Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.
Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
James E. Zull was Professor of Biology and of Biochemistry, and Director of The University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University. After 25 years of research on cell-cell communication, protein folding, cell membranes, and biosensors, he turned his interest toward understanding how brain research can inform teaching. Building on his background in cell-cell communication, his experience with human learning and teaching at UCITE, and drawing on the increasing knowledge about the human brain, led to writing his acclaimed first book, The Art of Changing the Brain.We deeply mourn the loss of author, teacher, and friend James E. Zull¿.¿Deceased October 2019.
Inhaltsangabe
INTRODUCTION A new perspective, some struggles, and a hope 1. THE SWEET EDGE Learning is physical-we can understand! PART I: FOUNDATIONS 2. WHERE WE OUGHT TO BE The natural relationship between brain structure and learning 3. HOLDING A JUST BALANCE Brain connections that change data into knowledge 4. OUR TRADE AND OUR ART Evolution of the brain and motivation of the learner 5. A FEELING OF THIS BUSINESS In the business of reason and memory, feelings count SUMMARY OF PART I PART II: KNOWLEDGE, NEURONAL NETWORKS, CHANGE, AND RECOMMENDATIONS FOR THE TEACHER 6. WHAT WE ALREADY KNOW To begin, find out about existing neuron networks 7. ONLY CONNECT! How teachers can change neuronal networks SUMMARY OF PART II PART III: USING MORE OF THE CEREBRAL CORTEX TO DEEPEN LEARNING 8. SENSE LUSCIOUS Using the power of the sensory brain to help people learn 9. WAITING FOR UNITY Helping people comprehend their experience 10. THE COURAGEOUS LEAP Creating knowledge by using the integrative frontal cortex 11. TEST BY TRIAL Using the motor brain to close the loop of learning 12. WE DID THIS OURSELVES Changing the brain through effective use of emotion SUMMARY OF PART III EPILOGUE
INTRODUCTION A new perspective, some struggles, and a hope 1. THE SWEET EDGE Learning is physical-we can understand! PART I: FOUNDATIONS 2. WHERE WE OUGHT TO BE The natural relationship between brain structure and learning 3. HOLDING A JUST BALANCE Brain connections that change data into knowledge 4. OUR TRADE AND OUR ART Evolution of the brain and motivation of the learner 5. A FEELING OF THIS BUSINESS In the business of reason and memory, feelings count SUMMARY OF PART I PART II: KNOWLEDGE, NEURONAL NETWORKS, CHANGE, AND RECOMMENDATIONS FOR THE TEACHER 6. WHAT WE ALREADY KNOW To begin, find out about existing neuron networks 7. ONLY CONNECT! How teachers can change neuronal networks SUMMARY OF PART II PART III: USING MORE OF THE CEREBRAL CORTEX TO DEEPEN LEARNING 8. SENSE LUSCIOUS Using the power of the sensory brain to help people learn 9. WAITING FOR UNITY Helping people comprehend their experience 10. THE COURAGEOUS LEAP Creating knowledge by using the integrative frontal cortex 11. TEST BY TRIAL Using the motor brain to close the loop of learning 12. WE DID THIS OURSELVES Changing the brain through effective use of emotion SUMMARY OF PART III EPILOGUE
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