Brain and Education course

Kwarlizzle's picture

A Defense of the Formal Education System (of sorts)

    This paper chronicles some epiphanies I have had concerning the formal education system. We have spoken in class several times of the need of formal education reform. We have detailed how insufficient the current system is in creating creative thinkers or even educated thinkers. We have spoken of how the system sets many people up for failure and disregards many other children whose minds work in ways different from the ones prized by our system. I wholeheartedly agree with all these sentiments, but as I think on them, my mind harkens back to two incidents: a conversation I had with my friend who attended school in Ghana and a book I read for pleasure.

Paul Grobstein's picture

Brain, Education, and Inquiry - Fall, 2010: Session 14E

Brain, Education, and Inquiry

Bryn Mawr College, Fall 2010

Session 14E

Facilitated by Amenah, skindeep

Emotions and Classroooms

 

 

 

 

Paul Grobstein's picture

Brain, Education, and Inquiry - Fall, 2010: Session 14B

Brain, Education, and Inquiry

Bryn Mawr College, Fall 2010

Session 14C

Facilitated by epeck, LizJ, bennett

Stereotypes and Stereotype Threat

 

 

 

Your continuing thoughts about this and its relation to the classroom in the forum below ....

 

 

Paul Grobstein's picture

Brain, Education, and Inquiry - Fall, 2010: Session 14A

Brain, Education, and Inquiry

Bryn Mawr College, Fall 2010

Session 14A

Facilitated by Abby EM

Carol Dweck's Mindsets and Consequences for Educators

Paul Grobstein's picture

Brain, Education, and Inquiry - Fall, 2010: Session 11B

Brain, Education, and Inquiry

Bryn Mawr College, Fall 2010

Session 13B

Facilitated by Evren

Athletics, Music, and Education

 

 

What role does repetition/practice play in the development of athletic, musical, dance skill/ability?

Paul Grobstein's picture

Brain, Education, and Inquiry - Fall, 2010: Session 11A

Brain, Education, and Inquiry

Bryn Mawr College, Fall 2010

Session 11A

Facilitated simonec, kwarlizzzie, eledford

The importance of creativity in the classroom

 

Kwarlizzle's picture

Legitimacy: the role and power of language in education

No man is an Island, entire of itself; every man is a piece of the continent, a part of the main
 – John Donne
All animals are equal, but some animals are more equal than others
 – George Orwell, Animal Farm.
       In this class and some of my other classes across many disciplines, we have had several discussions whose aims were to impress upon us the truth of John Donne’s assertion that “no man is an island,” that we do not exist in a vacuum.  Especially in this class, we are discovering that even within ourselves, we are not an Island, so to speak. Inside the brain, where the seat of our persons and our cognitive functions reside, we find that the way we perceive the world is an ongoing interaction between compartments of the brain that we have termed the “storyteller” and the “cognitive unconscious” (Grobstein). In addition, we are discovering that more than one ‘person’ exists within ourselves – we are a conglomerate of multiple personalities, each with their own distinct character.

Syndicate content
randomness