chapter materialize in your ministry or work? 141
4. What influenced you most from this chapter in regard to your work with young adults still developing cognitively? 141
References 142
Suggestions for Further Reading 144
Figure 10. 1. Basic premise. 137
CHAPTER 11 146
Changing Behavior and Renewing the Brain 146
Mark A. Maddix Northwest Nazarene University Glena Andrews George Fox University 146
Case Study Hypothesis 148
Methods 149
Participants 149
Materials 149
Procedure 150
Results 152
Psychological Measures 152
Pretesting: BDI and STAI 152
BDI and STAI pre-post 152
Physiological Measures 152
GSR-Rest 152
GSR – Color 152
GSR—Stroop 154
Heart Rate (BPM)-Rest 154
BPM-Color 154
BPM-Stroop 154
Electroencephalogram (EEG) 154
Temporal Lobe 155
Frontal Lobe Left (Medial) 155
Frontal Lobe Right (Medial) 155
Parietal Lobe Left 157
Parietal Lobe Right 157
Discussion 157
Discussion Questions 159
1. What is neurotheology? What benefits and challenges of this new area of study bring to Christian religious experiences? 159
2. In what ways does neuroscience affirm aspects of Christian spirituality, particularly the role of prayer and meditation on overall well- being? 159
3. What are examples of inward and contemplative practices? 159
4. What are some spiritual practices that I can include in my life to improve my overall well-being? 159
References 159
Suggested for Further Reading 160
Figure 11. 1. 153
Figure 11. 2. 153
Figure 11. 3. GSR-Stroop. 154
Figure 11. 4. 155
Figure 11. 5. Left frontal trial x group x phase. 156
Figure 11. 7. Right parietal trial X condition X group. 157
Figure 11. 6. Right frontal (F4) group X condition. 156
Figure 12. 1. Marie’s mathematics RIT scores. 170
CHAPTER 12 162
Equipping Minds for Christian Education or Learning From Neuroscience for Christian Educators 162
Carol T. Brown Executive Director, Equipping Minds 162
Introduction 162
Educational Approaches 163
Neuroscience Confirms the Brain Can Change 164
Reuven Feuerstein: Pioneer of Neuroplasticity 165
Intelligence Is Modifiable 166
1. Three forces shape human beings: environment, human biology, and mediation. 166
2. Temporary states determine behavior: How someone behaves— namely emotional, intellectual, and even habitually learned activities—represents a temporary state, not a permanent trait. This means that intelligence is adaptive. In other words, int... 166
3. The brain is plastic: Because all behaviors are open and developing, the brain can generate new structures through a combination of external and internal factors (Feuerstein, Feuerstein, Falik, & Rand, 2006).
Learning through Mediation 167
Instrumental Enrichment 167
Cognitive Functions 168
Research Studies on Cognitive Enhancement 168
Four-Year Case Study With Equipping Minds Cognitive Development Curriculum 169
Implications for Christian Educators in Schools and the Church 175
1. Christian school administrators, teachers, and parents should be educated on the theory of structural cognitive modifiability and how to be an effective mediator of the environment without overstimulating the child. The primary responsibility is u... 175
2. Christian educators need to be trained in mediated learning and cognitive developmental exercises. A combination of cognitive developmental exercises and curricular studies should result in significant advancement of both cognitive and domain-spec... 175
3. Lifetime learning is imperative. The brain continues to develop over an entire lifetime. It is important to continue to engage in stimulating learning activities during adulthood and old age. 175
4. Teachers should see each student with new eyes and as capable of learning. An optimistic attitude is essential. The former ideas of categorizing children into “bright” or “not so bright” must be changed. This will only happen when teachers... 175
5. Stop focusing on a diagnosis or a “label” of Autism, Fetal Alcohol syndrome, learning disabled, Down syndrome, or intellectual disability. It simply does not make sense to follow a deterministic view of development in light of the findings in ... 176
6. Dynamic assessments should replace static assessments. All academic and intellectual testing should be done with care in administration and interpretation. 176
7. Research indicates the need for the training to understand the best way to include and teach individuals with disabilities, educating church leadership in disability theology and support, and congregations accepting that all people are created in ... 176
8. Churches can bring in a guest speaker for training workshops on understanding Autism, intellectual disabilities, ADHD, and other learning challenges for parents, children, teachers, and youth ministry provide educational materials and resources f...
Conclusions 176
Discussion Questions 177
1. What is intelligence, and how can it increase? Explain based on Reuven Feuerstein’s theory of Structural Cognitive Modifiability. 177
2. Many psychologists and educators continue to hold to a fixed view of intelligence for students with special needs. Agree or disagree? Explain. 177
3. Can a Christian school meet the needs of children with special needs such as Down syndrome, learning disabilities, and Autism Spectrum Disorder? 177
4. Since we know that cognitive abilities are modifiable, what should be the response of the Christian educator? Should we allow the public schools to be the primary educators of special needs students? 177
5. How does the Bible define the role of a mediator? What are the three steps for mediation? Is a human mediator superior to a computer program for learning? 177
6. Do you believe conventional intelligence tests are accurate indicators of a person’s abilities? How would Reuven Feuerstein respond to that question? 177
7. What value do you place on intelligence tests? Should dynamic assessments replace them? 177
References 177
Suggestions for Further Reading 179
Figure 12. 2. Marie’s reading RIT scores. 171
Figure 12. 3. Marie’s language RIT scores. 171
Figure 12. 4. Marie’s science RIT scores. 172
Figure 12. 5. KPREP reading scores. 172
Figure 12. 6. KPREP math scores. 173
Figure 12. 7. KPREP on-demand writing scores. 173
Figure 12. 8. KPREP student growth percentile. 174
Figure 12. 9. Marie’s Stanford 10 rankings. 174
About the Editors 180
BOOK CONTRIBUTORS 181
Back Cover 182
| Erscheint lt. Verlag | 1.10.2016 |
|---|---|
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Lexikon / Chroniken |
| Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie | |
| Religion / Theologie ► Christentum ► Kirchengeschichte | |
| Naturwissenschaften ► Biologie ► Humanbiologie | |
| Naturwissenschaften ► Biologie ► Zoologie | |
| ISBN-13 | 9781681236759 / 9781681236759 |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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