The second slippery aspect of the question do we know all of Reality refers to how we conceive knowledge. If knowledge is something conscious and mostly intellectual, then I don’t think we can know all of Reality, or even much of Reality.…
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Loading...In my last post, I said that networking is the lens through which I see most everything, or at least I try. I confess that I still have some old habits of mind, mostly that I’m unaware of, but when brought to mind, I do try to address them.…
(No Ratings Yet)Loading...In the last 5 chapters of his book The Art of Changing the Brain, Zull suggests the practical implications of neuroscience for the classroom, beginning with the use of sensory experience:
SENSE LUSCIOUS: Using the power of the sensory brain to help people learn – The brain is wired for sensory experience, and while sight is the most powerful of the senses for most people, sensory experience …
(No Ratings Yet)Loading...James Zull’s book The Art of Changing the Brain contends that neuroscience can guide our teaching practice by revealing to us how our brains actually learn. I think his insight is reliable, and I’m particularly satisfied that he views the brain as a complex, multi-scale network and learning as changing, extending, and strengthening the connections within those networks.…
(No Ratings Yet)Loading...James E. Zull’s book The Art of Changing the Brain makes a very useful connection between emotions and learning. Traditional education and scholarship has worked hard to minimize emotions within the Academy, and if Zull is correct, then this is most unfortunate.…
(No Ratings Yet)Loading...My good friend Bruce recommended that I read James E. Zull’s book The Art of Changing the Brain (2002), and I’m glad that I followed his advice. The book has some important implications for connectivist, rhizomatic thinking.
The first section of the book establishes a direct correlation between brain form and functions and teaching and learning.…
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