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Language and Reading: The Consequences of the Kantian Brain for the Classroom

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Hagoort,  Peter
Neurobiology of Language Department, MPI for Psycholinguistics, Max Planck Society;
Donders Institute for Brain, Cognition and Behaviour, External Organizations;

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Citation

Hagoort, P. (2017). Language and Reading: The Consequences of the Kantian Brain for the Classroom. Talk presented at Symposium "From neuroscience to the classroom” at the Swedish Collegium for Advanced Study. Uppsala, Sweden. 2017-04-05 - 2017-04-06.


Cite as: https://hdl.handle.net/11858/00-001M-0000-002E-222E-4
Abstract
The classroom is designed to teach children cultural inventions for which the brain is not evolutionary designed. Hence the classroom environment has to implement cultural reycling of neuronal maps. To do this effectively it has to recruit existing neural infrastructure. Therefore, teaching programmes have to be tailored to the possibilities and limitations of available neural architecture. An example in case is reading, a cultural invention of a few thousand years old. Orthographies and reading methods need to use visual cortex areas in the most optimal way. I will discuss how the characteristics of different orthographies are tailored to the possibilities of complex cells in visual cortex. In addition, different reading methods will be evaluated in the light of our understanding of human brain organization. I will argue that a systematic investigation of culture-brain relations is much needed for optimizing the optimal environment.