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THEORETICAL FUNDAMENTALS

Nature’s Laws of
Harmony in the
Microcosm of Music

MUSIC + BRAIN
Part 1   •   Part 2

Chronomedicine

Music as a Harmonic
Medical Data Carrier

The Special Status of the
Ear in the Organism

The Ear as a
Medical Instrument

The Significance of the
Soul to Medicine

The Significance of
our Consciousness
to Medicine

The Significance of the
Soul to Human Evolution

Scientists of Tuebingen discover the Brain Regions responsible for
Self Awareness

The Future of Pharmaceutics

 

 






Peter Hübner - Micro Music Laboratories
 Prof. Dr. med. Rosch / Prof. Dr. med. Koeditz  •  Music & Brain – Medical Perspective
Let us first look at the point of emotional retardation.
In brain scans of or­phans, who had hardly any emo­tional care, Harry Chugani of the Chil­dren’s Hos­pi­tal of Michi­gan docu­mented that their emo­tional brain sys­tems were much less ac­tive than those of chil­dren who ex­peri­enced nor­mal emo­tional care. Their be­hav­iour was, to a great de­gree, emo­tion­ally neu­tral. They de­vel­oped hardly any fear, but also hardly any love.

A mother feels love for her child. Then the sound of her voice and her look will be­come full of love as she takes her child in her arms and ca­resses it.
These sig­nals of love are re­ceived by the child via its sense or­gans, which di­rect them to the world of emo­tion. Ar­rived their, they ini­ti­ate a wave of love as an­swer, which finds its ex­pres­sion through the same sig­nal paths and comes back to the mother.

In this ex­change or train­ing those nerve con­nec­tions are built and con­soli­dated, which enable the ex­peri­ence and ex­pres­sion of love. For a child who is given only a few ex­peri­ences of love, se­cu­rity, joy, ten­der­ness, it is nor­mally much harder to de­velop these quali­ties in his later life than for a child whose world of emo­tion is regu­larly nour­ished with these quali­ties of the heart; be­cause the nerve con­nec­tions which rep­re­sent these quali­ties have not been stimu­lated and con­soli­dated through the sense or­gans as in­ten­sively.

Many neu­ro­sci­en­tists as­sume to­day that in this way all abili­ties of feel­ing, un­der­stand­ing and in­tel­lect re­ceive their neu­ro­logi­cal stimu­la­tion and con­soli­da­tion. The outer stimu­la­tion of these quali­ties is achieved through the sense or­gans. Their im­pulses co-de­cide which net­works in the brain will be con­soli­dated and ex­panded through in­ten­sive use (gain more im­por­tance) and which ones will re­ceive a rather small im­por­tance or will be even given up com­pletely.

This find­ing of neu­ro­sci­ence is of utmost im­por­tance for edu­ca­tion, be­cause, auto­mati­cally the ques­tion arises con­cern­ing the qual­ity of what travels through the sense or­gans to the brain and takes a share in shap­ing its ar­chi­tec­ture. How im­por­tant this ques­tion is be­comes very clear, when one of these sense or­gans is not work­ing cor­rectly, as for in­stance the ear.

Let us take as an ex­ample the abil­ity to ab­stract. An ab­stract term is one we can­not taste, or smell, or see and/or touch, but one can de­scribe it with words. This means, the ear is re­spon­si­ble for an outer stimu­la­tion of the abil­ity to ab­stract and of its re­lated nerve con­nec­tions in the brain.

And the re­search with hear­ing im­paired chil­dren states (17, 18): with the hear­ing ca­pac­ity via the ear sub­stan­tially re­duced then, as a rule, the con­cerned per­son shows a strong defi­cit in the abil­ity to ab­stract.

In this con­text, the in­ves­ti­ga­tions gain im­por­tance which in­di­cate that, through lis­ten­ing to com­plex har­mo­ni­ous mu­sic, very dif­fer­ent cog­ni­tive per­form­ances im­prove (1, 19, 20) such as mem­ory, learn­ing abil­ity, abil­ity to ab­stract, mathe­mati­cal abili­ties, ana­lyti­cal abili­ties, logic and in­tel­li­gence in di­verse forms.

Since mu­sic stimu­lates the cog­ni­tive and emo­tional brain sys­tems, these get a kind of train­ing by lis­ten­ing to mu­sic. There­fore, for the mu­sic lis­tener, an im­por­tant ques­tion arises. Of what qual­ity, how de­mand­ing is the mu­sic piece for the sphere of un­der­stand­ing; and which qual­ity of emo­tion does it stimu­late?
Is it struc­tured in a com­plex way, of natu­ral har­monic logic, rich in varia­tions and does it stimu­late life-pro­mot­ing quali­ties of emo­tion? Then such a mu­sic will also stimu­late the cor­re­spond­ing brain sys­tems.

Our sense or­gans com­pre­hend our whole range of ex­peri­ence. This means, to a cer­tain de­gree, we be­come what we hear, touch, see, smell and taste.

Here lies in­valu­able po­ten­tial but, at the same time mu­sic has great dan­ger for edu­ca­tion. Ac­cord­ing to its cog­ni­tive and emo­tional qual­ity it takes in­flu­ence on the ar­chi­tec­ture and ac­tiv­ity of the brain – par­ticu­larly if it is heard regu­larly.

Enough in­ves­ti­ga­tions in­di­cate (1, 27) that mu­sic, if lis­tened to often, that is primi­tive in struc­ture, cha­otic and emo­tion­ally de­pres­sive / ag­gres­sive pro­duces emo­tional and so­cial be­hav­iour, that is nega­tive up to an in­creased readi­ness for vio­lence and crimi­nal be­hav­iour.
But, if mu­sic is cog­ni­tively mani­fold and highly in­te­grated and emo­tion­ally life sup­port­ing, the lis­tener un­folds in­creas­ingly more in­tel­li­gence, in­ner hap­pi­ness and so­cial har­mony (5).





MEDICAL RESONANCE THERAPY MUSIC®
Medical Music Preparations on CD
RRR 942 Mother and Child
Mother & Child
 

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