Learning is an intimate transaction. Our body language echoes, intertwines. We lean closer to each other, heads together, phalanges flexing. We grip, reflexively, the same (or similar) tools. When a person observes another person's action, his motor cortex becomes more excitable (Fadiga et al, 1995: 2608-2611). This excitability is measured in certain surges of action potential through ganglia in the neocortex. The energy that would normally move a screwdriver, write with a pencil. The motor system of the taught resonates on the basis of the various phases of the observed action. Eyes lock to replicate attention foci as the task progresses. Upon moving her hand, a person's eyes move ahead of the hand to look at the object the hand will likely grasp. Moving to adjust a line, close on an object softly; this induces a facilitation of the student's corticospinal channels, leading to hand closure. Nerve potential increases strongly with interest, the strongest enhancement for well-learned mappings.
At a friend's birthday party, on Sunday, I was accused of "flirting". She taught me how to roll my own cigarette.
"Flirt" is a useless modality. A sudden jerk; a quick throw or cast. A jeer, a darting gesture. Gesture - gestura, "mode of action," gerere, "to bear onself." For a crowd, not a person. They're not for anyone in particular. Much better; teach, an index finger, a pointer, to a pack of tobacco, a slip of paper. A curling movement taking flat and pulpy to round and firm. This is for me, but not personally. To be set in friezes that skirl through my temporal gyrus. To whirl, and be pointed again, for every person I will eventually point for. To this object, turned just so. That's why we dedicate desks, rooms, whole institutions to normalizing instruction. Outside of those circuits, it's too obvious that teaching is under someone else's skin.
Fadiga, L., Fogassi, L., & Pavesi, G. Rizzolatti, G. (1995). "Motor facilitation during action observation: a magnetic stimulation study." In Journal of Neurophysiology vol. 73, no. 6, pp. 26082611.
At a friend's birthday party, on Sunday, I was accused of "flirting". She taught me how to roll my own cigarette.
"Flirt" is a useless modality. A sudden jerk; a quick throw or cast. A jeer, a darting gesture. Gesture - gestura, "mode of action," gerere, "to bear onself." For a crowd, not a person. They're not for anyone in particular. Much better; teach, an index finger, a pointer, to a pack of tobacco, a slip of paper. A curling movement taking flat and pulpy to round and firm. This is for me, but not personally. To be set in friezes that skirl through my temporal gyrus. To whirl, and be pointed again, for every person I will eventually point for. To this object, turned just so. That's why we dedicate desks, rooms, whole institutions to normalizing instruction. Outside of those circuits, it's too obvious that teaching is under someone else's skin.
Fadiga, L., Fogassi, L., & Pavesi, G. Rizzolatti, G. (1995). "Motor facilitation during action observation: a magnetic stimulation study." In Journal of Neurophysiology vol. 73, no. 6, pp. 26082611.
elainaclarice:
wow.. i think it's something with people learning how to roll cigarettes.. when my friend aaron taught me how... his friend totally thought I was flirting... was not..
nothus_a_um:
...Okay.