[D]uring activation of a traumatic memory, the brain is ‘having’ its experience: the person may feel, see, or hear the sensory elements of the traumatic experience, but he or she may be physiologically impaired from being able to translate this experience into communicable language. When they are ‘having’ their traumatic recall, victims may suffer from ‘speechless terror’ in which they may be literally ‘out of touch with their feelings’ (van der Kolk, et al., 1998).

In a lecture entitled, “The Effects of Trauma on Learning,” van der Kolk added that this interference of the frontal lobe must be removed in order for learning to occur again. He suggested that teachers do activities that shift the activity from the limbic system to another part of the brain (2002). He emphasized that in order for students to encode new information, teachers must discover and experiment with methods that “calm them down.” This “calm” atmosphere will allow for optimal retention of information and productive learning.

Non-Western and First Nations’ Beliefs: Understanding The “Whole Person”

From the First Nations (native) peoples of Canada, Jenny Horsman learned the teachings of the medicine wheel. She applied them to her own theory of education. Horsman recommends that the teacher be aware of the “whole person, which needs to be present for learning” (2000). I believe the model of a person, as a “whole,” is a philosophy that should be considered by all teachers. It avoids separation of emotions from actions or decisions. It is a theory that has existed in native cultures and Eastern society for centuries.