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Download full textPelfrey, Patricia A. – Center for Studies in Higher Education, 2015
While British Romantic literature provides ample evidence of the pleasures of knowledge, it also reveals strong counter-evidence of its power to inflict a sense of intellectual impairment and diminution. This Romantic ambivalence sprang from a complex of ideas and anxieties about the potentially corrosive effects of certain kinds of education and…
Descriptors: English Literature, Self Concept, Educational Philosophy, Educational Attitudes
Direct linkMrazik, Martin; Dombrowski, Stefan C. – Roeper Review, 2010
Case studies of extremely gifted individuals often reveal unique patterns of intellectual precocity and associated abnormalities in development and behavior. This article begins with a review of current neurophysiological and neuroanatomical findings related to the gifted population. The bulk of scientific inquiries provide evidence of unique…
Descriptors: Gifted, Neurology, Brain, Neurological Organization
Peer reviewedGreenleaf, Robert K. – NASSP Bulletin, 1999
Debunks brain/education myths. The term "brain-based education" is redundant; learning is the brain's function. More brain cell connections do not equal more learning. There is no "critical period" for developing human brain capacity. All learning is emotional, and learning never ends. Tips for high-school teachers are…
Descriptors: Brain, Developmental Stages, Emotional Development, Experiential Learning
Lichten, William – Developmental Review, 2004
The law of intelligence is presented in test independent form. Mental abilities, physical brain size, and infant motor capacity follow the same law of growth from birth to adolescence. Mental growth is independent of race, "SES" or the Flynn effect. The vitality of the mental age scale calls for a reexamination of Wechsler's deviation IQ. This…
Descriptors: Intelligence, Cognitive Ability, Intelligence Quotient, Brain
Biller, Lowell W. – Streamlined Seminar, 1997
Recent research has revealed remarkable data about the intricacies of brain-based learning and the integration of this knowledge into the academic setting. Prudent educators can create a brain-friendly classroom by developing an emotionally and physically safe environment, using laughter and simple exercises to eliminate mental cobwebs, creating…
Descriptors: Administrator Responsibility, Brain, Classroom Environment, Elementary Secondary Education
Peer reviewedWolfe, Pat; Brandt, Ron – Educational Leadership, 1998
Discusses recent brain-research findings relevant for educators: the brain changes physiologically as a result of experience; IQ is not fixed at birth; some abilities are acquired more easily during certain windows of opportunity; and learning is strongly influenced by emotion. Environmental enrichment unmistakably influences the brain's growth…
Descriptors: Brain, Child Development, Classroom Environment, Curiosity
