In the 1950s, neurosurgeon Wilder Penfield proved that one of the most complex tasks for our brain, involving more areas of it, was precisely the movement of the thumb. Years later, PET (positron emission tomography) technology has shown that when we write, knit a scarf, or assemble furniture, we activate several distant brain areas, not only those related to movement, but also visual and auditory areas, which helps us to remember and learn better what we are doing or listening to. Therefore, we retain better in memory what we write than what we type on a mobile phone or a keyboard (Romo, 2014). Research and training in neuroeducation or neurolearning is booming: understanding our brain not only helps us psychologically or medically, but will also optimize our learning processes.
The link between bodily movements or manual work and memory has been studied in even simpler gestures, such as when we clench our fists. According to a study by Ruth Propper of Montclair University (New Jersey, USA), if we clench our right fist for at least 90 seconds, we help our memory to be more efficient. And if we clench our left fist while listening to or watching something, we manage to remember it for longer (the experiment was done with right-handed people). In this case, it is due to the activation of the frontal lobe, the orchestra conductor of our brain and also involved in memory (Daza, 2014).
Furthermore, according to psychologist Mihaly Csíkszentmiályi (1975), performing a manual activity in a sustained manner and focusing our attention on it allows for the development of flow. Flow, also known as “the zone,” is the operational mental state in which a person is completely immersed in the activity they are performing. It is characterized by a feeling of focused energy, total involvement with the task, and success in carrying out the activity. This sensation is experienced while the activity is in progress.
“When we are involved in something that requires creativity, we feel that we are living more fully than during the rest of our lives.” “You know that what you need to do is achievable, even if it is difficult, so the sense of time disappears. You forget yourself. You feel part of something much larger” (Csíkszentmiályi, 2004). Our nervous system can only process a certain amount of information at a time, he explains. That’s why you cannot listen to and understand two people talking to you at the same time. So when someone starts to create, their existence outside of that activity is “temporarily suspended.” “They don’t have enough attention left to monitor how their body feels, or their problems at home. They don’t feel hunger or tiredness. Their body disappears.”
Our bodies are in a constant state of stress because our brain cannot differentiate between a meeting with the boss and a bear attack. Repetitive movements like knitting, for example, activate the parasympathetic nervous system, which dissipates that “fight or flight” response (Schindler, 2007). In their study “The Neurological Basis of Occupation,” Schindler and co-author Sharon Gutman state that patients could learn to use activities like drawing or painting as a non-pharmaceutical way to regulate strong emotions like anger or prevent irrational thoughts. “Flow has the potential to help patients dissipate internal chaos” (Schindler, 2007)
“Dopamine itself is our natural antidepressant,” says Levisay (cf. Wilson, 2014). The idea is not to rely on medication to activate the reward center. In fact, there is survey evidence supporting the effect of dopamine when doing crafts or manual work. According to neuropsychologist Catherine Carey Levisay “…creating something, whether through art, music, cooking, patchwork, sewing, drawing, photography, or cake decorating, benefits us in several ways” (Wilson, 2014)
In a study of over 3,500 knitters, published in The British Journal of Occupational Therapy, 81% of respondents reported feeling happier after knitting. More than half reported feeling very happy. And the reward of crafts goes beyond creation, as seeing the final product decorating your walls or receiving praise from a loved one can offer several dopamine boosts, which, as indicated, make us feel good (Wilson, 2014).
Doing crafts or manual work also improves self-efficacy, or how a person feels about performing specific tasks. Researchers have postulated that a strong sense of self-efficacy is key to how new challenges are approached and disappointments in life are overcome. Furthermore, such activity improves memory and attention span while involving visual-spatial processing, creativity, and problem-solving skills (Levisay, cf. Wilson, 2014).
In summary, the argument is that “…the more stimulating your environment, the more you will be increasing the complexity of the brain, and thus, the more you can afford to lose.” “You are creating a reserve,” says Levisay (cf. Wilson, 2014). And this should be applied in any learning environment, including school. Programs like ISEP’s Master in Neuroeducation are key to initiating this change in classrooms and optimizing current learning processes.