A Conversation With Alison Gopnik

Most parents have, at one time or another, gazed lovingly at their newborn child and wondered whether someday their offspring would grow up to be the next Einstein or Newton. If Alison Gopnik were watching, she might suggest that the newborn in the bassinet doesn’t need to grow up. Perhaps they already think like a…

What is “Brain-Based Learning”?

The Organ of Learning To many, the term “brain-based learning” sounds redundant. Isn’t all learning and teaching brain-based? Advocates of brain-based teaching insist that there is a difference between “brain-compatible” education, and “brain-antagonistic” teaching practices and methods which can actually prevent learning. In his book, Human Brain and Human Learning (1983), Leslie Hart argues that…

Overview of Receptive Fields

A wonderful thing about the art of painting is its explorations of the relationship between form and meaning. Flowers painted by Georgia O’Keefe, for example, are detailed studies of one isolated object, and are deeply resonant with sensuality and strength. Monet’s water lilies, on the other hand, show the relationship between flowers and their environment…

A Conversation With Howard Gardner

Powerful ideas have universal impact. The concept of Multiple Intelligences, for example, started as a theory in the halls of Harvard University and has now grown to be one of the most influential movements in teaching practices in the 20th century. Instead of seeing the mind as possessing finite quantities of a substance known as…

A Conversation With Bruce McEwen

In the life cycle of an academic research scientist, developmental maturation usually consists of achieving a secure tenured position, establishing a productive lab, and becoming a respected member of the scientific community. Once this is achieved, most academic researchers busy themselves with worrying about their next grant application or find themselves drawn into the inevitable…