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Rather than thinking of the brain as a computer, cognitive scientists now utilize a far more flexible, biological analogy, where the brain is seen as a unique, ever-changing organism that grows and reshapes itself in response to use. In this article, John Abbott and Terence Ryan discuss how emerging brain research that supports constructivist learning collides head-on with many of our institutional arrangements for learning.
The article first appeared in the November 1999 issue of Educational Leadership. |
Adolescence appears to be a deep-seated biological adaptation that makes it essential for the young to go off...to prove themselves, so as to start a life of their own. As such, it is adolescence that drives human development. It is adolescence which forces individuals in every generation to think beyond their own self-imposed limitations.. Featured Video
Programs at Work
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