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Now it's time for Meet the Author, with Jim Naughtie. | :00:00. | :00:00. | |
You can try to understand the brain in many ways, | :00:00. | :00:00. | |
As a biological mechanism, maybe as some kind of philosophical | :00:07. | :00:11. | |
machine or as the source of our emotions, but so many | :00:12. | :00:14. | |
Well, Susan Greenfield, one of our best-known neuroscientists, | :00:15. | :00:18. | |
and a celebrated guide to the complexities of the brain, | :00:19. | :00:21. | |
is offering quite a novel way of looking at it. | :00:22. | :00:25. | |
A Day In The Life Of The Brain is the title of her book | :00:26. | :00:28. | |
and it explains how she has gone about her exploration. | :00:29. | :00:31. | |
From dawn to dusk through sleep, She describes what is going | :00:32. | :00:34. | |
on inside our heads and lays out a theory about how it all works. | :00:35. | :00:38. | |
You are using the device of a day in the life of a brain, | :00:39. | :00:59. | |
a human brain, to try to tell us a story about what's going on. | :01:00. | :01:03. | |
OK, what I'm trying to do is explore something we all take for granted, | :01:04. | :01:14. | |
and bring home to people how actually, it's no short | :01:15. | :01:18. | |
of a miracle, and that is the subjective, in a world | :01:19. | :01:21. | |
We call it consciousness, it's very hard to define but we all know | :01:22. | :01:26. | |
It's what you lose at night and it's what you lose | :01:27. | :01:30. | |
But I try and probe a little bit through the prism of neuroscience | :01:31. | :01:35. | |
to share with the general reader just what we know, | :01:36. | :01:37. | |
what we don't know, what kind of questions we ask. | :01:38. | :01:42. | |
I think the reason I chose the day was because, carrying on from a book | :01:43. | :01:46. | |
I wrote 15 years ago, but now backed up by experimental | :01:47. | :01:49. | |
evidence, I suggest that consciousness isn't all or none, | :01:50. | :01:51. | |
And as you go through the day, then things vary. | :01:52. | :01:55. | |
Your depth of consciousness varies according to what you're doing | :01:56. | :01:57. | |
I think we should get that that, that... | :01:58. | :02:05. | |
Let's get that out on the table straightaway. | :02:06. | :02:07. | |
What is a neuronal assembly and why does it matter? | :02:08. | :02:11. | |
OK, let me answer the second part of the question first. | :02:12. | :02:14. | |
The problem with consciousness is that either you have the subjective | :02:15. | :02:20. | |
phenomenon that we can all appreciate and understand, | :02:21. | :02:22. | |
and then we have the bump and grind of the brain cells, | :02:23. | :02:25. | |
And how the two relate is very hard and until now, | :02:26. | :02:31. | |
people have struggled to relate the subjectivity of conscious | :02:32. | :02:33. | |
experience to the objectivity of how the brain works. | :02:34. | :02:39. | |
Now what we need is a Rosetta Stone, after the famous stone | :02:40. | :02:44. | |
where you have the two languages so you could actually see how the two | :02:45. | :02:48. | |
If we had a way of describing how you feel, that also could translate | :02:49. | :02:52. | |
into a way of describing brain events, | :02:53. | :02:54. | |
and these neuronal assemblies do just that. | :02:55. | :02:58. | |
So what they are, are large-scale coalitions or groups of brain cells. | :02:59. | :03:02. | |
Now, that doesn't sound very exciting but they're very large | :03:03. | :03:07. | |
scale, so they're much bigger than the average network | :03:08. | :03:09. | |
They're much smaller than a brain region, | :03:10. | :03:12. | |
the sort of things you see in brain scans. | :03:13. | :03:16. | |
And they are very transient and sneaky which is why | :03:17. | :03:18. | |
people haven't really studied them much before. | :03:19. | :03:20. | |
They are corralled up and disbanded in less than a second and they vary | :03:21. | :03:23. | |
And it's those that I think match up to degrees of consciousness. | :03:24. | :03:31. | |
I think there's a lot of material in here which people | :03:32. | :03:34. | |
will find fascinating, because you suggest | :03:35. | :03:36. | |
explanations for particular states of consciousness. | :03:37. | :03:38. | |
Things that affect us in a certain way. | :03:39. | :03:42. | |
And it seems to me, one of the intriguing things | :03:43. | :03:47. | |
about your experimental findings is that they tend to support | :03:48. | :03:49. | |
It's always reassuring when that happens! | :03:50. | :03:55. | |
So sort of walking in the countryside | :03:56. | :03:57. | |
So for example, you might like to know that people | :03:58. | :04:04. | |
who are exposed to rural environments are more creative | :04:05. | :04:07. | |
than those who have been exposed for the same period of time | :04:08. | :04:09. | |
Because of what it does to their state of consciousness? | :04:10. | :04:13. | |
And if you're walking and putting one foot | :04:14. | :04:18. | |
in front of another, in a funny way, | :04:19. | :04:20. | |
that actually reflects a thought process. | :04:21. | :04:23. | |
The man that developed the treatment for Parkinson's | :04:24. | :04:24. | |
disease a long time ago, one of my favourite quotes | :04:25. | :04:27. | |
he came up with was, "Thinking is movement | :04:28. | :04:29. | |
Now if you think about it, to separate out a thought | :04:30. | :04:38. | |
from a movement, sorry, a feeling from a thought, a thought always has | :04:39. | :04:41. | |
You always end up in a different place to where you started. | :04:42. | :04:45. | |
Whereas if you're just having a feeling, you're having a feeling. | :04:46. | :04:48. | |
And how did you get to that new place? | :04:49. | :04:50. | |
We talk about thinking straight, being on track. | :04:51. | :04:53. | |
I think that therefore, and Nietzsche said this, | :04:54. | :04:56. | |
by that thought process being amplified and echoed | :04:57. | :04:58. | |
and reinforced by physical stepping, and the Greeks knew this | :04:59. | :05:00. | |
when they debated and they had their dialogues, as you say, | :05:01. | :05:05. | |
it makes absolutely intuitive sense, but perhaps people need | :05:06. | :05:07. | |
Are you saying something about how easily we can live lives that | :05:08. | :05:15. | |
will produce beneficial effects of which we are possibly not aware? | :05:16. | :05:19. | |
Up to a point, but I should caution this is not a self-help book, so... | :05:20. | :05:23. | |
No, and I should say to people, it's not written in that style at all. | :05:24. | :05:26. | |
It's more what I wanted to do primarily was take | :05:27. | :05:32. | |
forward my own fascination with consciousness | :05:33. | :05:33. | |
Now, if along the way, people pick up some interesting | :05:34. | :05:38. | |
snippets or something they didn't know, then that's really good. | :05:39. | :05:41. | |
But it's not meant as a sort of manual on how to live your life. | :05:42. | :05:50. | |
There is one aspect of this, finally, is very interesting, | :05:51. | :05:52. | |
and it's about the exposure to, for example, video games, | :05:53. | :05:55. | |
social media, that kind of thing, which is something that people | :05:56. | :05:57. | |
are aware of, concerned about, want to think about. | :05:58. | :06:00. | |
Now, you've been subjected to some criticism from people | :06:01. | :06:02. | |
about banging on about this too much. | :06:03. | :06:09. | |
I mean, what is your essential feeling | :06:10. | :06:10. | |
about the danger that we should be aware of? | :06:11. | :06:14. | |
OK, all I've ever said is that there's a debate to be had | :06:15. | :06:17. | |
and if we want to go and have a certain type of society, | :06:18. | :06:20. | |
then we should at least be aware of that and we should think | :06:21. | :06:23. | |
of all the options and the possibilities. | :06:24. | :06:25. | |
How would you describe the effects on the way our brain works | :06:26. | :06:28. | |
and our consciousness of the kinds of activities, for example, | :06:29. | :06:30. | |
that children are now exposed to at a young age? | :06:31. | :06:33. | |
When you and I were young, a long time ago, do you remember | :06:34. | :06:39. | |
you'd say to your friends, "Let's make up a game. | :06:40. | :06:42. | |
"You be this and you be that", and this glass of water would be | :06:43. | :06:45. | |
the magic goblet and this chair would be a spaceship. | :06:46. | :06:48. | |
What you were doing then and what I was doing | :06:49. | :06:54. | |
was rehearsing our own little identities. | :06:55. | :06:56. | |
We were rehearsing a little life story when we played | :06:57. | :07:01. | |
the game, but it was coming from inside and it was dominated | :07:02. | :07:04. | |
by inside, by the imagination, because the things were all pretty | :07:05. | :07:07. | |
The drawing pad did not ask you to draw on it. | :07:08. | :07:11. | |
The tree didn't ask you to climb it, you know? | :07:12. | :07:13. | |
And I think that was very important for us growing up, | :07:14. | :07:18. | |
as it is for every generation of kids because you rehearse | :07:19. | :07:20. | |
identity and you learn to be proactive. | :07:21. | :07:23. | |
You are in control of your story, your little life story. | :07:24. | :07:27. | |
Now, poor little things, sitting in front of a screen, | :07:28. | :07:29. | |
and this is my concern, where's the scope for imagination? | :07:30. | :07:32. | |
By definition, a screen will be visual and auditory. | :07:33. | :07:35. | |
So where is the scope to develop your own storyline, | :07:36. | :07:37. | |
And above all, to be proactive in control, and above all, | :07:38. | :07:43. | |
to have your little firewall of what you are and what I am? | :07:44. | :07:47. | |
And the long-term effect of that, you can't say. | :07:48. | :07:49. | |
Well, I think we should consider there might be a long-term effect. | :07:50. | :07:54. | |
Susan Greenfield, thank you very much indeed. | :07:55. | :07:56. | |
Good evening. It is going to be another mild start of the day on | :07:57. | :08:18. | |
Friday. A rather murky one, because | :08:19. | :08:19. |