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Essay / Research Paper Abstract
This 6 page paper addresses three specific aspects of education and learning: the notion of schools and brain compatibility; the role of emotions in learning; and a basic philosophy of learning. Bibliography lists 6 sources.
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6 pages (~225 words per page)
File: MH11_MHeducat.doc
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on different elements within the educational model. One of the primary challenges for educators in the modern day is to gain an understanding of the individual differences in cognitive
processing and the implications for curriculum development and for the teacher/student relationship (Herrold, 1989). The notion of brain-compatibility in the learning process and the link between elements of
the educational model have been supported by a number of theorists. Herrold (1989)argued that children must be allowed to learn in an educational setting that allows them to experience
learning, rather than just present information, and this defines the educational approach recognized as brain-compatibility. Children who are taught based on a variety of educational models that underscore learning
as an element of individual nature as well as cultural and social variables have a tendency to do better in traditional assessments and demonstrate a higher degree of applicable knowledge
than children who are taught in schools that "teach to the test" (Herrold, 1989). The concept of brain-compatibility in the educational model requires a recognition of some significant premises, including
the integration of at least one of the basic "research derived" compatibility concepts: 1. the brain is an organ of learning; 2. intelligence is a process derivative
from personal experience, including elements of culture; 3. the development of learning through the function of the brain is related to the brain as a device that seeks patterns and
assimilates what is experienced; 4. individuals learn relative to variant multiple intelligences; 5. the brain stores what it experiences and then recalls this information when it is needed
in order to respond to new experiences or initiate problem-solving; and 6. personality and emotions impact the way the brain perceives and integrates experiential relationships (Pedersen, 1997).
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