Learning and the Brain Conference
Cambridge, MA 2008
Teaching with the Adult Brain in Mind
Kathleen Taylor, Ph.D.
Annelee Lamoreaux, Ph.D.
Until recently, philosophy was the primary way to explain mind, anatomy and physiology to explain brain, and psychology to explain self. Now that new technologies enable study of the brains of living persons, these separate strands of inquiry have begun to intertwine. Current research has transformed not only what we know of brain architecture, but how aspects of brain function combine to create “affect” or “personality.” We are beginning to understand how self and mind are effects of brain and also how mind (thinking and learning) can, in turn, change brain and self.
Two areas of research have proven especially generative. Scientists are now able to explore cellular-level workings of the healthy, living brain. At the same time, educators and therapists offer ever-deeper insights into the meta-level mental processes associated with learning, solving problems, growth, and change. Even so, there has been a considerable gulf between our understanding of the brain at the cellular level and how it performs the higher psychological functions .
As adult educators, we have long been committed to learning that encourages adults to see themselves and the world around them in more complex ways. Our practice has therefore been based on teaching with development in mind. Given the emerging research, we are also considering how me might teach with the brain in mind.
This interactive workshop focuses on approaches to teaching and learning that accord with current research on how the adult brain changes as it learns. Participants will draw on observations of effective teaching practices as a springboard to understanding how learning can change not only what adults know but also how adults know.
Download the "Teaching with the Adult Brain in Mind" presentation (pdf).
Visit the Learning and the Brain Conference website.
