교육: 인간 개발을 위한 학습의 재정의

### 교육과 두뇌 발달에서 자서전적 기억의 중요성
* 🧠 우리가 누구인지, 무엇을 위해 존재하는지에 대한 이야기를 형성하는 **자서전적 기억**은 인간 발달에 있어 매우 중요하지만 종종 간과되는 측면입니다.
* 🧒 사춘기 직전부터 20대 중반까지 청소년의 두뇌 발달은 **기여하고, 커뮤니티의 일원이 되고, 목적 의식을 키울 수 있는 기회**와 같은 심리사회적 요인에 크게 영향을 받습니다.
* 사회경제적 지위가 낮은 지역의 14~18세 청소년 65명을 대상으로 한 5년간의 종단 연구에 따르면, **타인의 이야기를 초월적으로 사고하면 2년 동안 뇌의 백질 섬유관이 성장하는 신체적 변화**가 예측되는 것으로 나타났습니다.
* 이러한 뇌의 성장은 **청소년기 후반의 정체성 발달을 예측**하고, 이는 다시 다양한 영역에서 **청년의 삶의 만족도**를 예측합니다.
* 🏫 현재 중등 교육 시스템이 의미 정보와 절차에 대한 기억에 초점을 맞추는 것은 **인간의 정신이 실제로 성장하고 발달하는 방식**과 맞지 않을 수 있습니다.
* 🌱 "인간의 마음은 깊고 강력한 아이디어에 몰입한 다음, **그 의미를 역으로 생각**하면서 성장하고 발전합니다."
* 🎓 좋은 교육은 젊은이들이 **자신이 살고 있는 세상과 자신이 만들고 싶은 세상에 대해 생각할 수 있도록** 하는 것이어야 합니다.
* 📚 "청소년들이 발달에 적합한 방식으로 자신과 다른 사람들이 살고 있고 우리 사회에서 함께 만들어가고 있는 복잡한 사회적, 도덕적 삶에 정중하게 참여할 수 있도록 지원하는 것은 **모든 사람, 특히 청소년들에게 깊은 동기와 목적**을 부여하는 일입니다."

깊고 강력한 아이디어에 참여하는 것은 젊은 정신을 형성하고 두뇌 성장, 정체성 발달, 성인기의 삶의 만족도를 촉진합니다.

- One of the fundamental misconceptions undergirding our education system is the idea that the purpose of school is to support learning outcomes. And learning outcomes are operationalized mainly around two things, both to do with memory. One is memory for semantic information, for facts, and the other is memory for procedures. But in the human brain, there's a third kind of memory that is absolutely fundamental to our growth and development and well-being, and that is autobiographical memory. Autobiographical memory is The stories of who we are and what we stand for and how we want the world to be. The sort of transcendent thinking that young people do forms the kind of hat stand that all of the other learning gets layered on top of. In essence, organizing the way in which we call up our memories, the way in which we enact our skills, the way in which we notice what needs to happen in different situations- those are the things that really make us human.

and those are the things
that we need to reorganize our educational experiences around. I'm Mary Helen Immordino-Yang. I'm a Professor of Education,
Psychology, and Neuroscience at the University of Southern California, and I'm the director of CANDLE, which is the Center for Affective
Neuroscience Development, Learning, and Education. We've known for a long time that infants very quickly grow their brains in the first three years of life. We're now coming to appreciate that there's a second major
period of brain development that happens just before puberty and lasts all the way into the mid-20s. There's lots of work in
neurodevelopment showing that, for example, the kinds of
resources and environments that kids have, socioeconomic
status, for example, are affecting the ways
in which their brains are developing at the group level. Young people across
adolescence are needing healthy opportunities to contribute, to be part of communities, to
develop a sense of purpose.

Those very fundamental
psychological capacities turn out to be driving the
development of their brains. So as we began to pull
apart and understand the neural correlates of
what we're now calling out of the things that we witness; to also
consider the historical or future possible implications,
the ethical implications, to become curious about
what alternative ways something could have happened,
to think about the ways that our perspectives are
related to our systems of beliefs and assumptions. So, I was really drawn
to try to understand how do young people
develop these capacities- what do they look like in
the brains of young people, and what might be some of the affordances of these capacities for thinking? So we designed an experiment: a five-year longitudinal
study in which I invited 65 young people between
the ages of 14 and 18, from low socioeconomic status,
high-crime neighborhoods, a range of ethnic backgrounds,
all kids who were passing their classes in school,
they all came from

sort of stable family situations. Independently, I sat with each kid for two hours and showed them a set of 40 documentaries that told the stories of real teenagers from all around the world, and then asked the kids, How does this person's story make you feel? Then we moved the kids into the MRI scanner where they watched, again, a short clip of the story, and they just sit and think about what the story means to them and push buttons to tell us how strongly emotionally engaged they are with thinking about that story. And then we had the kids come back two years later and we scanned their brains again. And then we followed those young people into late adolescence, and then again as they were transitioning to young adulthood. And what we were able to show, which is quite extraordinary, is that the way in which they were inclined to engage in transcendent thinking about the meaning of the story predicted the physical change in the growth of the white matter fiber tracts of their brain.

over the subsequent two years. That brain growth that we observed predicted identity development
in late adolescence, which, in turn, predicted
young adult life satisfaction; that they like the person
whom they've become, that they enjoy and feel satisfied with the quality of their
close relationships, that their opportunities
at school or at work are what they always had
hoped for themselves, that those are really
what they wanna be doing with their life. These findings were not explained by IQ. They were not explained by ethnic group or gender or by socioeconomic status. They were explained by
the kind of disposition. So you have to do the
exercise of actually using that thinking to grow your
brain, and then that growth in the brain over time
predicted identity development, and then that identity development predicted these young adult outcomes. So when we think about the current state of secondary education and we think about what adolescents need, it's fairly obvious that there is a fundamental mismatch. We want kids to start with
the small building blocks.

to learn the little pieces and start to put those together, but that is not how the human mind grows. The human mind grows and develops by engaging with deep, powerful ideas, and then working backward to inform the meaning that you're making. What our, and many people's, psychosocial and educational research is showing is that supporting young people to respectfully, in a developmentally appropriate way, engage with the complexities of the social and moral lives that they and others are living and that we are co-creating together in our society is what is deeply, deeply motivating and purpose-generating in all people, but especially in young people. So when our educational system thinks of the learning process as enabling a young person to think about the kind of world that they live in, but also the kind of world they want to create- that is good education.

The third, lost type of memory that might be the most important one

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교육에서 자서전적 기억의 중요한 역할

교육에서 의미론적 기억과 절차적 기억에 대한 전통적인 초점은 우리가 사고하고 학습하는 방식을 형성하는 데 있어 자서전적 기억의 중요성을 간과하고 있습니다.

자서전적 기억은 개인의 성장에 근본적인 역할을 하며 인간의 발달과 행복에 필수적인 요소입니다.

사춘기 이전부터 20대 중반까지의 시기는 두뇌 발달에 매우 중요한 시기이며, 젊은이들은 이 시기에 건강한 기여와 목적의식을 기를 수 있는 기회가 필요합니다.

초월적 사고가 청소년의 두뇌 발달에 미치는 영향

초월적 사고, 즉 상황의 더 넓은 의미와 윤리적 측면을 고려하는 능력은 청소년의 두뇌 발달을 촉진하는 것으로 밝혀졌습니다.

65명의 청소년을 대상으로 한 5년간의 종단 연구에 따르면 실제 이야기에 대한 초월적 사고 성향이 뇌의 백질 섬유관 성장의 물리적 변화를 예측하는 것으로 나타났습니다.

이 연구는 청소년의 인지 발달에 있어 초월적 사고의 중요한 어포던스를 강조합니다.

두뇌 성장이 정체성 발달에 미치는 영향

2년간의 두뇌 성장은 청소년기 후반의 정체성 발달과 관련이 있으며, 이는 결국 청년의 삶의 만족도에 영향을 미칩니다.

이러한 결과는 IQ, 인종, 성별, 사회경제적 지위와는 무관한 것으로 나타났습니다.

현재 중등 교육은 두뇌 성장과 정체성 발달을 촉진하는 측면에서 청소년의 요구를 충족시키지 못하고 있을 수 있습니다.

교육 분야에서 심도 있는 아이디어가 주는 힘

깊고 강력한 아이디어에 참여하는 것은 인간 정신의 성장과 발달에 매우 중요합니다.

심리사회 및 교육 연구에 따르면 젊은이들이 사회적, 도덕적 삶의 복잡성에 정중하게 참여할 수 있도록 지원하는 것이 특히 청소년에게 깊은 동기를 부여하는 것으로 나타났습니다.

좋은 교육은 젊은이들이 자신이 살고 있는 세상과 자신이 만들고 싶은 세상에 대해 생각할 수 있게 해줍니다.