With increasing numbers of students receiving gifted services every year, it is more important than ever to make certain we are meeting their unique learning needs in the classroom. Differentiated instruction for these learners must go beyond adjusting content levels, task complexity, or product choice--it must truly challenge and support learners…

The author's specialization as a Christian theologian is in the combined area of morality and spirituality. The focus of his teaching and research has been in the areas of bioethics; the theology of sexuality, marriage, and the family; and Christian spirituality. In his research he came across several authors who advocated some positions different…

Mind mapping, which challenges the right side of the brain, is recommended as a technique for designing classroom work and stimulating more effective and efficient comprehension. (MSE)

Just as the sixties were characterized by curriculum development that was influenced by cognitive psychologists, the seventies, said the author, will be highly influenced by neurophysiologists. Three areas were explored: 1) the differences in function of our rational versus intuitive minds, 2) the implications for cultural settings and school, and…

Explains why it is important for educators to learn about brain stage theory, which asserts that the brain grows in stages or spurts during which it is capable of learning at higher cognitive levels. (FL)

States that performance in the 3R's improves as the metaphoric and creative capacities are nurtured and that it is an act of prejudice to eliminate from curricula access routes to the metaphoric capacities of human thought. Makes the case for inviting the metaphoric modes of knowing into the basic curriculum as well as to ensure access to the arts…

Outlines research findings on enriched environment investigations on the development of the brain's neocortex. Although the research has been conducted on animal brains, researchers expect to find related patterns in plasticity in humans. The research is important to educators as it challenges them to define, create, and maintain an emotionally…

Presents both an argument and a suggestion for making the teaching of "thought" a visible and substantial component of the English curriculum. (Author/RK)

The authors argue that our schools fail to respond to the uniqueness of the human brain, its differential characteristics and its serious under-utilization. (Editor)

Discusses the difference between viewing music as a thing and as a process. Advocates conceptualizing music as a process of the mind. Offers a discussion of neurophilosophy as a means of focusing attention on the need for a revised epistemology of music and to highlight educators' responsibility for revamping the curriculum. (KO)

Describes some general methods of promoting creative thinking and learning that can be used to focus attention, increase depth of conceptualization, and make the curricular content relevant and enjoyable. (Author/RK)

Reviews research on the physiology of learning, suggesting the development of a new educational model consistent with natural brain development. Considers connected learning a physiological imperative. Discusses ways of using the Natural Human Learning Process (NHLP) in the classroom and the development of an NHLP curriculum unit. (27 citations)…

The split brain theory states that the right hemishpere of the brain controls intuitive, holistic, and simultaneous operations (such as creative imagining) and the left hemisphere controls linear, sequential, and verbal operations (such as reading and calculating). This booklet summarizes current brain research and examines its implications for…

A review is presented of research findings on the operation and functions of the two hemispheres of the brain. In tracing discoveries on hemispheric specialization (the left processing information objectively, linguistically, and linearly; the right, spacially, intuitively, and creatively) the importance of achieving a balance between the…

Research indicates that the brain grows in spurts occurring every two years or so and alternating with plateau periods in which the gains due to growth are consolidated. While the number of brain cells no longer increases after the age of about 18 months, substantial increases in the complexity of neural networks occur generally between the ages…