The sensei of Neuroeducation

[RafiRiFat336205]

We all feel a certain Eastern mysticism that sometimes overwhelms us and draws our attention or at least our curiosity. After my many years of practice in martial arts, there is something that has always captivated me.

"The sensei does not speak." In otaku culture, martial arts, gendai budo, and philosophy, it means "one who was born before," or "one who has walked the path."

According to traditional Japanese, it is called this because the only difference between a student and a teacher is that the latter was simply born earlier, and that he possesses both knowledge and experience, and therefore can teach. The most surprising concept within budo is that the sensei executes the movements, arts and techniques, but does not speak. All students must concentrate their full attention on this focus and promote their learning through attention, something that Goleman comments on.

It is very curious, because now that neuroscience is something of tremendous innovation, we must ask ourselves some questions: did the Japanese scientists know about mirror neurons? Had they scientifically demonstrated how human learning occurred? Perhaps not. They focused their attention and encouraged imitation from the earliest childhood.


In the latest study published in Plos One , on the somatotopic response of babies to seeing human action, the "sensei" is right. Based on the knowledge that human babies quickly learn new skills and habits through imitation, but the neural links between perception and action production are not well understood.

To arrive at the hypothesis that somatotopic organization all phone number in cambodia in the developing brain is supported by imitation and cultural learning, they used randomly assigned 14-month-old infants and placed them in front of an adult who touched an object using either the hand or the foot. Measurements of sensorimotor cortex activation were made with EEG (electroencephalogram).

This study provides the first evidence that observing an act produced by another person using a particular body part is associated with activation in infants of the corresponding area of ​​the infant's own sensorimotor cortex. This provides a neural correlate for what has been termed organ identification. The finding of interbody mapping provides connections between the neuroscience of social-cognitive development and two concepts:

With the fact that the brain processes involved in observing the actions of others are closely linked to the processes involved in producing and controlling one's own actions.
With studies of child imitation behavior showing that representations of the actions of others generate memory about the body part specifically used.
This, among others, leads us to the fact that the learning process is based on focus and imitation. For this proliferation of the dendritic framework, it is essential to generate stimulating and innovative experiences for the child, including all kinds of activities. To channel their talents, one must have an open mind, aware of the real existence of multiple intelligences without succumbing to the indoctrination of an educational methodology based on the capitalist industrialization of the 19th century, where creative abilities were denigrated.

In this way, we must achieve high levels of attention in the consumer , to achieve their focus, increasing the probability of their interest arising. This, combined with the fact of observing other members of their herd, consumers, who carry out the decision-making actions in the choice of a product. All this favours brain activations by imitation, thus increasing the probability of choosing our product or service, without forgetting that we must not lose authenticity so as not to disappoint.