The Body as a Vector of Knowledge

By SONGMY ( [CC BY 2.5 cn (, via Wikimedia Commons
“I’ve come to appreciate the body as a vector of knowledge, a source separate from the eyes that read books and the ears that hear lectures. In that sense, it is the most accessible vector we have; everyone possesses a body, but not everyone has access to books or lectures. I really believe that obscure ideas which are now thought of as the provenance of mathematicians can be made universally accessible, at least through analogy. If you can connect the reasons why a subatomic particle behaves a certain way to why you and your body behave a certain way, then perhaps it will help you understand the world you live in a little bit better, even if the tiny details get swept under the rug. Or, even better, perhaps it will make you want to understand this world better.”

—Madison Krieger, “Bacteria are Masters of Tai Chi” on Nautilus

The gestalt of the brain


We’ve looked at nueroscientist Christof Koch’s theory of consciousness a while back, and a recent study pairing fMRI scans with network analysis pairs nicely with his premise.

To review, Koch’s theory is that consciousness has everything to do with connectivity (and nothing to do with distinguishing between inanimate and animate matter).

In this recent study at Vanderbilt University, researchers found:

“No one area or network of areas of the brain stood out as particularly more connected during awareness of the target; the whole brain appeared to become functionally more connected following reports of awareness. . . .

Consciousness appears to break down the modularity of these networks, as we observed a broad increase in functional connectivity between these networks with awareness.”

What does this have to do with schools?

Well, it correlates with the wider theme that you need to look at the connections between components and people and the contexts they operate within in order to truly understand what’s occurring within any given system. This is why a school is so very complex: they are dynamic and fluid, predicated as they are on social relationships, constrained within political, class, and cultural hierarchies and norms.

The Influence of Context On Character

“What is emerging is a new idea: that qualities like grit and resilience are not formed through the traditional mechanics of “teaching”; instead, a growing number of researchers now believe, they are shaped by several specific environmental forces, both in the classroom and in the home, sometimes in subtle and intricate ways.”

–Paul Tough, “How Kids Really Succeed” in The Atlantic

Diversity builds a student’s understanding of the world

“Schools are not just about whether you can read or calculate; they are about how robustly you perceive the world around you. Even if you go to high-performing schools, segregated white or segregated black schools, it can still be difficult for kids to understand the world they inhabit. They need to have some understanding of their community, and not just their immediate community, but in the broader sense.”

—Ansley Erickson, in an interview with Rachel Cohen on American Prospect, “Learning from History: The Prospects for School Desegregation



When I began teaching in a 5th grade self-contained classroom in East Tremont, I found myself constantly confounded, on a moment-by-moment basis, by the behaviors of my students. The raw emotions, aggression, anger, and frustration that my students expressed, and that I also experienced, was like I can only imagine as comparable to the experience of warfare. I dragged myself home each night feeling like I’d been turned inside out.

I found some solace in reading a copy of Life Space Crisis Intervention (LSCI), a book about a therapeutic system of strategies for supporting children experiencing crisis developed in a residential care setting. But I did not have any formal training in the method.

Fortunately, in my 2nd year of teaching, it just so happened that I was able to attend a workshop from two educators from D75 on a method called Therapeutic Crisis Intervention—a modified and simplified version of LSCI created by Cornell University specifically for classroom use. This was and continues to be the most influential and useful professional development I have ever attended. It helped me begin to shift my mentality and how I approached student behavior.

So it was with delight that I saw one of the educators who provided me that training, Dana Ashley, featured in American Educator. I urge you to read her piece, “It’s About Relationships,” in full.

“When teachers wonder “What should I do?” in response to challenging student behaviors, the answers are not as simple as they might seem. Although an individual teacher asks the question, the response must be nuanced enough to take into account the specific school and community. As in any field—not just in education—context is key.” (Bold added)