Conscious Activity Research Articles

The Topic of Snakes in Teacher Training

Perceptions about snakes range from fascination to phobia, making them a relevant topic for discussion in environmental issues of basic education. This topic requires a safe and empathetic approach by teachers. Considering that environmental education is a curriculum guideline to be developed by teachers from different areas of knowledge, we investigated some factors that may influence the attitude of undergraduate students in teaching degrees when addressing this topic in an extracurricular activity.. We evaluated 120 future teachers through an online survey regarding their area of expertise, training stage, values, and emotions or feelings towards professional behavior when encountering a snake during an environmental education activity in a non-formal setting. The results indicate that only “fear” and “scientist” values interfered with the performance of future teachers. We propose that environmental education involving stigmatized animals be emphasized in teaching degrees to expand positive didactic experiences, minimize prejudicesand fears, and facilitate the reconstruction and dissemination of knowledge through the conscious action of future educators.

Juvenile idiopathic epilepsy in Egyptian Arabian foals, a potential animal model of self-limited epilepsy in children.

Juvenile idiopathic epilepsy (JIE) is categorized as a generalized epilepsy. Epilepsy classification entails electrocortical characterization and localization of epileptic discharges (ED) using electroencephalography (EEG). Characterize epilepsy in Egyptian Arabian foals with JIE using EEG. Sixty-nine foals (JIE, 48; controls, 21). Retrospective study. Inclusion criteria consisted of Egyptian Arabian foals: (1) JIE group diagnosed based on witnessed or recorded seizures, and neurological and EEG findings, and (2) control group of healthy nonepileptic age-matched foals. Clinical data were obtained in 48 foals. Electroencephalography with photic stimulation was performed under standing sedation in 37 JIE foals and 21 controls. Abnormalities on EEG were found in 95% of epileptic foals (35 of 37) and in 3 of 21 control asymptomatic foals with affected siblings. Focal ED were detected predominantly in the central vertex with diffusion into the centroparietal or frontocentral regions (n = 35). Generalization of ED occurred in 14 JIE foals. Epileptic discharges commonly were seen during wakefulness (n = 27/37 JIE foals) and sedated sleep (n = 35/37 JIE foals; 3/21 controls). Photic stimulation triggered focal central ED in 15 of 21 JIE foals. Juvenile idiopathic epilepsy has a focal onset of ED at the central vertex with spread resulting in clinical generalized tonic-clonic seizures with facial motor activity and loss of consciousness. Electroencephalography with photic stimulation contributes to accurate phenotyping of epilepsy. Foals with this benign self-limiting disorder might serve as a naturally occurring animal model for self-limited epilepsy in children.

Introducing teenage students of the children's art school to self-education

Based on the analysis of psychological and pedagogical literature, the relevance of the study of the problem of introducing adolescent students of the department of fine arts of the children's school of arts to self-education is substantiated. The article presents the theoretical and methodological foundations of the study, the results of the analysis of scientific papers that reveal the concept of «self-education», the essence of the phenomenon being studied and illuminating the experience of organizing self-education of students, the age characteristics of modern adolescents and the types of hobbies of adolescent students of the children's art school (intellectual, aesthetic, egocentric; hobbies of the bodily–manual type, informative and communicative) highlighted by the authors are characterized as prerequisites for their self-education. The authors have concretized the scientific content of the concept of «introducing adolescents to self-education», interpreted in the work as the inclusion of a student in a conscious activity aimed at self-knowledge, self-change associated with the development of their own strengths and abilities in accordance with beliefs and independently set goals for the benefit of themselves, society and the state. The results of an empirical study conducted by the authors of the process of introducing adolescent students of the department of fine arts of children's school of arts to self–education during the study of the discipline «Composition» are presented, and the methods of such research are characterized. In accordance with the purpose of the study, the structure of the teacher's activity to introduce adolescents to self-education is substantiated and experimentally verified (using the example of the implementation of the discipline program «Composition» as a process of solving pedagogical tasks, including a preparatory stage, which involves the nomination of a goal; initial diagnosis, forecasting of performance results, development of the content of the program for introducing students to self-education; the main or constructive transformative stage, including the implementation of the program in the process of pedagogical interaction, intermediate control of the results of work with pupils, organization of reflection of students; and the control and evaluation stage, the content of which includes the final control of the work carried out, evaluation and analysis of effectiveness pedagogical interaction, correction of the teacher's activity); technologies and teaching methods (information and communication technologies, the «inverted classroom» learning model and art pedagogical methods) have been identified and tested, which have the greatest impact on changes in adolescents' understanding of the meaning of self-education and knowledge about it; on the adequacy of students' self-assessment of artistic and creative skills; on the development of adolescents' desire for self-education.

Students’ Awareness Regarding Environment Protection in Campus Life: Evidence from Romania

Climate awareness is a major topic of concern, and the Green Deal in Europe attempts to turn states, communities, and local actors towards more environmentally conscious action to reduce, by 2030, the net greenhouse gas emissions by at least 55%. Universities voluntarily adhered to the 2030 Agenda, displaying a wide variety of approaches to respond to sustainability goals and calls for greening. The purpose of the present study is to establish the students’ readiness for action as sustainability promoters, starting with their awareness of environmental issues. Upon focusing on the perceptions of students from the oldest university in western Romania gathered via an online questionnaire in 2023, the research showed that 95.6% of respondents consider climate issues as important or very important to them, even though less than 50% of the sample evaluate their own knowledge of environmental protection as good or very good. The results show that of the parameters that differentiate student awareness and actions, gender and place of residence (on campus/off campus) play a significant role, helping shape tailored strategies and projects to capitalize on students’ predispositions to engage (or not) in environment-related activities.

ЭФФЕКТИВНОСТЬ ИСПОЛЬЗОВАНИЯ ИНТЕРАКТИВНЫХ МЕТОДОВ В СОВРЕМЕННОМ ОБРАЗОВАНИИ В КЛАССЕ

The education system, the solution of the need for knowledge for a person in accordance with its actual natural feature of each subject is a requirement of the moment. In the end, we are faced with an assessment and vision of how education can be a bridge between a teacher and a student at universities, at what point it can be broad, open, free, active, and what are the questions about approaches, methods, and features of technologies that carry out creative thinking between them. Therefore, when solving this issue, such issues as the education of competent, creative, active personalities from kindergarten to universities, the awakening of “mine”, the development of independent thinking, orientation to a critical attitude to the surrounding world, the search for truth, the activation of spiritual and moral consciousness, the education of artistic taste are acutely raised. Therefore, today there is an urgent problem of increasing the “creative activity " of students through the use of new technologies - interactive teaching methods, when there is a process of globalization of education. So, the content of the article was that the student, in accordance with his abilities, psychological activity of an internal nature, intelligence, ingenuity in mastering various knowledge, methods and the ability to obtain the necessary knowledge through their practical implementation in practice and the application of the above implementation in the educational process.

Using Eye Tracking to Reveal Responses to the Built Environment and Its Constituents

Eye-tracking technology has numerous applications in both commercial and research contexts. The recent introduction of affordable wearable sensors has significantly broadened the scope of potential uses, spanning fields such as computer gaming, education, entertainment, health, neuromarketing, and psychology, among others. Another development is the use of downloadable software, which permits participants to record their responses to presented images with the use of calibrated webcams without leaving their homes, allowing for easier recruitment of larger numbers of study volunteers online. This paper reviews findings from seven Building Studies conducted by the Human Architecture + Planning Institute with iMotions-Online eye-tracking software, highlighting the significance of the new technology and its ability to assess the human experience of the built environment, as well as its limitations. Overall, images with a certain type of organized complexity, such as that found in nature and pre-modern architecture, attracted the gaze faster and kept it for significantly longer, as compared to images lacking these features. These results add to our existing knowledge about environmental complexity and give us insights into non-conscious and early conscious actions such as first gaze attraction, helping us understand the role of specific morphological features in the architectural/environmental experience.

‘Take Up Your Mat and Walk’: [Dis-] Abled Bodies of Communication and Early Christian Wandering

Early Christianity relied heavily on walking, yet New Testament Studies has largely neglected the cultural significance of walking in the ancient world and its connection to Early Christian communication. Walking, often seen as a conscious cultural act, is often overlooked in scholarly discourse, with the focus primarily on its symbolic aspects. Drawing from interdisciplinary research in classics, cultural studies, and social science, this study aims to explore how early Christian bodily movement and communication have been perceived and culturally appropriated in European and North American scholarship. It presents three case studies: the portrayal of disabled bodies’ movements in healings, the interpretation of Jesus and his disciples as itinerant wanderers, and the examination of walking in Pauline literature as a means of profiling missionary success.

Television will archive itself: Channel 4’s role in revalorising ‘old’ TV

A notable feature of Channel 4’s scheduling in the 1980s was the extent to which it drew upon repeats of archive television, long-unseen US and UK sitcoms and cult dramas either providing a nostalgic reminder of yesteryear or being discovered afresh by new generations. In addition, the themed archive evenings that began at Christmas 1982, culminating in 1992's extensive TV Heaven season, now seem prescient in an era when digital channels such as GOLD, Yesterday, Dave and Talking Pictures TV draw extensively upon the archive to compile their schedules. Channel 4’s use of archive programming receives little attention in academic histories, aside of Maggie Brown’s dismissal of its repeats as ‘tellyfilla’. This article redresses the balance, drawing upon publicity material from Channel 4’s press packs, research into patterns of repeats and original interviews with those involved in the curatorial process to investigate the extent to which Channel 4’s decision to revisit the archives was born of economic pragmatism, or was in fact a conscious act of contextualisation, re-evaluation and revalorisation.

On the qualitative nature of conscious states: Insights from a structuralist theory of mind and meaning

AbstractThe point of departure of this paper is Penrose's definition of conscious action as that in which stimulus and response are linked by a non‐algorithmic relationship, which Penrose defines as ‘understanding’. My purpose is to explore the nature of this understanding by means of a two‐step process. The first step is provided by Tononi's Integrated Information Theory of consciousness. This theory provides us with a quantitative measure of conscious states that we need to transform into qualitative meaning. In the second step, we obtain this qualitative meaning with the help of the structuralist theory of mind. From this perspective, meaning originates in the set of qualitative contrasts that define the alternative courses of action that might have been implemented. Work on the analogy between quantitative bits and qualitative binary oppositions does not solve the hard problem of consciousness, but it might help to reformulate it in a new, productive way.

Transferable lessons learned from improving health literacy responsiveness in Dutch rheumatology care

Abstract Background Health literacy difficulties among (groups of) individuals represent a significant public health challenge. Improving health literacy responsiveness of systems and services could reduce health inequalities in communities and patient populations. Methods We conducted a mixed-methods study to improve health literacy responsiveness in three Dutch rheumatology centres, using the OPtimising HEalth LIteracy and Access (Ophelia) approach. Patients and health professionals were involved in an inclusive needs assessment (n = 895 and 39, respectively) and co-design consultations to identify local solutions (n = 14 and 38, respectively). Based on all steps, we formulated transferable lessons learned (outcome-related or process-related) for public health and health care. Results Outcome-related lessons: a mixed-methods Ophelia approach was successful in identifying health literacy challenges and 175 potential solutions. Challenges are similar between disease groups and centres, but require solutions specific to the local context. Recognising challenges at the point of care is difficult. For a healthcare service to be responsive to health literacy needs, increased awareness alone is not enough; it will require a conscious actions and systemic change at multiple levels, including training. Process-related lessons: prerequisites for a successful health literacy responsiveness project include using multidimensional measurements, an inclusive participatory approach with all stakeholders, collaboration with experts in a community of practice, and strong project governance. Conclusions The Ophelia project in rheumatology care was successful in its aims of finding solutions to improve health literacy responsiveness. Public health and healthcare organisations should consider improving their health literacy responsiveness using a grassroots co-design approach. However, project success will depend on the quality of its governance; future programmes should follow a systematic approach. Key messages • Using a grassroots co-design approach such as Ophelia can help identify locally relevant solutions to health literacy challenges and support organisational efforts to reduce health inequalities. • Successfully improving health literacy responsiveness requires, at minimum, inclusion of people with most complex health literacy challenges, strong project governance, and stakeholder engagement.

Towards A Literature of Actions: Green Informational Picturebooks and Critical Engagement with Fighting Climate Change

AbstractThis article investigates selected environmental informational picturebooks in which – often in both the main text and the peritext – readers find brief descriptions of actions they can take to change their habits and save the planet. The analysis focuses on lists of tasks incorporated into books and considers whether such sections (and, potentially, whole books) invite critical engagement. This ability seems crucial in times of fake news and the need for conscious action and political engagement in climate issues. In the first part, the theoretical framework on informational picturebooks is presented, and the importance of peritextual elements is stressed, as well as the critical thinking that may be fostered by a nonfiction text, referring to Joe Sutliff Sanders’ concept of “a literature of questions” (date?). Four international picturebooks are then discussed, representing both ‘traditional’ (Müll by Gerda Raidt and Śmieciogród by Ola Woldańska-Płocińska) and ‘new’ children’s nonfiction (Be a Tree! by Maria Gianferrari and Felicita Sala and Greta and the Giants by Zoë Tucker and Zoe Persico). The analysis demonstrates that green informational picturebooks may be perceived as both eco-activist books and books about eco-activism as they present certain tasks and encourage the readers to take actions; hence, the term “a literature of actions” has been proposed, as these books seem to trigger little critical thinking. The reason green informational picturebooks are unlikely to foster critical engagement may be that fighting the climate crisis is crucial to ensure humanity’s future wellbeing.

Диахронный анализ философского термина “mōrālitās”

The paper explores the origin and semantic derivation of Latin philosophic term “mōrālitās” (“morality”), keeping in mind its generalizing and object-giving function in modern moral philosophy, which is obvious in its derivates in European languages. The semantic derivation of “mōrālitās” is being examined by means of comparative analysis of lexicographical data in three dictionary groups: that of the Late Latin (when the word “mōrālitās” first occurs), of the Medieval Latin (when it enters philosophical lexicon) and that of Early Modern Latin (when the term became widespread and got its modern meaning). To cover the lack of lexicographical information in the latter two groups of dictionaries the study uses Google Books full-text search, which statistically proves, that the term gained popularity only in the first half of 17th century and also gives important clues on the development of its meaning in late scholasticism. In conclusion, it is stated, that semantic derivation of the term in Late, Medieval and Early Modern Latin shares the same common guidelines, namely steady synonymic ties with emerging substantive forms of the adjective “mōrālis” (moral) and term phrases, formed with “mōrālis” and “mōs” (habit, custom). As a result of such a derivation “mōrālitās” came to be highly polysemic term, denoting the very quality of the free and conscious action, its moral worth and the rules to estimate the worth, and the philosophical discipline for doing that, and the subject of this discipline in the same time.

Physical Education and Embodied Learning: A Review

Recent neuroscientific research highlighted interesting interactions between superior cognitive functions and the sensorimotor system. Overcoming the traditional views of the philosophy of mind and cognitive sciences, current empirical evidence shows that bodily states are the basis of information processing and that incarnation contributes to various aspects of mental phenomena. Starting from this theoretical framework, the purpose of this contribution is to outline, through exposure to the most significant discoveries in the world of neuroscience, the importance of Embodied Cognition as an emerging vision that considers the cognitive processes deeply rooted in the interaction of the body with the world. After careful selection and analysis of studies on neuroscience applied to teaching, the study focused on those who experienced in the school context embodied-teaching approaches aiming to promote transversal learning through movement and corporeality in action and interaction. The analysis highlights the strengths and critical points of the studies implemented in recent decades that focus on the integration and transversality of the body in learning. This is to understand whether embodied learning environments involving all spheres of personality can foster perception, knowledge, and conscious action in teaching and learning processes. An important result from the overview is the potential of theory in different educational environments and disciplines. The contemporary theoretical framework highlights the great potential of corporeality and physical education as actors in learning, but at the same time place in the foreground the need to experiment and disseminate new teaching approaches and perspectives.

The shift from quantitative to qualitative thinking-problems and prospects as viewed from Husserl's and Hegel's philosophy.

This article contrasts the views of the philosophers Husserl and Hegel on quantification in science and compares their proposals for conducting rigorous qualitative research. Both deem quantification integral to science, but furthermore proposed methodologies to investigate qualitative necessities achieved by a shift in conscious activity and awareness. However, their methodologies differ significantly. While Husserl rejects idealization and instead proposes intuitive means to ideate qualitative essential relations, Hegel suggests idealizing less one-sidedly, namely, qualitatively over and above quantitatively. The article first examines how quantification is achieved and how it contrasts with measuring. This contrast reveals that measuring implies knowledge of qualities. These qualities, however, thus far remain oddly external to the mathematical relations linking the various established equations. The article then follows Husserl's reconstruction of the development of science to illustrate the dismissal of many experiential qualities and how philosophy further amplified skepticism about science on qualities. Husserl's notion of the life-world and the method of eidetic variation are then introduced as means to counterbalance mathematical proceedings in science. However, this method reveals both eidetic qualitative structures and psychical structures without being able to distinguish between them. It is thus susceptible to idiosyncratic, traditional, and cultural biases. Subsequently, Hegel's description of the shift in conscious experience that sets qualitative from quantitative thinking apart is introduced. This shift may overcome the biases, but it faces skepticism that calls for further investigation of the experience of different kinds of thinking.

Evaluation of consciousness rehabilitation via neuroimaging methods.

Accurate evaluation of patients with disorders of consciousness (DoC) is crucial for personalized treatment. However, misdiagnosis remains a serious issue. Neuroimaging methods could observe the conscious activity in patients who have no evidence of consciousness in behavior, and provide objective and quantitative indexes to assist doctors in their diagnosis. In the review, we discussed the current research based on the evaluation of consciousness rehabilitation after DoC using EEG, fMRI, PET, and fNIRS, as well as the advantages and limitations of each method. Nowadays single-modal neuroimaging can no longer meet the researchers` demand. Considering both spatial and temporal resolution, recent studies have attempted to focus on the multi-modal method which can enhance the capability of neuroimaging methods in the evaluation of DoC. As neuroimaging devices become wireless, integrated, and portable, multi-modal neuroimaging methods will drive new advancements in brain science research.

Effects of conscious connected breathing on cortical brain activity, mood and state of consciousness in healthy adults

Breathwork as a means of inducing non-ordinary states of consciousness is gaining traction as a potential therapeutic modality. We examined the effects of breathwork (in the form of connected breathing) on electroencephalography (EEG) and mood in 20 healthy participants (aged between 23 and 39 years (female = 11, Mage = 29). In addition, to compare with other means of inducing non-ordinary states of consciousness, we assessed the subjective effects of breathwork using the 11 Dimension Altered State of Consciousness questionnaire. EEG spectral power analysis of eyes closed rest recordings before and after the breathwork session showed a decrease in delta (1–4 Hz) and theta (4–8 Hz) frequencies in frontotemporal and parietal regions, respectively no changes were seen in Alpha (9–12 Hz) and Beta (12–30 Hz) bands. However, after decomposing the beta waves in Beta 1 (12–15 Hz), Beta 2 (15–20 Hz), Beta 3 (20–30 Hz), decreases in power were observed across Beta1 and Beta 2 in parietotemporal regions. Notably, the spectral power in gamma increased in experienced practitioners. Scores on the Profile of Mood States questionnaire showed a reduction in negative affect (anger, tension, confusion, and depression) and an increase in esteem. Scores on the 11D-ASC scale indicated that subjective experiences during breathwork were similar to those after medium to high doses of psilocybin, suggesting the occurrence of experiences of mystical quality. Present results indicate that breathwork changes brain activity and mood, and induces mystical experiences. These results are promising and suggest that such techniques could be useful to improve mental well-being.

Anna-Teresa Tymieniecka’s Proposition of the New Critique of Reason. Imagination–Creativity–Freedom

Phenomenology is one of the main currents of modern philosophy. Philosophers most often understand it from the perspective of Edmund Husserl’s (1859–1938) phenomenology as a concept of cognition and a method of viewing and describing what is directly given, i.e. a phenomenon. In addition, phenomenology is the fundamental science – prima philosophia that determines what and how is directly given. Roman Ingarden (1893–1970), a student of E. Husserl, was the first thinker in Poland who practiced philosophy in a phenomenological way. R. Ingarden contributed to the dissemination of Husserl’s phenomenology in Poland and became an outstanding phenomenologist who developed an original phenomenological path proposing a creative reception of his teacher’s thoughts between World Wars II and I. Inagrden’s phenomenological path was different from Husserl’s. While Husserl developed a transcendental-idealistic form of phenomenology, Ingarden did not wholly abandon the transcendental path but went toward realism. The Polish phenomenologist did not want to question his master’s concept of the transcendental Self but only wanted to find a place for this Self in the real world. Polish thinkers who further deepened the creative reception of Husserl’s phenomenology have always gathered around Ingarden. One such person was Anna-Teresa Tymieniecka (1923–2014). Their professor-student meeting occurred at the Jagiellonian University in Krakow just after the end of World War II. Husserl’s phenomenology inspired A.-T. Tymieniecka, but this was phenomenology understood by Ingarden, taking into account the realism of the world and the entire sphere of empiricism. We can assume that the scholar’s meeting with Ingarden allowed Tymieniecka to develop her phenomenological concept, which she called the concept of the phenomenology of life and the human creative condition. It is a phenomenology that rejects idealism and chooses the realism of the world and life in the cosmic dimension. The human being here is a living entity whose life is anchored in nature but ultimately evolves and develops in culture through scientific and technological activities. In this cosmological and dynamically changing perspective, the source experience of the subject – a living being – becomes the experience of being alive and living in the unity-of-erything-there-is-alive. Therefore, Tymieniecka rejected the primordial nature of the cognitive-constitutive act of the pure consciousness, which we deal with in classical phenomenology, favouring a creative act founded in man’s creative imagination and only secondarily reflected in the cognitive act. The Polish philosopher believed that only in such a case is there a possibility of freedom in the human world of life and, thus – authentic self-realisation and self-interpretation of man in existence.

Educational procedures guided by emancipatory principles for education on soils in higher education: A proposal

ABSTRACT The traditional paradigm of education, although outdated, still supports Soil Educational procedures in several Brazilian universities. However, the strategic documents of these institutions (Institutional Development Plan-IDP, Institutional Political Project-IPP and Pedagogical Projects of Courses-PPC's) support a critical vision of education, which converges with the emancipatory paradigm and with the purpose of Soil Education (SE), which is the formation and transformation of subjects for conscious actions in reality. To overcome this problem, we propose educational procedures guided by emancipatory principles for two disciplines related to the subject of soils in Higher Education (HE) in a traditional paradigm structure, with the objective of meeting the conception of education supported in the strategic documents of a Brazilian public university and achieving the purpose of SE. A bibliographical research and documental analysis of the strategic documents were carried out to form a theoretical and methodological base. In addition, emancipatory principles were considered in the elements that made up the educational procedures in SE. The proposal was analyzed and discussed based on the behavior of these principles in the structure of the disciplines. To verify how the proposal articulates with the conception of education defended by the university, the analysis started from the didactic-pedagogical aspects expressed in the IDP, IPP, PPC's and Teaching Plans of the disciplines involved in the research. We emphasize that it was possible to propose and apply educational procedures on soils with emancipatory principles within a traditional paradigm structure. Some principles were considered in essence, while others could not be considered or were only partially considered, showing that the traditional paradigm limits principles that go against its foundations. The proposal responded more to the concept of critical education defended in the strategic documents than the Soil Educational procedures with traditional principles elaborated and used by professors, since the proposal considered the student’s protagonism, the constitution of their autonomy, knowledge as relational, research as an educational principle, interculturality and procedural and continuous evaluation. On the other hand, procedures with traditional principles considered students as passive subjects, knowledge was seen as fragmented and their approach was made in an authoritarian way, disregarding students’ knowledge and the evaluation was quantitative. Furthermore, the convergence of educational intentionality between Education in Soils and education with emancipatory principles allows us to state that the emancipatory paradigm was an alternative to achieve the educational and formative purpose in educational processes on soils.

I’ll Be Your Mirror: Emma Wolukau-Wanambwa’s Science Fiction of Truth

Euro-modern colonisation produced many truths, which, despite having been recognised as false information, continue to shape the social order of today. Artist Emma Wolukau-Wanambwa’s lifelong quest was to build a subjective artistic relationship with the physical traces of colonial disinformation, which still resonate in Ugandan art education. But sometimes it is impossible to make clean separations. The post-conceptual practice of the British–Ugandan artist Wolukau-Wanambwa challenges and subverts the experience of complex contemporary social realities which were triggered by colonialism. Her artistic stress test exposes the instability of facts and the liquid ambiguity of archived information. This article explores the artist’s conscious and radical act of subjective entanglement with her research. The visual and textual analysis of her works’ conceptual layering unlocks politically charged archival truths to release new fictions for the future.

DYRK1B haploinsufficiency in a Holstein cattle with epilepsy.

In this study, epilepsy with focal seizures progressing to generalized seizures was diagnosed in a 6-month-old Holstein heifer. The seizures were characterized by a brief pre-ictal phase with depression and vocalization. During the ictal phase eyelid spasms, tongue contractions, nodding and abundant salivation were observed, rapidly followed by a convulsive phase with bilateral tonic, clonic or tonic-clonic activity and loss of consciousness. Finally, during the postictal phase the heifer was obtunded and disorientated, unable to perceive obstacles and hypermetric, and pressed its head against objects. In the inter-seizure phase, the heifer was clinically normal. Neuropathology revealed axonal degeneration in the brainstem and diffuse astrocytic hypertrophic gliosis. Whole genome sequencing of the affected heifer identified a private heterozygous splice-site variant in DYRK1B (NM_001081515.1: c.-101-1G>A), most likely resulting in haploinsufficiency owing to loss-of-function. This represents a report of a DYRK1B-associated disease in cattle and adds DYRK1B to the candidate genes for epilepsy.