June 9, 2025 • 22 mins
In this episode of 'Inside Learning,' brought to you by the Learnovate Centre, Dr. Helena Boschi, author of 'Why We Do What We Do,' delves into the mysteries of the human brain and its pivotal role in learning and behavior. Host Aidan McCullen explores with Dr. Boschi the brain's function as a 'prediction machine,' its adaptation in the digital age, and the impacts of technology on cognitive abilities and attention spans. Key insights include practical neuroscience-backed techniques for enhancing learning and memory, the importance of physical exercise, and maintaining social connections for brain health. Dr. Boschi also emphasizes the power of neuroplasticity and the need for continuous learning in today's fast-changing world. Tune in to glean valuable tips for maximizing your brain's potential and fostering a thriving, adaptive workforce.
00:00 Introduction to Inside Learning Podcast
00:15 Understanding the Brain: The Prediction Machine
03:18 Impact of Technology on the Brain
06:08 Neuroscience-Backed Learning Techniques
13:43 Challenges of Remote Work and Digital Workspaces
18:13 Neuroplasticity: Adapting to Change
21:33 Conclusion and Contact Information
Find Helena: https://www.chequeredleopard.com
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
The Inside Learning Podcast is broughtto you by the Lernovate Center.
Lernovate's research explores the powerof learning to unlock human potential.
Find out more about Lernovate's researchon the science of learning and the
future of work at LernovateCenter.
org.
Despite new advances in neuroscience,neurobiology, and neuropsychology,
(00:20):
the brain remains the most mysterious,complex, and relatively unknown organ in
the human body, the brain is the basisof everything we do, how we behave,
feel, remember, pay, attention, createchange, influence, and ultimately live.
Learning about how our brain functionsis an important starting point to
(00:40):
understanding why we do what we do.
an excerpt from the author ofWhy We Do What We Do, we welcome
to the show, Dr. Helena Boschi.
Hello, Aidan.
Great to speak to you once again.
I absolutely love this book.
Why We Do What We Do.
There's so much in it.
It's a thesis to the brain and Ilearned so much about it and thought
(01:03):
no better person to have on ourshow to talk about the future of
work and the science of learning.
So I thought we'd start Helenawith some of the foundations about
the brain and learning first.
And then we'll talk about the futureof work and then maybe some takeaway
tools and tips for everybody's brainso we can get more out of ourselves.
(01:24):
But I thought we'd start the way youopen the book, describing the Brain
as a prediction machine and how.
If we understand it's a predictionmachine, we can frame how we learn
and how more importantly we fail tolearn in today's business environment
where learning is probably moreimportant than anything else.
So if you think about this,the brain sits in a dark silent
(01:48):
box, which is our skull and.
It receives a huge amountof sensory signals.
This is set called Sense data in throughall our senses, and it doesn't always
know why or what's going on, and it hasto make a best guess, it doesn't just.
Receive this sense data.
It is actively anticipating andinterpreting, what it is and what
(02:12):
we have to do about it based oneverything that's gone before.
So our prior experiences andexpectations help us out.
it is and what we need to do.
So it's predictive, it's notreactive, it's predictive.
It's always trying to stay one stepahead slightly in order to help us
(02:33):
deal with information in real time.
So our reality is based on this reallycomplex interplay of sensory input, our
feelings, our beliefs, our memories,our best guesses, and our imagination.
this is why we can never be quite surethat what we're experiencing is actually
(02:55):
what is out there, because our entireexperience is based on this myriad
of different factors coming together.
I mentioned the importance of learning,and there's a great quote by the sci-fi
writer, Alvin Toffler, who said, theliterative of the 21st century will
not be those who cannot read andwrite, but those who cannot learn,
(03:15):
unlearn, and relearn once again.
The impact of technology is somethingthat you talk about on the brain,
and you said that technology ischanging the structure of our brains.
If we give much more of our thinking tomachines, we go through digital dementia.
But apart from that, we lose our attentionspan probably when we need it most.
Yes, we've certainly lostthe ability to focus.
(03:37):
The brain is trying to, withso much distraction and input.
We are being bombarded allthe time by information and.
are dealing with a differentworkforce to even five years ago.
The workforce we now have who arecoming in have attentional systems
that are very fragmented are verydistracted, and the brain, if you look
(04:00):
at the brain and think about the brain.
As how it's set up.
We had to be distracted back in thedays when we had to be able to spot
instantly a real threat to our life.
So the brain rewards itself for beingdistracted because it's saying, good.
You've stayed alive.
You've kept alive.
You've spotted thatlurking in the undergrowth.
(04:23):
So we have now a brain that hasbeen distracted so much and it's
been rewarded for distraction.
So frequently that we can't payattention anymore, and this is why.
I was seeing a lot of people diagnosethemselves with A DHD or think they've
got a DHD because their attentionalsystem has weakened so substantially.
(04:44):
In addition to that, everything isspeeding up and we're thinking less.
We know there are so many things that aregoing on with the world of technology.
We're offloading a lotof our thinking ability.
It's called cognitive offloading.
We're offloading it into chat, GBT.
We allow technology todo that thinking for us.
(05:05):
We have a digital outsourcing.
We store our memories in our phones.
We don't remember phone numbers anymore.
There's something else called ashallowing hypothesis where people
aren't deep reading anymore.
It's about skimming and taking ininformation in a very superficial sense.
And then of course we are veryconnected through our phones and
(05:28):
our technology and our socialmedia, but we're more disconnected
than we've ever been socially.
Even though, we see people very wellversed in using social media to make
connections and have conversations,the face-to-face, emotional
intelligence and social skills.
Are not quite as advanced as theyprobably should be we have to pay
(05:54):
attention to what we're paying attentionto, and the more we are reliant on our
technology, the more attention we haveto give to human relationships as well,
because that's what's going to sufferin a world of increasing technology.
At the end of each chapter, Helena,you offer tools and tips, many
acronyms, et cetera, to make it easyfor us to remember, but let's share
(06:17):
some of the neuroscience backedtechniques for our audience to help
improve their learning or retention.
Some tool that we can have as a takeaway.
Well, there are quite a few thingswe can do to, help us learn and if
we consider learning, the definitionof learning is the acquisition
of new knowledge or skills.
(06:37):
I. is all about how we remember,and it's how we retain information.
So the first thing I wouldsay is pay attention.
Learn to focus and this is a musclethat we can strengthen, but we
need to focus the eyes first, andthen often the brain will follow.
It's called the Pomodoro technique, andyou can do this in little bursts and you
(07:01):
can lengthen the time you spend doingthis, if you find it really difficult to
focus for five minutes, then focus forfour minutes, then take a quick break,
focus for another four minutes, takea quick break, and over time you can
lengthen that focusing period so thatyour brain gets used to focusing again.
this muscle is really important.
(07:23):
other thing that's really good to doto help us learn and retain information
is to help other people learn.
When we teach other people andhelp other people know more, Charlie
Munger always said, this is thebest thing a human being can do.
We actually cement andreinforce that learning.
(07:43):
our own heads.
So that those two things, I would say payattention and find a way to communicate.
What you know to other people in a waythat they find interesting as well.
We can improve our memory muscle.
We need to keep revisiting,reinforcing new learning all the time.
We lose a lot.
(08:04):
It's called memory decay.
We lose a lot of information.
In the early stages ofacquiring knowledge, relatively
soon after the event.
So we need to keepimproving our memory muscle.
doing things like learning a newinstrument creating something.
Playing Sudoku or chesslearning a new language.
(08:24):
Those are good cognitive exercises.
Social relationships, talking to eachother about what we've picked up.
Helps us cement learning in our ownhead, it's that transfer that helps us
uncode memories in a really strong way.
Sleep is obviously.
Really important to help informationbecome embedded in the brain.
(08:47):
this is a really good one.
This is, I've had to do exams wellinto my adult years And what I
used to do is exercise is reviseon a treadmill while I was running.
So I'd have my notes in front of me onthe treadmill and I'd be running and
trying to remember at the same timehippocampus, which stores a lot of our.
Personal memories and memoriesof what we know that we
(09:11):
rely on for future reference.
The hippocampus only really startedto develop when we learned to walk.
So when we moved as young children thehippocampus was then starting to grow,
and the hippocampus grows beautifullywhen we engage in heart pumping, sweaty
exercise, and it shrinks all my stress.
(09:33):
So stress is very dangerousfor the hippocampus.
And one way of keeping the hippocampushealthy and our memory function healthy
is to engage in movement and reallygood, quick burst of exercise, improves
our cognitive sharpness, improves ourmemory, and it helps us think better.
So those are some things we can do.
Learn new things, teach somebody else.
(09:54):
Pay attention, sleep, have good socialconversations and relationships and move.
And is it the movement, Helena,that it almost distracts
other parts of your brain?
So you can have access todifferent parts of the brain.
'cause different parts of thebrain are responsible for different
actions like learning, and thatsome of them may be that's on the
(10:18):
fight or flight response duty.
If that's distracted or it's chilledor it's relaxed, you have more
access to learning, et cetera.
Well, when we are in a heightenedstate the brain sends all its
resources and blood flow away fromthe frontal regions which helps us.
(10:40):
They help us think, theyhelp us make good decisions.
They're good at our functioning, butresources are drawn away from these areas.
Straight into, the amygdala, thehippocampus, the hypothalamus.
All these structures are nowworking for our survival.
So we literally can't think straight whenwe are in a heightened state, when we're
(11:03):
stressed, when we're anxious, and thebrain then becomes focused on survival.
So to get the brain tothink straight, we need to.
Find ways of keeping that frontallobe region active and healthy.
Now this, even though it'sunderdeveloped in the teenage brain,
it behaves just like a teenager.
It's always hungry and it's always tired.
(11:25):
So we need to find ways tokeep that fresh in our head.
and that helps us think our memories getstored in different parts of the brain.
So, procedural memory.
So this is memory of how to ride a bikeor play the piano that's in a different.
Area to our personal memories ofhow, where we've been, who we know,
(11:48):
birthdays, that sort of thing.
And so you can wipe outyour personal memories.
And this was a very famous storyof a fantastic musician called
Clive Waring and he sufferedencephalitis, herpes encephalitis,
which wiped out all his memories.
He exists in, I think,a ten second window.
(12:09):
but he can still sitdown and play the piano.
So our memories getstored in different areas.
The brain's lobes set up tohelp us do different things.
we need to keep each of them trying towork together as an integrated whole.
But when we are in a state ofstress, we shut down one region
to plow resources into the other,and we need to try and reset that.
(12:33):
there are techniques you canengage in to help you do that.
One of them to help us startto think straight is something
called the physiological sigh,which is two sharp inhalations.
So you go and then you doone really long exhalation.
If you do that three orfour times, you bring the
parasympathetic mode back online.
You deactivate the fightor flight response.
(12:56):
The sigh is actually is somethingyou see more and more with athletes.
So
Physical exercise where you are increasingyour heart rate, produces something called
brain derived neurotrophic factor BDNF.
And this is really important toimprove your blood vessels grow.
This is called angiogenesis.
(13:17):
We create neurogenesis, whichis the creation of new neurons
in the hippocampal region andsynaptogenesis, where you actually
increase new connections in the brain.
So the brain literally growswhen we are exercising.
Which I think is phenomenal andit's a really good reason why
we should move 'cause it keepsour brain beautifully healthy.
(13:39):
So I was thinking about how this allaffects then the digital workplace.
So many people like you speak atevents all the time, you run workshops.
I find it funny, when I do the samething so many people have met for the
first time you constantly see this.
It's this is the first time ourteam have been together since the
COVID times, and you're going, wow.
(14:01):
That means that people are working athome in digitally designed workspaces.
Constantly on a screen, all the thingsthat you said are challenging to the
human brain are now becoming par for thecourse, including the lack of exercise
maybe for sitting at a desk all day.
And I wondered what advice you had forpeople who maybe find themselves in that
(14:21):
situation when they're working remotely.
Yeah, so the remote working dayis a real challenge to the human
brain because it's not designedto sit for long periods of time.
The brain does need the body to move.
Our commute has gone down to about 16steps while we're working from home.
That's mainly to the fridge, and it'sreally not good for us to be in a
(14:42):
sedentary state for long periods of time.
Trying to focus an attentionalsystem isn't designed to focus
for prolonged periods of time.
So carve up your day into chunks whereyou are planning in movement regularly
to move away from the screens andcome back to something with a fresher
(15:04):
mind, even if it's a short break.
Plan your digital day to include.
Frequent breaks.
Try and engage with people, even ifit's virtually try and see them.
So turn cameras on look at them.
And so that where your neurons,your mirror neurons will activate.
(15:24):
Smiles.
Will activate smiles.
We feel much more uplifted whenwe've engaged with someone who is
smiling and positive around us.
So that's really importantif we find ourselves.
Working on our own, but the brain isn'tgreat at solitary working All great
progress throughout our civilizationhas been built on human cooperation
(15:46):
and brains really need other brains.
Ideas need to bump into each other andcollide in order to produce better ideas.
So we do need to find ways toengage socially with other people.
We are sociable creaturesand loneliness is rising.
Rapidly because people are sittingbehind screens on their own all day
(16:10):
and the less we find ourselves aroundpeople, the less we think we need them.
And I think this is a verydangerous place to be.
And Helena.
Then, for people who are leading groupsand convening groups of their teams
together and maybe are managing digitalworkforce or multiple generations of a
(16:30):
workforce together, what advice do youhave if they're to treat their teams,
like, a team of brains, what's the bestenvironment they can create for them?
If you find yourself having to plan.
virtual work events, teamwork events.
The best advice I have isgive people shared outcomes to
(16:50):
work on collective outcomes.
So people are connecting to worktogether to produce or create something
collectively helps people feel a sense ofbelonging a sense of purpose as a group.
This helps to dissolve some of thedistance between them their connections
(17:12):
will be better because they're focusingon doing something productively together.
So shared outcomes rather than just havepeople together to update each other,
people something really meaningful towork on, but where you can, I would
urge and encourage organizations andleaders to bring people together.
(17:34):
As much as they can, even in smallgroups, because the relationships we forge
are the strongest we will forge.
They're much stronger thanif we were trying to forge
these relationships virtually.
Thank goodness for technology inmany ways because we are able to
have teams, meetings, zooms, whatevertechnology people use, and we can see
(17:57):
people through a screen, which is ahuge improvement on just the voice.
although the voice.
its own can help to, releaseoxytocin in someone's head.
So a really good voice to listento can be very calming and it can
be a very nice thing to listen to,
.Last thing then, you emphasize the role of neuroplasticity
because I do feel many people.
(18:21):
Are struggling with their attentionspans, they feel perhaps they've lost it.
They can't learn, they can't read thepile of books on their bedside locker
that they're hoping to get through.
But your book is one of hope.
And when you understand theneuroplasticity of the brain, we can
harness this both as organizations orindividuals to create a learning culture
(18:41):
for ourselves or our organizations.
Yeah, neuroplasticity is thebiggest hope we have, I think
for our future as a species.
And the really good news is that we havean amazing ability to shape ourselves
to the world, even if the world lookslike it's going bonkers around us.
Human beings have capacityto deal with the tough stuff.
(19:04):
And this is what makes us really special.
We focus a lot on the neurons andwe have around 86 billion neurons.
But the unsung heroes are the86 billion glial cells that
work alongside the neurons.
So we've got this incredible,resource inside our heads.
And these two teams are involved inhow we communicate, store information,
form memories, keep learning.
(19:27):
And we've got to keep these active.
it all starts with how we see ourselves.
And if we see ourselves as learners,as beginners, we open up our brains to
take on new information capacity forlearning plasticity remains with us
(19:49):
throughout our life, but we need to seeourselves as learners and not experts.
And I can't emphasize that enough.
And when we're in a stable environmentand we feel that we've mastered everything
that we need for the stable environment,the brain then doesn't try and learn and
adapt because it relies just on existinginformation that it's already stored.
(20:13):
So when we try then in a stableenvironment to master a new
technique, we just think, well,that's a waste of time and effort
because we don't actually need it.
We shut down our ability to learn.
if we are pitch forked into a difficultenvironment and an environment
of rapid change, uncertaintyvolatility, the brain says to itself.
(20:37):
Oh my goodness.
I have reached the edge of what I know.
I'm going to have to reorganizemyself to take on new learning.
This is really important for us.
So the very thing the brain hates, whichis uncertainty 'cause the brain likes
to know what it's getting, is the verything the brain needs to push it into a
(20:58):
new relationship with its environment.
the brain reorganizes itself.
It gets stronger as a result and itdoes its best work at the edge of chaos.
And this state allows us to be flexibleand adaptable and respond quickly
to an ever changing environment.
So this plasticity needs to be giventhis challenge to get it there.
(21:20):
So I would always say topeople, yes, the world is tough.
Yes, it's changing.
Yes, it's hugely unpredictable,but actually it's in this situation
and this environment that wewill find what we're made of.
Beautiful, beautiful way to finish,and a great call to action, Helena,
for people who wanna find you.
I know you're doingkeynotes all over the world.
(21:40):
You're joining us now from Washingtonwhere you're about to give one as well.
Where's the best placefor people to find you?
Well probably LinkedIn is a good firstplace, . And I also have my own little
business called Checkered Leopard
..Brilliant.
And.
I'll put the links to all thoseplaces to find you, Helena,
author of Why we Do What we Do.
(22:00):
Dr. Helena Boschi, thankyou for joining us.
Thank you very much, Aidan.
Thanks for joining us on Inside Learning.
Inside Learning is brought toyou by the Learnovate Centre
in Trinity College, Dublin.
Learnovate is funded by EnterpriseIreland and IDA Ireland.
Visit learnovatecentre.
org to find out more aboutour research on the science of
learning and the future of work.
The Inside Learning Podcast is broughtto you by the Lernovate Center.
Lernovate's research explores the powerof learning to unlock human potential.
Find out more about Lernovate's researchon the science of learning and the
future of work at LernovateCenter.
org.
Despite new advances in neuroscience,neurobiology, and neuropsychology,
(00:20):
the brain remains the most mysterious,complex, and relatively unknown organ in
the human body, the brain is the basisof everything we do, how we behave,
feel, remember, pay, attention, createchange, influence, and ultimately live.
Learning about how our brain functionsis an important starting point to
(00:40):
understanding why we do what we do.
an excerpt from the author ofWhy We Do What We Do, we welcome
to the show, Dr. Helena Boschi.
Hello, Aidan.
Great to speak to you once again.
I absolutely love this book.
Why We Do What We Do.
There's so much in it.
It's a thesis to the brain and Ilearned so much about it and thought
(01:03):
no better person to have on ourshow to talk about the future of
work and the science of learning.
So I thought we'd start Helenawith some of the foundations about
the brain and learning first.
And then we'll talk about the futureof work and then maybe some takeaway
tools and tips for everybody's brainso we can get more out of ourselves.
(01:24):
But I thought we'd start the way youopen the book, describing the Brain
as a prediction machine and how.
If we understand it's a predictionmachine, we can frame how we learn
and how more importantly we fail tolearn in today's business environment
where learning is probably moreimportant than anything else.
So if you think about this,the brain sits in a dark silent
(01:48):
box, which is our skull and.
It receives a huge amountof sensory signals.
This is set called Sense data in throughall our senses, and it doesn't always
know why or what's going on, and it hasto make a best guess, it doesn't just.
Receive this sense data.
It is actively anticipating andinterpreting, what it is and what
(02:12):
we have to do about it based oneverything that's gone before.
So our prior experiences andexpectations help us out.
it is and what we need to do.
So it's predictive, it's notreactive, it's predictive.
It's always trying to stay one stepahead slightly in order to help us
(02:33):
deal with information in real time.
So our reality is based on this reallycomplex interplay of sensory input, our
feelings, our beliefs, our memories,our best guesses, and our imagination.
this is why we can never be quite surethat what we're experiencing is actually
(02:55):
what is out there, because our entireexperience is based on this myriad
of different factors coming together.
I mentioned the importance of learning,and there's a great quote by the sci-fi
writer, Alvin Toffler, who said, theliterative of the 21st century will
not be those who cannot read andwrite, but those who cannot learn,
(03:15):
unlearn, and relearn once again.
The impact of technology is somethingthat you talk about on the brain,
and you said that technology ischanging the structure of our brains.
If we give much more of our thinking tomachines, we go through digital dementia.
But apart from that, we lose our attentionspan probably when we need it most.
Yes, we've certainly lostthe ability to focus.
(03:37):
The brain is trying to, withso much distraction and input.
We are being bombarded allthe time by information and.
are dealing with a differentworkforce to even five years ago.
The workforce we now have who arecoming in have attentional systems
that are very fragmented are verydistracted, and the brain, if you look
(04:00):
at the brain and think about the brain.
As how it's set up.
We had to be distracted back in thedays when we had to be able to spot
instantly a real threat to our life.
So the brain rewards itself for beingdistracted because it's saying, good.
You've stayed alive.
You've kept alive.
You've spotted thatlurking in the undergrowth.
(04:23):
So we have now a brain that hasbeen distracted so much and it's
been rewarded for distraction.
So frequently that we can't payattention anymore, and this is why.
I was seeing a lot of people diagnosethemselves with A DHD or think they've
got a DHD because their attentionalsystem has weakened so substantially.
(04:44):
In addition to that, everything isspeeding up and we're thinking less.
We know there are so many things that aregoing on with the world of technology.
We're offloading a lotof our thinking ability.
It's called cognitive offloading.
We're offloading it into chat, GBT.
We allow technology todo that thinking for us.
(05:05):
We have a digital outsourcing.
We store our memories in our phones.
We don't remember phone numbers anymore.
There's something else called ashallowing hypothesis where people
aren't deep reading anymore.
It's about skimming and taking ininformation in a very superficial sense.
And then of course we are veryconnected through our phones and
(05:28):
our technology and our socialmedia, but we're more disconnected
than we've ever been socially.
Even though, we see people very wellversed in using social media to make
connections and have conversations,the face-to-face, emotional
intelligence and social skills.
Are not quite as advanced as theyprobably should be we have to pay
(05:54):
attention to what we're paying attentionto, and the more we are reliant on our
technology, the more attention we haveto give to human relationships as well,
because that's what's going to sufferin a world of increasing technology.
At the end of each chapter, Helena,you offer tools and tips, many
acronyms, et cetera, to make it easyfor us to remember, but let's share
(06:17):
some of the neuroscience backedtechniques for our audience to help
improve their learning or retention.
Some tool that we can have as a takeaway.
Well, there are quite a few thingswe can do to, help us learn and if
we consider learning, the definitionof learning is the acquisition
of new knowledge or skills.
(06:37):
I. is all about how we remember,and it's how we retain information.
So the first thing I wouldsay is pay attention.
Learn to focus and this is a musclethat we can strengthen, but we
need to focus the eyes first, andthen often the brain will follow.
It's called the Pomodoro technique, andyou can do this in little bursts and you
(07:01):
can lengthen the time you spend doingthis, if you find it really difficult to
focus for five minutes, then focus forfour minutes, then take a quick break,
focus for another four minutes, takea quick break, and over time you can
lengthen that focusing period so thatyour brain gets used to focusing again.
this muscle is really important.
(07:23):
other thing that's really good to doto help us learn and retain information
is to help other people learn.
When we teach other people andhelp other people know more, Charlie
Munger always said, this is thebest thing a human being can do.
We actually cement andreinforce that learning.
(07:43):
our own heads.
So that those two things, I would say payattention and find a way to communicate.
What you know to other people in a waythat they find interesting as well.
We can improve our memory muscle.
We need to keep revisiting,reinforcing new learning all the time.
We lose a lot.
(08:04):
It's called memory decay.
We lose a lot of information.
In the early stages ofacquiring knowledge, relatively
soon after the event.
So we need to keepimproving our memory muscle.
doing things like learning a newinstrument creating something.
Playing Sudoku or chesslearning a new language.
(08:24):
Those are good cognitive exercises.
Social relationships, talking to eachother about what we've picked up.
Helps us cement learning in our ownhead, it's that transfer that helps us
uncode memories in a really strong way.
Sleep is obviously.
Really important to help informationbecome embedded in the brain.
(08:47):
this is a really good one.
This is, I've had to do exams wellinto my adult years And what I
used to do is exercise is reviseon a treadmill while I was running.
So I'd have my notes in front of me onthe treadmill and I'd be running and
trying to remember at the same timehippocampus, which stores a lot of our.
Personal memories and memoriesof what we know that we
(09:11):
rely on for future reference.
The hippocampus only really startedto develop when we learned to walk.
So when we moved as young children thehippocampus was then starting to grow,
and the hippocampus grows beautifullywhen we engage in heart pumping, sweaty
exercise, and it shrinks all my stress.
(09:33):
So stress is very dangerousfor the hippocampus.
And one way of keeping the hippocampushealthy and our memory function healthy
is to engage in movement and reallygood, quick burst of exercise, improves
our cognitive sharpness, improves ourmemory, and it helps us think better.
So those are some things we can do.
Learn new things, teach somebody else.
(09:54):
Pay attention, sleep, have good socialconversations and relationships and move.
And is it the movement, Helena,that it almost distracts
other parts of your brain?
So you can have access todifferent parts of the brain.
'cause different parts of thebrain are responsible for different
actions like learning, and thatsome of them may be that's on the
(10:18):
fight or flight response duty.
If that's distracted or it's chilledor it's relaxed, you have more
access to learning, et cetera.
Well, when we are in a heightenedstate the brain sends all its
resources and blood flow away fromthe frontal regions which helps us.
(10:40):
They help us think, theyhelp us make good decisions.
They're good at our functioning, butresources are drawn away from these areas.
Straight into, the amygdala, thehippocampus, the hypothalamus.
All these structures are nowworking for our survival.
So we literally can't think straight whenwe are in a heightened state, when we're
(11:03):
stressed, when we're anxious, and thebrain then becomes focused on survival.
So to get the brain tothink straight, we need to.
Find ways of keeping that frontallobe region active and healthy.
Now this, even though it'sunderdeveloped in the teenage brain,
it behaves just like a teenager.
It's always hungry and it's always tired.
(11:25):
So we need to find ways tokeep that fresh in our head.
and that helps us think our memories getstored in different parts of the brain.
So, procedural memory.
So this is memory of how to ride a bikeor play the piano that's in a different.
Area to our personal memories ofhow, where we've been, who we know,
(11:48):
birthdays, that sort of thing.
And so you can wipe outyour personal memories.
And this was a very famous storyof a fantastic musician called
Clive Waring and he sufferedencephalitis, herpes encephalitis,
which wiped out all his memories.
He exists in, I think,a ten second window.
(12:09):
but he can still sitdown and play the piano.
So our memories getstored in different areas.
The brain's lobes set up tohelp us do different things.
we need to keep each of them trying towork together as an integrated whole.
But when we are in a state ofstress, we shut down one region
to plow resources into the other,and we need to try and reset that.
(12:33):
there are techniques you canengage in to help you do that.
One of them to help us startto think straight is something
called the physiological sigh,which is two sharp inhalations.
So you go and then you doone really long exhalation.
If you do that three orfour times, you bring the
parasympathetic mode back online.
You deactivate the fightor flight response.
(12:56):
The sigh is actually is somethingyou see more and more with athletes.
So
Physical exercise where you are increasingyour heart rate, produces something called
brain derived neurotrophic factor BDNF.
And this is really important toimprove your blood vessels grow.
This is called angiogenesis.
(13:17):
We create neurogenesis, whichis the creation of new neurons
in the hippocampal region andsynaptogenesis, where you actually
increase new connections in the brain.
So the brain literally growswhen we are exercising.
Which I think is phenomenal andit's a really good reason why
we should move 'cause it keepsour brain beautifully healthy.
(13:39):
So I was thinking about how this allaffects then the digital workplace.
So many people like you speak atevents all the time, you run workshops.
I find it funny, when I do the samething so many people have met for the
first time you constantly see this.
It's this is the first time ourteam have been together since the
COVID times, and you're going, wow.
(14:01):
That means that people are working athome in digitally designed workspaces.
Constantly on a screen, all the thingsthat you said are challenging to the
human brain are now becoming par for thecourse, including the lack of exercise
maybe for sitting at a desk all day.
And I wondered what advice you had forpeople who maybe find themselves in that
(14:21):
situation when they're working remotely.
Yeah, so the remote working dayis a real challenge to the human
brain because it's not designedto sit for long periods of time.
The brain does need the body to move.
Our commute has gone down to about 16steps while we're working from home.
That's mainly to the fridge, and it'sreally not good for us to be in a
(14:42):
sedentary state for long periods of time.
Trying to focus an attentionalsystem isn't designed to focus
for prolonged periods of time.
So carve up your day into chunks whereyou are planning in movement regularly
to move away from the screens andcome back to something with a fresher
(15:04):
mind, even if it's a short break.
Plan your digital day to include.
Frequent breaks.
Try and engage with people, even ifit's virtually try and see them.
So turn cameras on look at them.
And so that where your neurons,your mirror neurons will activate.
(15:24):
Smiles.
Will activate smiles.
We feel much more uplifted whenwe've engaged with someone who is
smiling and positive around us.
So that's really importantif we find ourselves.
Working on our own, but the brain isn'tgreat at solitary working All great
progress throughout our civilizationhas been built on human cooperation
(15:46):
and brains really need other brains.
Ideas need to bump into each other andcollide in order to produce better ideas.
So we do need to find ways toengage socially with other people.
We are sociable creaturesand loneliness is rising.
Rapidly because people are sittingbehind screens on their own all day
(16:10):
and the less we find ourselves aroundpeople, the less we think we need them.
And I think this is a verydangerous place to be.
And Helena.
Then, for people who are leading groupsand convening groups of their teams
together and maybe are managing digitalworkforce or multiple generations of a
(16:30):
workforce together, what advice do youhave if they're to treat their teams,
like, a team of brains, what's the bestenvironment they can create for them?
If you find yourself having to plan.
virtual work events, teamwork events.
The best advice I have isgive people shared outcomes to
(16:50):
work on collective outcomes.
So people are connecting to worktogether to produce or create something
collectively helps people feel a sense ofbelonging a sense of purpose as a group.
This helps to dissolve some of thedistance between them their connections
(17:12):
will be better because they're focusingon doing something productively together.
So shared outcomes rather than just havepeople together to update each other,
people something really meaningful towork on, but where you can, I would
urge and encourage organizations andleaders to bring people together.
(17:34):
As much as they can, even in smallgroups, because the relationships we forge
are the strongest we will forge.
They're much stronger thanif we were trying to forge
these relationships virtually.
Thank goodness for technology inmany ways because we are able to
have teams, meetings, zooms, whatevertechnology people use, and we can see
(17:57):
people through a screen, which is ahuge improvement on just the voice.
although the voice.
its own can help to, releaseoxytocin in someone's head.
So a really good voice to listento can be very calming and it can
be a very nice thing to listen to,
.Last thing then, you emphasize the role of neuroplasticity
because I do feel many people.
(18:21):
Are struggling with their attentionspans, they feel perhaps they've lost it.
They can't learn, they can't read thepile of books on their bedside locker
that they're hoping to get through.
But your book is one of hope.
And when you understand theneuroplasticity of the brain, we can
harness this both as organizations orindividuals to create a learning culture
(18:41):
for ourselves or our organizations.
Yeah, neuroplasticity is thebiggest hope we have, I think
for our future as a species.
And the really good news is that we havean amazing ability to shape ourselves
to the world, even if the world lookslike it's going bonkers around us.
Human beings have capacityto deal with the tough stuff.
(19:04):
And this is what makes us really special.
We focus a lot on the neurons andwe have around 86 billion neurons.
But the unsung heroes are the86 billion glial cells that
work alongside the neurons.
So we've got this incredible,resource inside our heads.
And these two teams are involved inhow we communicate, store information,
form memories, keep learning.
(19:27):
And we've got to keep these active.
it all starts with how we see ourselves.
And if we see ourselves as learners,as beginners, we open up our brains to
take on new information capacity forlearning plasticity remains with us
(19:49):
throughout our life, but we need to seeourselves as learners and not experts.
And I can't emphasize that enough.
And when we're in a stable environmentand we feel that we've mastered everything
that we need for the stable environment,the brain then doesn't try and learn and
adapt because it relies just on existinginformation that it's already stored.
(20:13):
So when we try then in a stableenvironment to master a new
technique, we just think, well,that's a waste of time and effort
because we don't actually need it.
We shut down our ability to learn.
if we are pitch forked into a difficultenvironment and an environment
of rapid change, uncertaintyvolatility, the brain says to itself.
(20:37):
Oh my goodness.
I have reached the edge of what I know.
I'm going to have to reorganizemyself to take on new learning.
This is really important for us.
So the very thing the brain hates, whichis uncertainty 'cause the brain likes
to know what it's getting, is the verything the brain needs to push it into a
(20:58):
new relationship with its environment.
the brain reorganizes itself.
It gets stronger as a result and itdoes its best work at the edge of chaos.
And this state allows us to be flexibleand adaptable and respond quickly
to an ever changing environment.
So this plasticity needs to be giventhis challenge to get it there.
(21:20):
So I would always say topeople, yes, the world is tough.
Yes, it's changing.
Yes, it's hugely unpredictable,but actually it's in this situation
and this environment that wewill find what we're made of.
Beautiful, beautiful way to finish,and a great call to action, Helena,
for people who wanna find you.
I know you're doingkeynotes all over the world.
(21:40):
You're joining us now from Washingtonwhere you're about to give one as well.
Where's the best placefor people to find you?
Well probably LinkedIn is a good firstplace, . And I also have my own little
business called Checkered Leopard
..Brilliant.
And.
I'll put the links to all thoseplaces to find you, Helena,
author of Why we Do What we Do.
(22:00):
Dr. Helena Boschi, thankyou for joining us.
Thank you very much, Aidan.
Thanks for joining us on Inside Learning.
Inside Learning is brought toyou by the Learnovate Centre
in Trinity College, Dublin.
Learnovate is funded by EnterpriseIreland and IDA Ireland.
Visit learnovatecentre.
org to find out more aboutour research on the science of
learning and the future of work.
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