FIRST MODULE: ‘FROM THE EMBRYO TO THE ADULT: DEVELOPMENT OF THE NERVOUS SYSTEM. INTEGRATION AND STIMULATION’.
Neuronal development from the embryo to adolescence. Nervous systems: central, peripheral, cerebellar-pontino-dorsal, enteric (brain-gut axis), neuroendocrine (hormones, rhythmic regulations), autonomic.
Professors: Lic. Rodrigo Jaldo, Drndo. Juan Cruz Arias, & PhD Carolina Pérez Dueñas (Universidad D Córdoba de España, Andalucía). 21/04 lecture: PhD Valeria Abusamra (UBA, Argentina). Key concepts: embodiment – nervous, muscular and organic systems in interaction.
SECOND MODULE: ‘RECENT DEVELOPMENTS IN THE UNDERSTANDING OF THE ORGANIZATION OF THE NERVOUS SYSTEM. CURRENT INTERNATIONAL TECHNIQUES’.
Simplified presentation of machine learning, or multivariate neural networks learning. Machine learning can integrate signals from diverse sections of the muscular nervous system. From glandular structures, through the smooth muscle, to the central nervous system, and hormone liberation with intestinal microbiome. How to integrate all the information. Why traditional psychiatry must give way to machine learning. Examples based on language functions: assessment, diagnosis, and treatment. In this context, integral tractographic neuropsychology will be deeply explained. The current approach to irritable bowel syndrome, general anxiety, depression, and cardiac and hipofisary alterations.
Professors: PhD Catherine Lebel (University of Calgary, Canada, with live translation by Juan Cruz Arias). Key concepts: cerebral changes through the lifespan. How to measure them. What can be detected and how it can be treated.
THIRD MODULE: ‘IMPROVEMENTS IN METHODOLOGY FOR INVESTIGATION AND INNOVATION IN EDUCATION AND CLINICAL APPLICATIONS’.
Introduction to techniques that work as data input for machine learning. Ways to acquire multiple signals, integration to generate knowledge, treatments and investigation of the human complexity. The focus will be in embodied mental health. Correlations between mood states, expectations and triggering of depression, anhedonia, bipolarity and attentional deficits. Autocorrelation, temporal series, and autoregression models, accessibly presented, as the road to comprehend the interactions. Introduction to experience sampling methods. The understanding of the scope of contemporary tractographic neuropsychology will be broadened. Teachers from diverse countries will present the 'nests' in which 'benefits' are encapsulated (health and education as human rights), referring to the public educational and health system. Conditioning of the appropriation of technical advances by the population. Relationship with the life expectancy curve of people of different nationalities.
Professors: PhD Laura Bringmann (Groeningen University, the Netherlands), Lic. Rodrigo Jaldo & PhD Alexander Leemans. Translation by Julián Marino & Juan Cruz Arias. Key concepts: embodiment - nervous, muscular and organic systems in interaction. Concept of benefits; what is public and what is private. Concept of methodological and statistical nesting.
FORTH MODULE: ‘EARLY STIMULATION AND CARE: HISTORICAL MODELS AND PRACTICES, IN THE PRESENT DAY AND THROUGH THE DIFFERENT CULTURES’.
Basis of early stimulation. Diagnostic techniques. The example of newborn children with posterior fossa tumors. How to plan treatment and rehabilitation. Introduction to learning contexts with multidimensional approaches. The Scandinavian model: what is an irresponsible appropriation of education and health models, what is a critical view, and when criticism is unproductive. Concept of 'model' from diverse approaches. How the generation of a model is linked to the recognition of one's own problems. How child care centers, integrated schools and collaborative approaches are designed for a multidisciplinary approach. Training in cooperation, use of language to collaborate. Team integration: word education and attitudinal dispositions. Emotional regulation to work in a team.
Professors: PhD Gisli Thorsteinsson, Mgter. Rakel Rut Valdimarsdóttir (University of Iceland, Iceland), PhD Julián Marino, PhD Carolina Pérez Dueñas, PhD Nafiseh Hasani, PhD Lassi Björnholm (University of Oulu, Lapland, Finland). Translation by Julián Marino and Juan Cruz Arias. Key concepts: cooperation, collaborative learning, context education system. Development of fine motor skills.
FIFTH MODULE: 'EDUCATION AND PSYCHIATRY IN CONTEXTS: COLLECTIVE CULTURES, INDIVIDUALIST CULTURES. HOW TO IMPROVE COMMUNICATION BETWEEN CULTURES’.
Multidimensional education and psychiatry, focused on contexts. How do disciplines (history, linguistics, chemistry, kinesiology, etc.) contribute to the deep understanding of a context (textile, gastronomic, port, manufacturing, museums, etc.). The constitution of an educational system. The creation of public health networks, and their impact on psychiatry. How is Psychiatry in collective cultures and in individualistic cultures: the Scandinavian model. What does individual mean, individualism, cooperation, and how does psychiatry relate to these concepts? Feasible applications in Patagonia. Meticulous examination of local reality; aspects that are universal and specific differences. Different world models. Critical analysis and tools to weigh models and dispositions, attitudes and learning. Realism, empiricism, pragmatics. Philosophical-epistemological traverses of health and education systems. The example of textile art (Bilum Craft), today and in ancient civilizations. Innovation education: The Scandinavian experience. Contributions of tractographic neuropsychology to the validation of innovative applications.
Professors: PhD Gisli Thorsteinsson, Mgter. Rakel Rut Valdimarsdóttir (University of Iceland, Iceland), PhD Julián Marino, PhD Valeria Abusamra (UBA, Argentina). Translation by Julián Marino and Juan Cruz Arias. Key concepts: psychiatry, individual and collectivism. Social cooperation. The role of medication. Mental health systems: anchoring in individualist and collectivist societies.
SIXTH MODULE: ‘EDUCATION AND CLINICAL PRACTICE IN THE AGE OF TRACTOGRAPHIC NEUROPSYCHOLOGY. HOW TO INTERACT IN THE LIGHT OF RAPID, TECHNICALLY SOPHISTICATED, CHANGES IN THE CLASSROOM’.
The classic neuropsychological approaches (first generation), second generation, third generation and Tractography. Its impact on clinical practice and schooling. How to guide them towards substantive improvements? Comprehensive health benefits: Tractographic Neuropsychology. Applications in the clinical and educational field. What are the advantages? Technical difficulties, how to solve them. Relationship with cultural education and health systems. Professors: PhD Valeria Abusamra (UBA, Argentina). Key concepts: first, second and third generation of neuropsychology. Tractographic neuropsychology. Intersection between clinical and educational neuropsychology.
SEVENTH MODULE: ‘EDUCATIONAL DEBATES IN THE WORLD AND PARTICULARLY IN PATAGONIA: FAMILY, BUREAUCRACY, STATE ROLE, METHODOLOGIES’.
Contemporary debates in educational systems. Education in contexts, evaluation systems, allocation of tasks outside the home, number of bureaucratic activities by managers and teachers. The role of the family. How to address the technological vortex. How to deal with the use of social networks in childhood: Experimental, correlational and descriptive studies. Cultural comparisons Different ways of intervening: Decisions based on opinions, the role of managers, training in productive dialogues, decisions supported by data, interaction between evaluations, qualitative aspects and data matrices. The 'understatement' in communication. Decrease in aggressiveness in institutional dialogues. Coping with social abuse to achieve constructive feedback (Leemans, 2018). Abandonment of authoritarianism, ostentation (Thorstein Veblen), towards a cooperative-organized paradigm with cross-cultural valuation rules.
Professors: PhD Alexander Leemans, PhD Lucía Ledesma Torres (Hospital 20 de Noviembre, Mexico), PhD Valeria Abusamra (UBA, Argentina), PhD Julián Marino, PhD Catherine Lebel (University of Calgary, Canada), PhD Marcin Bukowski (Jagellonian University of Krakow, Cracovia, Poland). Key concepts: crew resources management – applied to education and clinical practice. ‘R’ analysis level nesting schemes.
EIGHTH MODULE: LATIN AMERICAN CRITICAL THINKING & COMMUNITY. HISTORY, PHILOSOPHICAL TRADITIONS, FUTURE.
Latin American critical thinking and community. Health and education. History of Latin American critical thinking. Criticism of Latin American critical thinking. Achievements and challenges. Is Latin American critical thinking a system adjusted to Latin American reality? Historical reasons, contradictions, new perspectives. The future of education and health from the public / private axis. Cultural comparisons Empirical, rationalist, intuitive, idealistic education. Are there juxtapositions, contradictions, summations, non-linear models, coexisting at the same time?
Professors: PhD Marcela Freytes Frey (UDC), Mgter. Juan Pablo Benito (Viedma, Río Negro), PhD Julián Marino, PhD Laura Bringmann (Groeningen University, the Netherlands). Key concepts: crew resources management – applied to education and clinical practice. ‘R’ analysis levels nesting schemes.
NINTH MODULE: INTEGRATION. RESEARCH METHODOLOGY.
Formation of the scientific spirit. How to collect and concatenate data matrices for multilevel statistical analysis. Decisions based on opinions and on knowledge derived from data matrices. Discipline of representations about the functioning of health and education systems. Professors: PhD Julián Marino, Lic. Rodrigo Jaldo, & Drndo. Juan Cruz Arias. Key concepts: data matrices, statistical analysis, scientific spirit.
With these modules it is proposed to serve the structure of the debates that mobilize the world of Education and Health in the ‘discussion’ table. The continuous exchange with Scandinavian, Persian, North American, European, African, and Latin American cultures will substantially enrich the proposal. The link between the modules, besides Education and Health, is education in thinking about social actors, promotion of emotional regulation for experiences exchange with a constructive orientation, use of language for cooperation, that will have an impact in the communitarian-collectivist vision of Education and Health.