To be intelligent

What does it mean to be broadly intelligent? Our schools and communities need to develop this capacity in our young people as they face the complex challenges of life today. Research on the brain and its infinite complexity can help.

First published by the Association for Supervision and Curriculum Development, Alexandria Virginia in the March 1997 edition of Educational Leadership, and reprinted with approval.

Maximizing Learning: A Conversation with Renate Nummela Caine

This article first appeared in Educational Leadership, Vol 54, No 6 March 1997. ©1997, ASCD

Review: This is Biology

Review of This is Biology: The Science of the Living World, by Terry Ryan. Published by The Belknap Press of Harvard University Press. Cambridge, Massachusetts (1997).

Science and the Story that We Need

This article comes as close as anything I’ve read about the need to find a coherent life-philosophy which respects both scientific and spiritual ways of understanding. In attempting to answer the question, “education for what”, many people see the need for a resolution of such viewpoints. – John Abbott

Interview between Ted Marchese and John Abbott

John Abbott and Ted Marchese Appeared in the American Association of Higher Education Bulletin (1996).

Learning How to use the Brain

Paper presented at the “Brain Development in Young Children: New Frontiers for Research, Policy and Practice” Conference, Chicago, on June 13, 1996

Capacity, Capital and Calories

There’s an axiom popular among researchers: “The information you have is not what you want. The information you want is not what you need. The information you need is not what you can obtain,” Anyone who’s ever undertaken a study can attest to the validity of these observations.

What Should We Ask About Intelligence

Robert J. Sternberg is IBM Professor of Psychology and Education, Yale University. This article appeared in the Spring 1996 issue of The American Scholar, Vol. 65, No. 2. Copyright © 1996 by the author.

Recent Cognitive Science Developments Pose Major Educational Challenges

Dramatic advances in brain imaging and other research technologies are moving cognitive scientists towards an unprecedented view of our brain and its functions. This has led to an intense interest in the development of a comprehensive brain theory that will be of the scientific magnitude of E=MC2, in that it will spark a revolution in the cognitive sciences analogous to the revolution in physics that Einstein’s theories sparked. The theorist who develops the theory will immediately join the ranks of the great scientists.

Scientific Ideas and Education in the 21st Century

The dominant metaphor for nature and society during the 18th-20th centuries has been mechanical. Our schools today reflect a Newtonian, positivist world view.