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Falling Stereotypes and New Cell Models in Neurobiology

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Abstract

Students in many elementary science courses are taught a little neurophysiology. This may be the only knowledge of working neurones and of the nervous system such students will encounter as their education progresses in social science and humanities. In teaching the spinal motoneurone as a model nerve cell and the frog myoneural junction as a model synapse we offer such students an overly simplistic and misleading view of functioning nerves. This picture leads to a stimulus-response or Pavlovian mechanistic view of behavior, even of human behavior. A better teaching method, beginning with a description of an endogenously active neurone is suggested. Such neurones are commonly encountered in all animals. In vertebrates endogenously active cells give rise to the electroencephalogram, a phenomenon clinically associated with a functioning central nervous system. Somewhat more elaborate views of synapses based on electron micrographs, patch clamping studies of channels and studies of calcium flux at endings is recommended even for elementary students. Nerve endings which contain and release more than one transmitter should be offered as a physiological example of how the brain works. Only thus can the flexible behavior of both the nerve cells and the organism they contain be understood. Development of nerve cells and their migration and possible destiny should be discussed, particularly for the student for whom this may be a last course in biological science. An appreciation of the process and timing of the development of the human nervous system may help such students in later life in making personal and political decisions about human reproduction.

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