DEUTSCHE KLASSIK   DIE UNIVERSALE STIMME DER AKADEMISCHEN WISSENSCHAFT IN DER KLASSISCHEN MUSIK
ARCHIVE – MEDICINE

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Introduction to the University of the Future

Peter Hübner’s Cosmic Educational Program

Peter Hübner
Developer of the University of the Future

Peter Hübner
Open letter to the President of the Justus-Liebig-State-University Giessen, Germany

ARCHIVE

MEDICINE

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

The Future of Pharmaceutics

SCIENTIFIC RESEARCH
REPORTS

The American Institute
of Stress

World Health
Organization (WHO)

Republic of Belarus

Stress + Heart Disease

The Unborn Child

Special Care Baby Unit

Harmonic Therapy

The Benefits of
Harmonic Information

Social Medical Significance

Headaches & Migraine

Harmonic Information
as a Modern Medication

Intensive Care Unit

MRT Music / Function

Chernobyl

SCIENTIFIC RESEARCH

Medical Research –
Clinical Observations

MEDICAL RESONANCE THERAPY MUSIC

Medical Music Preparations on CD

STORE





 Prof. Dr. med. Rosch / Prof. Dr. med. Koeditz  •  Music & Brain – Medical Perspective
2. The brain systems for the
    representation of cognitive abilities
Our brain un­der­stands mu­sic not only as an ex­pres­sion of our emo­tional world. As the stud­ies of the Max-Planck-In­sti­tute in Leipzig show, mu­sic is also proc­essed in the brain cen­tres re­spon­si­ble for cog­ni­tion and speech (14).
A va­ri­ety of cog­ni­tive abili­ties are nec­es­sary to ex­peri­ence mu­sic:

– A musical piece is stored in the memory.
– It is differentiated into different parts which are put in order.
– Interrelations of these parts are made.
– Conclusions in regard to the holistic context are made.
– And all this is being compared with already stored musical
   experiences and insights.

In do­ing so, the brain is ac­tively stor­ing, or­der­ing, ab­stract­ing, con­clud­ing, com­par­ing, plan­ning, ex­pect­ing and learn­ing; and pre­suma­bly – so the in­di­ca­tions of the Leipzig re­search – fol­lows a mu­si­cal gram­mar, which is al­ready there when we are born.

As the Max Planck In­sti­tute in Leipzig (15) docu­mented by the help of event re­lated po­ten­tials, these cog­ni­tive per­form­ances are not only pre­sent in pro­fes­sional mu­si­cians, but also in per­sons who char­ac­ter­ise them­selves as non mu­si­cal and do not have any mu­si­cal edu­ca­tion.
What is par­ticu­larly im­por­tant is that the ac­ti­va­tion of these brain sys­tems can be docu­mented even when the per­son does not pay at­ten­tion to the mu­sic; for in­stance when the mu­sic plays in the back­ground of a video game. This means that mu­sic ac­ti­vates these sys­tems to a great de­gree in an ob­jec­tive and auto­matic way (16).

An im­por­tant find­ing of neu­ro­sci­ence is that the in­for­ma­tion ar­chi­tec­ture of our brain is, on the one hand de­ter­mined by ge­netics, but on the other hand by the ex­peri­ences we have in life. All outer ex­peri­ences are de­liv­ered by our sense or­gans via their bio­elec­tro­chemi­cal sig­nals – these sig­nals have a share in in­ter­con­nect­ing the nerve cells and, thus, in or­gan­is­ing the in­for­ma­tion ar­chi­tec­ture of our brain.

When a child is born, it is ge­neti­cally equip­ped with cer­tain quali­ties of char­ac­ter and cer­tain tal­ents. But in how far these will de­velop in him, and will be con­stantly rep­re­sented in his net­work of brain cells, de­pends es­sen­tially upon how far these quali­ties are stimu­lated by outer and inner experiences.

A good example for this can be seen in the investigation results with children who were born deaf or with severe hearing impairments.

Investigating the question:

Do children, who are born with a significantly reduced hearing ability, show deficits in their development compared to children without hearing disorders?

four clear deficits (17 18) could be found:

– deficits in motorics: especially in the co-ordination
   of movements and in fine motorics
– deficits in the development of language
– deficits in the ability of abstraction
– retardation in emotional maturation






MEDICAL RESONANCE THERAPY MUSIC®
Medical Music Preparations on CD
RRR 128 Concentration / Memory
Concentration / Memory
 

If you like to look at the complete program,
if you like to listen to the Medical Music Preparation or
if you want to download it,
please click on the CD-cover above.

If you click on the title, it will lead you to the
scientific research.

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