Spiritual intelligence and neuroscience in the process of motivation for learning

Abstract

Upon entering school, students encounter two different processes that they must understand, the social context that is generated inside the classroom at the moment in which new knowledge is explained and the contents that they must study, placing them in uncertainty when trying to understand new ways of learning or connecting their learning experience, empirically using their criteria, reflections and values, which can sometimes be unpleasant, creating disinterest in learning. The purpose of this essay is to show how through the management of spiritual intelligence and neuroscience, teachers manage to develop motivation in the teaching-learning process, using spiritual intelligence and neuroscience to enhance the ability of students to discriminate possibilities that contribute to the resolution of learning situations, applying integral strategies that stimulate serial, associative and unifying thinking. Mobilizing mental, emotional and spiritual neural structures, in the synchrony of assimilation, identifying how the neurotransmitters that directly intervene in the different types of memory act, this through knowledge of the functioning of the cerebral hemispheres, mirror neurons and neuronal plasticity depending on of the learning that the teacher wishes to establish in the activities presented to the students, to achieve cognitive restructuring, which enables empathy with knowledge, favoring learning skills in students.