Here’s a research question that seems important with results unavailable in literature about teaching-learning processes: What relationships exist between teachers using less than the most effective instructional procedures and activation of the pleasure areas of their brains? In other words, which teachers use less effective instruction because they receive some satisfaction, whether because they consider they’re doing their best, or for some other reason(s).
Richard Conniff, MSN Money, recently published an article about influences pleasure areas of the brain (the nucleus accumbens) have on making mistakes, and why smart people may take excessive risks. He cites experimental studies of how pleasure affects decisions people make about financial choices. Apparently, casinos have figured out how inexpensive food, unexpected gifts, etc. increase gambling.
I haven’t looked, and don’t know answers, but I wonder if such studies would address in part why some teachers persist with relatively ineffective instructional procedures in spite of data they know indicating such risks. Do teachers take such (extraordinary?) risks because they receive some brain pleasure area stimulation that influences their decision making process?
What do others think of studying systematically such questions of influences that personal pleasure has on instructional choices?
I can imagine political, religious, and teachers’ union objections, but, in the spirit of comity and wisdom, I wonder what gains such studies might yield for learners?
Hmm. This is beyond likelihood of happening, but I wonder if preservice teachers who know what activates their brain pleasure center would halp students more in earning with higher learning rates than those who do not know?