Word: contentous
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...research led by Tore Nielsen, director of the Dream & Nightmare Laboratory at Sacr?-Coeur Hospital in Montreal, reinterpretations of events that happened at two distinct time periods: yesterday and about a week ago. We also dream about upcoming events and conversations we'd like to have. Other times the content is so weird who knows where it comes from...
...threat-simulation theory, first presented in 2000, "is built on the actual empirical evidence we have concerning the content of dreams," Revonsuo says. "It's surprising how many theories of dreaming there are that are not based on any systematic review of the evidence." He cites studies showing that, typically, dreams are too seldom sweet, and that negative feelings, dangerous scenarios and aggression are over-represented. Based on ongoing work with PhD student Katja Valli, Revonsuo estimates that the average "non-traumatized" young adult has, conservatively, 300 threat-simulation dreams a year. In the dreams of both men and women...
...shapes. By the second night of training, 17 subjects had reported having the same dream image-falling Tetris pieces-indicating to Stickgold that the need to learn prods the brain to dream. More of these kinds of studies are needed, he says, "because as we learn to manipulate dream content, we can start to figure out what the rules are that the brain uses in selecting material for our dreams." Though not sold on the memory-consolidation theory, the Dream & Nightmare Laboratory's Nielsen sees merit in it. Of course, if dreaming does embed memories it's doing...
When I reflect on the Core classes that dot my transcript, the problem as I see it had little to do with what I was learning, and everything to do with how it was taught, an error of method, not of content. In this light, the Task Force’s report seems too erudite and abstract for the dilemma at hand, like trying to fix a broken down car with a new theory of locomotion. The proposed shift from “ways of knowing” to “real-world context” will do little...
When universities update their pedagogy, they almost always focus on content, not methods, just as the Task Force on General Education did with its final report. The real difference between past curccicula and today is in the things we learn, the replacement of theology with science and skepticism, and so on down the line. Yet even as the content of a liberal arts education has changed dramatically, there has been little effort to modernize methods accordingly...