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26. "Comforting" solutions are the chosen solutions, even if they are false.
False reasoning can still provide massive satisfaction for the body. The human brain craves solutions and reasons. Much of what makes us human (higher cognition) in the brain is dedicated to seeking out reasons. We give ourselves dopamine for coming to reasons/solutions during aha moments even if we are wrong in the grander scale; we take pleasure from the dopamine and it give us positive feelings (Salamone & Correa, 2002) even if we are wrong. Therefore, universal validity is not important for solo satisfaction. This goes far in explaining naive human psychology even in adults who should know better (incongruent actions, and unsubstantiated faith). It also works against education at times, for obvious reasons -- students can be totally satisfied and ecstatic even when arriving at wrong solutions and reasoning patterns. Teachers and students must learn how to see through this phenomenon. In short, the dopamine providing solution is often the "chosen solution" in spite of the bigger picture's reality.
Q. Is this a concept that you would like your students to understand? How would you teach them this?
False reasoning can still provide massive satisfaction for the body. The human brain craves solutions and reasons. Much of what makes us human (higher cognition) in the brain is dedicated to seeking out reasons. We give ourselves dopamine for coming to reasons/solutions during aha moments even if we are wrong in the grander scale; we take pleasure from the dopamine and it give us positive feelings (Salamone & Correa, 2002) even if we are wrong. Therefore, universal validity is not important for solo satisfaction. This goes far in explaining naive human psychology even in adults who should know better (incongruent actions, and unsubstantiated faith). It also works against education at times, for obvious reasons -- students can be totally satisfied and ecstatic even when arriving at wrong solutions and reasoning patterns. Teachers and students must learn how to see through this phenomenon. In short, the dopamine providing solution is often the "chosen solution" in spite of the bigger picture's reality.
Q. Is this a concept that you would like your students to understand? How would you teach them this?
Gary Henscheid Full Abstract of Cognitive ESL (1).doc 
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