Basic Processes within the Brain during Learning Experiences

The findings in brain research that I am going to refer to, essentially state that a few basic conditions13 need to be met in order to enable innovative new ways of thinking. In fulfilling these conditions, a certain emotional state is created within the human body that is the foundation of certain brain processes that enable learning. The establishment of such

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“A safe and trusting relationship with an attuned other, Maintenance of a moderate level of arousal, Activation of both thinking and feeling, A language of self-reflection, Coconstruction of narrative that reflects a positive and optimistic self.” (Cozolino/Sprokay 2006, p. 12) and a stimulating learning environment.

learning and working environments corresponds strongly with Nonaka and Takeuchi’s (1995) conceptions of ‘places for ba’ (see chapter 3.3.3), Senge et al.’s (2007) conception of team learning (see chapter 3.4.2) and Scharmer’s (2007) idea on engaging in deep dialogue (see chapter 3.5).

The questions that arise here are “what are the brains basic processes that enable learning and innovative ideas?” and “what does this have to do with emotions?” and “why is this important for the thesis?” I am going to answer these questions subsequently:

The brain’s core task is to maintain the body and its functions. It accomplishes this task by monitoring internal states, taking in and judging external impulses and initiating required adjustments, such as hormone levels, heart and breathing rate etc. These essential and survival ensuring tasks are located in the limbic system that is beyond an individual’s direct control or awareness (Taylor 2006).

In general, external stimuli (e.g. changes in an environment) are perceived through the senses. These stimuli are then associated within the organism with certain prior experiences, emotions, ideas, concepts etc. and afterwards linked to action generating motor elements (physical movement or behaviours) (Zull 2006). This process is now illustrated a bit further: the parts of the brain called “neocortex” and “frontal lobes” have – from an evolutionary perspective – developed later than the other parts of the brain and are the places where consciousness or the mind is assumed to be located (Taylor 2006). The signalling chain reaction that started with the perception of stimuli happens in diverse regions within the brain, the neocortex containing a major part for the association elements. Associations are vital for cognitive understanding and if some time is invested in allowing them to become transparent, new and growing insights and ideas for unsolved problems can be gained. In two distinct areas within the neocortex (the back and the front) different associative functions are fulfilled: in the back part, sensory information is associated with each other whereas in the frontal area, creative action is planned and problems are solved by a conscious association and modification of sensory data and memorized experience (Zull 2006).

Now, the actual learning process has to do with neural plasticity: next to the described association activities, there are chemical-delivery neurons which influence the signalling (in frequency, duration etc.) between the other activities. They do so, by sending off chemicals (adrenaline, dopamine, serontonin etc.) that overflow cortical neurons which then create the changes in signalling. These changes happen much slower than other processes within the brain and thus cause the resulting changes in action to be similarly delayed. But this also means that the action that causes the learning process needs to be repeated for a longer period of time so that the change processes within the brain are sustainable.

Here the second question concerning learning and its connection to emotion is addressed: The provided chemicals originate back to early evolutionary stages, are thus located in the most ancient part of the brain (brainstem) but have an immense influence on our emotional system and the brain processes. As Cozolino and Sprokay (2006) point out, in all regions of the neocortex emotion chemicals are secreted by other neurons; they affect the signalling systems and with that they directly modify the contribution and the strength

of information processing and knowledge construction. Thus, learning happens when there is an increased signalling by cortical neurons that enhances the growth of more branches and the density of the neural network. This also illustrates why learning is thought of as a cumulative process: the more branches and signalling there is, the easier it becomes to connect with other neurons and form a more complex network of synapses (Zull 2006, Taylor 2006). “These changes occur only in the parts of the brain that are used. They result from repeated firing of the specific neurons engaged in learning experiences, as well as from the presence of emotion chemicals around those neurons.” (Zull 2006, p. 5). Hence, the emotional state a human being is in, determines to a large degree how much and what she or he will learn and how she or he will be able to remember it (connected to a good or bad emotion). Since individuals have had many prior experiences that are connected to emotions they felt during these situations, new information is linked not only to an association respectively a neural network but also to an emotional state. So if the stress level becomes is too high (oftentimes connected to emotions such as fear and anxiety) it has a debilitating effect on the brain.

The emotional state that is most beneficial for successful learning is one that Cozolino and Sprokay (2006) termed “safe emergency” (p. 14). This state is characterized by a moderate level of arousal, a high attention but without anxiety: “If the response is a teacher’s supportive caring, encouragement, and enthusiasm balanced with an appropriate level of challenge, learning is enhanced through dopamine, serotonin, norepinephrine, and endogenous endorphin production.” (Cozolino/Sprokay 2006, p. 14). So, a teacher’s way of treating a student, creating a favourable student-teacher-relationship and influencing his or her emotional state is the core to a biological state within the brain that in turn is responsible for successful learning.

In this following paragraph the focus is on the third question, on how all of that relates to a network manager’s situation and thus to this thesis.

Here it is argued that one reason why network managers had a hard time in trying to convince the other players to collaborate and thus ‘make the network work’ is because most members of the networks as well as most individuals in today’s society have not yet learned to continually learn. One of the core tasks in professional networks is to identify relevant interfaces with other organisations and thus, find new ways of collaboration and giving up old ideas about competition. So far, most people are strongly influenced by globalisations effects, the media reports on it and experience a growing uncertainty, sometimes fear for their jobs and try to deal with rising complexity in their daily lives (see chapter 2). These developments foster self-protective, resistant and competition- conserving mental models and behaviours which can be basically characterised as the challenge to get the better share of markets, certain customers, ideas, products etc.: things that are already there. In analysing the expert interviews with the network managers, an assumption is that some of them succeeded in initiating a creative process that results in new products, services and ideas. Thus, if social networks are formed in order to generate solutions that one player alone could not have developed, it is the basic task of a network manager to establish a learning space that allows for creation.

In short, everything human beings experience causes their brains to modify the biochemical balance within their bodies and thus create certain emotional states that again are “(…) the undercurrent of cognition” (Taylor 2006, p. 81, see also Damasio 1999). Looking at the physiology of the brain, learning means a modification in neural networks. So, changes in our neural networks correspond to changes in our way of knowing and this process cannot be successful if very high degrees of anxiety and defensiveness are prevalent within the human body. Moreover, LeDoux (2003) provided evidence that too much stress on a continuous base damages neuronal functions. Since the “brain is a social organ innately designed to learn through shared experiences.” (Cozolino/Sprokay 2006, p. 11), a safe and empathic relationship is the precondition for neural reorganisation that allow for deep understanding and deep changes in personal and professional development. In social interaction, individuals create the means and spaces by which another’s internal biological state is influenced. These internal biological states determine whether there can be an option for creative thinking and innovation processes or not.