The Unbreakable Brain Author Name: Will Mitchell Official Website: Like blacking out on where you put your keys and completely forgetting why you walked into a room.
Click here to find more articles of interest in the online publications archive! Bruer The "In Search of. Bruer points out, and the brain-based education literature is not the way to present the science of learning. We have almost survived the Decade of the Brain.
During the s, government agencies, foundations, and advocacy groups engaged in a highly successful effort to raise public awareness about advances in brain research.
Brain science became material for cover stories in our national newsmagazines. Increased public awareness raised educators' always simmering interest in the brain to the boiling point.
Over the past five years, there have been numerous books, conferences, and entire issues of education journals devoted to what has come to be called "brain-based education. They decry the "factory model of education," in which experts create knowledge, teachers disseminate it, and students are graded on how much of it they can absorb and retain.
Like many other educators, brain-based educators favor a constructivist, active learning model. Students should be actively engaged in learning and in guiding their own instruction.
Brain enthusiasts see neuroscience as perhaps the best weapon with which to destroy our outdated factory model.
To do so, they claim, teachers should create learning environments that are low in threat and high in challenge, and students should be actively engaged and immersed in complex experiences.
No reasonable parent or informed educator would take issue with these ideas. Indeed, if more schools taught for understanding and if more teachers had the resources to do so, our schools would be better learning environments. However, there is nothing new in this critique of traditional education.
It is based on a cognitive and constructivist model of learning that is firmly rooted in more than 30 years of psychological research. Whatever scientific evidence we have for or against the efficacy of such educational approaches can be found in any current textbook on educational psychology.
It comes from cognitive and developmental psychology; from the behavioral, not the biological, sciences; from our scientific understanding of the mind, not from our scientific understanding of the brain. To the extent that brain-based educators' recipe for school and classroom change is well grounded in this behavioral research, their message is valuable.
But to claim that these are "brain-based" findings is misleading. While we know a considerable amount from psychological research that is pertinent to teaching and learning, we know much less about how the brain functions and learns.
Psychologists were interested in our mental functions and capacities -- how we learn, remember, and think. Neuroscientists were interested in how the brain develops and functions. It was as if psychologists were interested only in our mental software and neuroscientists only in our neural hardware.
Deeply held theoretical assumptions in both fields supported a view that mind and brain could, and indeed should, be studied independently. It is only in the past 15 years or so that these theoretical barriers have fallen. Now scientists called cognitive neuroscientists are beginning to study how our neural hardware might run our mental software, how brain structures support mental functions, how our neural circuits enable us to think and learn.
This is an exciting and new scientific endeavor, but it is also a very young one. As a result we know relatively little about learning, thinking, and remembering at the level of brain areas, neural circuits, or synapses; we know very little about how the brain thinks, remembers, and learns.
But seductive appeal and a very limited brain science database are a dangerous combination. They make it relatively easy to formulate bold statements about brain science and education that are speculative at best and often far removed from neuroscientific fact.
Nonetheless, the allure of brain science ensures that these ideas will often find a substantial and accepting audience. As Joseph LeDoux, a leading authority on the neuroscience of emotion, cautioned educators at a brain and education conference, "These ideas are easy to sell to the public, but it is easy to take them beyond their actual basis in science.
Within the literature on the brain and education one finds, for example, that brain science supports Bloom's Taxonomy, Madeline Hunter's effective teaching, whole-language instruction, Vygotsky's theory of social learning, thematic instruction, portfolio assessment, and cooperative learning.
The difficulty is that the brain-based education literature is very much like a docudrama or an episode of "In Search of. Just where did the episode turn from archaeological fact to speculation or fantasy?• Children like to listen to the same books over and over. Why? Craig Ramey, quoted in “Inside the Brain” by Ronald Kotulak Notes from Bruce Perry * We are social animals.
We have no natural body armor to protect us. Our * The brain is not fully functional at birth;. (Inside the Brain[book],Ronald Kotulak, page ) How it transforms the cell EX-The partmutmorphs on the cell membrane detect an unusually small amount of nerve cells (almost any cell) so they send proteins and microtubules out that change cell structure / function of its cell to that of the lacking cell.
brain development is the book: Inside the Brain - Revolutionary Discoveries of How the Mind Works by Ronald Kotulak; Andrews and McMeel; Kotulak reports on research in brain development over the past 15 years.
The book should be available at bookstores and it. Get this from a library! Nao li da yue jin. [Ronald Kotulak; Yan Zhang]. Mar 13, · Human Mind News. Find breaking news, commentary, and archival information about Human Mind From The tribunedigital-chicagotribune.
Inside the Brain: Revolutionary Discoveries of How the Mind Works by Ronald Kotulak. Andrews McMeel Publishing. Paperback. POOR. Noticeably used book. Heavy wear to cover. Pages contain marginal notes, underlining, and or highlighting. Possible ex library copy, with all the markings/stickers of that library.
Accessories such as CD, codes, toys, and dust jackets may not be included.