From faith traditions to modern neuroscience, the quest for knowledge is regarded as essential for both progress and well-being. With more than a third of the world's population suffering from neurological disorders such as Alzheimer's and Parkinson's disease, learning how to maintain brain health has never been more vital (GBD, 2016). Recent research has shown that the brain, once believed to stop developing with age, actually possesses a remarkable capacity to adapt and reorganize itself—a phenomenon known as brain plasticity (Maguire et al., 2000). While age and stress can impede this process, continuous learning has emerged as one of the most effective methods for improving brain function and delaying cognitive decline (Park & Bischof, 2013). In this article, we will look at the relationship between learning and brain plasticity through the prism of one of the divine names of God: “The Restorer” (al-Mueed). By investigating how mental challenges and lifelong learning might help heal and strengthen the brain, we may be able to counteract the consequences of neurodegenerative disorders.

The link between aging and brain deterioration

As people grow older, their risk of developing neurodegenerative disorders like Alzheimer's and Parkinson's disease increases considerably (Alzheimer’s Association, 2020). These conditions, which affect millions worldwide, are often associated with progressive brain deterioration. Alzheimer's is characterized by memory loss and cognitive deterioration, whereas Parkinson's largely affects movement and coordination (Jankovic, 2008).

Scientific studies indicate that the brain changes significantly with age. The brain's overall volume begins to shrink, especially in regions crucial for memory and learning (Raz et al., 2005). Neurons, the cells that transmit information in the brain, also shrink, as does the number of synapses, or connections between these neurons. These changes result in slower cognitive processing, memory loss, and decreased problem-solving ability.

The fundamental question, therefore, becomes: Can the brain's ability to expand and make new connections be repaired or strengthened in the face of aging? New research on brain plasticity reveals that with the correct inputs, particularly through continuous learning, the brain can adapt and function well into old age. This offers promising new avenues for improving brain health and combating neurodegenerative diseases.

What is brain plasticity?

Brain plasticity, or neuroplasticity, refers to the brain’s remarkable ability to reorganize and rewire itself (Kolb & Gibb, 2014). It enables the brain to form new synaptic connections throughout life, adjusting to learning, experiences, and even injury. One of the primary advantages of brain plasticity is the potential to reverse the detrimental effects of neurodegeneration. As neurons deteriorate due to aging or disorders such as Alzheimer's, the brain can partially compensate by strengthening existing connections or establishing new neural pathways. This technique can improve cognitive capacities such as memory, learning, and problem-solving. A powerful example of plasticity in action is the ability of an individual to regain movement after a stroke. By rerouting signals to undamaged areas of the brain, people can often regain lost functions and restore a sense of normalcy in their lives (Murphy & Corbett, 2009). This demonstrates the tremendous potential of the brain’s ability to rewire itself for treating neurodegenerative diseases.

Barriers to brain plasticity

While brain plasticity offers hope for cognitive recovery, several obstacles can impede this process. One major factor is stress, which has been shown to reduce neuroplasticity. Chronic stress triggers the release of cortisol, a hormone that damages neuronal connections and impairs the brain's ability to establish new ones. This can hinder cognitive flexibility, making it more difficult to acquire and adapt to new information. Another barrier is age and inactivity. The brain's plasticity decreases as we age, especially if we engage in less mental and physical exercise (Salthouse, 2009). Neurons shrink and synapses deteriorate, making it difficult for the brain to form new neural connections. This is why active learning and engagement are critical for preserving brain function as people age. Finally, as we age, the brain attempts to strike a balance between plasticity and stability. While some flexibility is required for adaptation, excess plasticity can lead to instability. Therefore, as we get older, the brain increasingly prioritizes stability, which can make it more difficult to recover lost functions.

Understanding neurodegeneration

Neurodegeneration refers to the progressive loss of neurons and the deterioration of brain functions, often seen in conditions like Alzheimer’s and Parkinson’s. This gradual decline in brain health leads to memory loss, cognitive impairment, and motor difficulties. This relates to brain plasticity, where evidence shows that maintaining mental activity plays a vital role in slowing down neurodegeneration (Kolb et al., 2010). Engaging in cognitively stimulating tasks can enhance plasticity, allowing the brain to form new pathways that compensate for lost functions. However, neurodegeneration presents significant challenges. Harmful cellular build-ups, such as amyloid plaques and tau tangles, disrupt communication between neurons and hinder the brain’s ability to function properly. These biological barriers make it more difficult to fully restore lost cognitive abilities.

How to enhance brain plasticity

Learning and plasticity share a directly proportional relationship, where engaging in repetitive, challenging learning activities strengthens brain plasticity by encouraging the formation of new synaptic connections. Studies show that complex learning tasks—like learning a new language, solving puzzles, or playing an instrument—can promote neuron survival and stimulate brain reorganization (Park & Bischof, 2013). This process is especially important for preventing cognitive decline in older individuals.

Studies have linked difficult mental tasks to improved brain function, as they force the brain to adapt and evolve. Researchers have found that seniors who regularly engage in learning activities show a reduced risk of developing neurodegenerative diseases. In practical terms, consistent mental stimulation through ongoing learning can be a powerful tool for preserving cognitive abilities as we age. Regularly practicing new skills, engaging in hobbies, and challenging oneself mentally can enhance brain plasticity, contributing to overall brain health.

Many faith traditions prescribe lifelong learning, which aligns with the concept of brain plasticity. Prophet Muhammad, peace be upon him, encouraged seeking knowledge from the cradle to the grave, reflecting the idea that our minds have the potential to learn, grow, and adapt throughout life. This constant pursuit of knowledge is not only a spiritual endeavor but also a scientifically supported method to maintain brain plasticity and cognitive function as we age. Viewed through the lens of neuroscience, seeking knowledge can be seen as a form of exercising the brain. Reading the scripture regularly, memorizing prayers, and engaging in contemplation continuously strengthen neural connections and enhance cognitive abilities. Research shows that lifelong cognitive activities, such as reading and memorization, build cognitive reserve and slow the progression of neurodegenerative diseases by reinforcing neural connections and preserving brain function (Wilson et al., 2013).

One of the beautiful names of God is "The Restorer," (al-Mueed). This name signifies God’s ability to bring life back to what was lost or broken, offering both physical and spiritual renewal. In the same way, brain plasticity mirrors this divine attribute, as the brain has an extraordinary capacity to reorganize and restore itself after injury or through consistent learning and mental activity. The concept of Al-Mueed not only speaks to physical restoration but also to the idea of spiritual renewal—just as faith offers believers the opportunity to return to a path of righteousness, repentance, and personal growth, brain plasticity offers the chance for cognitive recovery and adaptation. For instance, in cases of brain injury or degenerative conditions, neuroplasticity allows for the healing and rebuilding of cognitive functions, providing a second chance for the individual to regain what was lost. This parallel underscores a meaningful relationship between faith and science. Where Al-Mueed revives the soul, brain plasticity revives the mind, and both processes require continuous effort and faith. The path of seeking knowledge and engaging in prayer can be seen as acts of spiritual and cognitive restoration. These practices not only reinforce spiritual beliefs but also stimulate the brain, building new neural pathways and preserving mental acuity, especially as one ages. Just as the faithful believes that the soul can be rejuvenated through faith, repentance, and turning back to God, the brain too can experience renewal through learning and engagement.

In conclusion, understanding brain plasticity in conjunction with the teaching of faith traditions offers a valuable perspective on the significance of lifelong learning. By embracing the concept of “The Restorer” and consistently engaging in mental activities, we can foster cognitive resilience and promote better brain health, ultimately reducing the risk of neurodegenerative diseases. This not only strengthens the individual's cognitive capabilities but also reflects the belief that our pursuit of knowledge is a path to both intellectual and spiritual fulfilment.

References

• Alzheimer’s Association. (2020). 2020 Alzheimer's disease facts and figures. Alzheimer's & Dementia, 16(3), 391-460.
• GBD 2016 Neurology Collaborators. (2016). Global, regional, and national burden of neurological disorders 1990-2016: a systematic analysis for the Global Burden of Disease Study 2016. The Lancet Neurology, 17(11), 1224-1232.
• Jankovic, J. (2008). Parkinson's disease: clinical features and diagnosis. Journal of Neurology, 255(S5), 3-8.
• Kolb, B., & Gibb, R. (2014). Brain plasticity and behaviour. Nature Reviews Neuroscience, 15(12), 121-131.
• Maguire, E. A., et al. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences, 97(8), 4398-4403.
• Murphy, T. H., & Corbett, D. (2009). Plasticity during and after stroke: rehabilitation and the role of the growth factors. Neurobiology of Disease, 37(1), 157-167.
• Park, D. C., & Bischof, G. (2013). The aging mind: neuroplasticity in response to cognitive training. The Psychology of Learning and Motivation, 59, 23-59.
• Raz, N., et al. (2005). Age and sex differences in the development of the frontal lobes: a longitudinal MRI study. Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology, and Cognition, 12(1), 50-68.
• Salthouse, T. A. (2009). When does age-related cognitive decline begin? Neurobiology of Aging, 30(4), 507-514.
• Wilson, R. S., et al. (2013). Cognitive activity and cognitive decline in older persons. Neurology, 81(4), 337-343.