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The Memory Theory of Bergson and Brain Physiology -From Dualism to Monism-

100%
Kiyokazu Nakatomi K.
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
|
2017
|
issue 4(27)
165-174
EN
‘The brain is not a place to store memory’ is the famous thesis that was proposed in “Matter and Memory” chapter 2. From there, Bergson demonstrates that memory exists from the brain independently and the quality of memory is non-material and spiritual. According to Bergson, the brain is only an instrument of memory power and memory is spirit and reality that exist from the brain independently. He negated the theory of location of memory and argued the brain and memory from the whole theory of the brain. Well, what is the meaning of his memory and brain theory from the view point of contemporary brain physiology? Are his memory and brain theory fit for contemporary brain physiology? I want to conclude the confrontation between the theory of Bergson and contemporary brain physiology comparing the theories of Bergson and Wilder Penfield (1891-1979) who was the most famous brain surgeon in Canada. The conclusion is that dualism is amended to monism by the quantum theory, the idea of Biocosmological Association and my philosophy ‘Philosophy of Nothingness and Love’ and that the new road of physiology and medicine is opened.
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THE ROLE OF EMOTIONS, MNEMONIC TECHNIQUES, AND MEMORY IN DEVELOPING CHILDREN’S L2 SKILLS

63%
Ostalak M.
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
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2018
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issue 16
317-327
EN
The paper aims to present the correlation between developing L2 skills and the role of emotions, mnemonic techniques, and memory. The paper concerns the explanation of the concept of memory seen from different perspectives, definition of mnemonic techniques together with some vivid examples, and the notion of emotions. The present article presents also findings of the case study conducted between two primary school children during private classes of English. The author of the study wants to verify what sort of practical activities evoke particular emotions and which factors may have a significant influence on developing L2 skills such as listening and speaking. Final results are presented in the form of tables together with extended descriptions. This paper also includes some practical implications which can be used when working with children and which may help to cope with negative emotions.
PL
Głównym celem artykułu jest ukazanie powiązania pomiędzy rozwijaniem zdolności językowych drugiego języka a rolą emocji, technik mnemonicznych oraz pamięci. Artykuł zawiera wyjaśnienie definicji pamięci, która jest rozpatrywana z różnych perspektyw, a także technik mnemonicznych oraz emocji. Oprócz części teoretycznej w artykule znajduje się analiza studium przypadku, która została przeprowadzona w ramach badań potrzebnych do artykułu. Studium przypadku dotyczy dwóch uczniów szkoły podstawowej. Głównym zadaniem autora artykułu było sprawdzenie, które ćwiczenia wywołują konkretne emocje i jakie inne czynniki wpływają na rozwój zdolności językowych w zakresie drugiego języka. W artykule znajdują się także praktyczne wskazówki, które mogą okazać się użyteczne podczas pracy w dziećmi.
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