In this lecture, Dr Chandaria explains cutting-edge findings in Neuroscience and Free Energy Principle (see Friston), that can be used to understand how Human Beings 'mentally model' the world in reciprocal flow with their external environment (this is the same conclusion drawn by Karl Friston, UCL). In the lecture, Chandaria navigates various philosophical understandings of reality and metaphysics, focussing on the teachings from Buddhist techniques for achieving Awareness, and, moreover, for achieving Liberation from suffering. Moreover, the principle of Baysean model evidencing is true for any intelligent system (subjectively bounded entity) in reality.

The reason this research is extremely relevant, is that it explains how human beings can achieve deep awareness and explains phenomenal processes using the neuroscientific paradigm of Baysean model evidencing of reality (see Levin for further evidence). The extent to which we would need to explain this to Teachers and Schools is made significantly easier because all teachers (should be) aware of the paradigm of Constructivism and Cognitive Development in Childhood (Piaget), which provides a very neat way to explain these principles to teachers (e.g. Assimilation and Accommodation is akin to Perception-Action cycles in neuroscientific understandings). The value of the FEP (Free Energy Principle) and Neuroscientific understandings is that it enables practitioners to understand how ANY intelligent system forms an internal 'subjective' model of the outside environment through Baysean diathesis and the 'Markov Blanket'. In simple terms, it enables an understand of mutual compatibility between intelligent systems (including human and non-human animals and plants).

Chandaria and peers have also been developing applied research tools and technologies to test the neurophenomenological understanding of mental modelling of reality (i.e. the one you are in right now, hello there!). The technologies they are developing could help people to dissolve the 'gestalt' and 'Remember' a state of truer phenomenal awareness, and Love.

In this way, Chandaria and colleagues are paving the way toward a scientific language to describe meditative practices and the phenomenology of lived experiences in psychedelics and mystical experiences.

From my mental model, and position in the labyrinth of our shared reality, I feel that there is a convergence of reductive science returning us back to the centre of the collective labyrinth, so we can 'Remember' and return to Non-Duality to experience Love. After the stage of 'Awakening', Chandaria explores how one can become 'Liberated' from suffering through the Buddhist teachings, coupled with cutting-edge research into altered states of consciousness and therapeutic intervention.

Once fully understood (and therein lies a challenge for us - how do we convey these principles to schools?) This lecture literally teaches you to remember Love and Reciprocity, and to understand the origin points of your own mental suffering when embodied as an egoic form in our day-to-day grounded experience of life.

Ways to Teach Teachers through Play / Analogy
-Mental Percept as like a Virtual Reality Headset;
-Reality as the result of  evening out the difference between Expectation and Surprise (cf Piaget  Assimilation and Accomodation for starting point in Teacher Ed);
-The idea of a 'Hallucinating Brain' that builds realities from external stimulus;
-Highlighting that even our self-perception and "what a brain looks like" is a mental model;
-Visual models such as an Octopus showing Fields of Consciousness and Dissociations of Nature therein (e.g. humans are bounded in egoic forms);
-Understanding 'Other Minds  Out There'. Perhaps using LLMs to promote Cognitive Empathy and Semantic Arbitration for decision making processes to better 'cope' at the 2024 stage of 'Metacrisis';
-The value of meditation and mindfulness in schools (and it doesn't have to be done as cliche suggests);
-Russian Dolls and 'Containment' of the child in reality;  Teachers are LITERALLY defining a child's reality percept when they make a decision to tell the child how or what to think (cf. Malaguzzi; Freire; Giroux);
-Visualising a "Possibility Space" (what could be 'out there') and a "Probability Space" (what is 'out there') to inform a generalised paradigms to be able to respond and adapt to rapidly changing contexts, and inter-personal understandings of our shared reality space;
-Addressing Post-Truth by exploring self-knowledge, philosophical thinking and 'collective truth studies' from an early age;
-How we use Language and Tools (cf Vygotsky) to navigate the labyrinth between our mentally constructed realities; e.g when learning a name for something, explore signs and signified, words as embodiments of shared reality;
-Learning how we can use Reframing to Lens the world through a different paradigm;
-Explain how the brain architecture works in a hierarchical sense, and how to raise wellbeing through Valence - this could be taught through input/output systems;
-Explaining cutting-edge thoughts and findings regarding the nature of Mathematics, and the origins of reality, and the essence of One Consciousness and Love that underpins this.