The resonating world of the regional mind+brain

Maybury, Terrence (2010) The resonating world of the regional mind+brain. Studies in Learning, Evaluation, Innovation and Development, 7 3: 18-36.

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Author Maybury, Terrence
Title The resonating world of the regional mind+brain
Journal name Studies in Learning, Evaluation, Innovation and Development
ISSN 1832-2050
Publication date 2010-12
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 7
Issue 3
Start page 18
End page 36
Total pages 19
Place of publication Rockhampton, Qld., Australia
Publisher Central Queensland University
Collection year 2011
Language eng
Formatted abstract
The 2008 Bradley Review of Higher Education in Australia painted a
disconcerting picture for tertiary-level learning and teaching in our
country’s regional and remote areas. This diagnosis is in line with a
range of other predictions for these same jurisdictions, regardless of
whether they range over environmental, social, cultural, economic,
governmental or Indigenous rationales. Clearly, across a range of
criteria the situation is not good in Australia’s backblocks. Rather than
employing the usual coterie of analyses (sociological, political,
cultural or economic, for instance) might it be helpful to posit an
alternative model for delineating regional knowledge, that is, a
psycho-physiological approach? In particular, a cognitive model that
Susan Leigh Star refers to as “regions of the mind” could be chosen
Might learning and teaching itself find it useful to pay closer attention
to this widespread understanding of the brain’s workings? The
university is after all an institution that trains brains, which alerts us
to another important issue in cognitive science: brain plasticity.
Herein, brain regionalism and plasticity have more than a passing
resonance with a geographically arraigned regionalism.

Recognising that a primarily socio-economic or a
governmental/structural solution to these problems is nowhere near
enough, “The Resonating World of the Regional Mind+Brain” draws
together these two divergent threads as a possible linking together of
the regionality of cognition with its geographic namesake. It is
through this umbilical linkage that a renewed prognosis of learning
and teaching regionally might be conceived. This is a possible model
for the rejuvenation of learning and teaching that centres on the
ancient and universal notions of thought, memory and embeddedness,
not as singular and separate individual occurrences but as a holistic
and always resonating manifestation of collective knowledge, now
largely conceived, produced, distributed and interpreted electronically.
So a man’s genitals are naturally disobedient and self-willed, like a creature
that will not listen to reason, and will do anything in their mad lust for
possession. Much the same is true of the matrix or womb in women, which is
a living creature within them which longs to bear children.
Plato (1973, [91], 122–123)
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Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2011 Collection
School of Dentistry Publications
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Created: Fri, 08 Apr 2011, 13:53:14 EST by Dr Terrence Maybury on behalf of School of Dentistry