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The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning
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Price: $14.99
Price subject to change!
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Binding: Paperback
Dewey Decimal Number: 370.1523
EAN: 9781579220549
ISBN: 1579220541
Label: Stylus Publishing
Manufacturer: Stylus Publishing
Number Of Items: 1
Number Of Pages: 263
Publication Date: 2002-10-03
Publisher: Stylus Publishing
Studio: Stylus Publishing
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Customer reviews of The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning
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Customer Rating: 
Summary: Best book I've read yet on learning and the brain
Comment: I have read several books on learning and the brain, and this is currently the front runner. Zull does an excellent job of presenting the research in a way that captures his own journey as a student of brain-based teaching, and his insights are excellent. He's a very good story teller. I keep going back to the book and learning more. I have not read Sousa though, and I know he has been positively reviewed on this site. In any event, you won't regret buying this book.
Customer Rating:
Summary: Love it!
Comment: A great introduction to the brain, the mind, and neurobiology! I highly recommend this book.
Customer Rating: 
Summary: Okay, but nothing spectacular
Comment: Zull's writing style is a bit choppy, and though the book has some good information buried in it, I do not believe it was presented well. He makes many overarching statements and rarely succeeds in satisfying the reader with elaboration. While he is obviously a very intelligent person who understands his subject material, and I found myself looking forward to his anecdotes, I don't believe he connected the underlying neurological material to them nearly as well as I have seen other books do. For a work which seemed to promise a deeper look at neurological workings related to learning, I was largely disappointed, but that's not to say it isn't still worth a read.
Customer Rating:
Summary: The best book on educational neuroscience I've read!
Comment: For whatever it's worth, I just received my PhD in Educational Neuropsychology and have been looking closely to see what's recently been published in this nascent field. One key statement in my dissertation was a comment by a neuroscientist that teachers spend all day trying to change the brain while knowing practically nothing about it. Enter James Zull's excellent book.
There's not much available on brain-based learning, educational neuropsychology, neuroeducation--or whatever one chooses to call it--and what there is just doesn't quite cut it for educators--many of whom have at least some degree of technophobia. Neuroscience feels especially daunting and inaccessible to most educators. This book, on the other hand, leads teachers gently by the hand into what was formerly scary territory in a warm, non-threatening way.
After each neural function is described, Dr. Zull, (who I'm guessing wrote the book while on sabbatical at Harvard--specifically at their Center for the Mind, Brain, and Education), immediately discusses the implications that particular function has for teaching and learning. To his credit, he never loses sight of his primary audience--teachers.
The other excellent tactic he uses which is quite novel is to relate neuroscience findings to learning theory--specifically Kolb's. If anyone knows of any other neuroscientist who's done this, please leave a comment as I'd certainly like to know. This is currently a huge gap between neuroscience, cognitive psych, and education.
My only concern is that Dr. Zull may have sacrificed a bit of clarity in the effort to make a dense scientific subject accessible for a non-scientific (primarily) audience. I'd like to see some reviews of the book by other neuroscientists--many of whom are teachers (if in higher ed), themselves. Can we really talk meaningfully about the frontal and rear cortex? I've never heard that division before and would feel more secure with an explanation of which structures compose the front and rear and why this division can be made. Perhaps he's right but I'd like more evidence that this is not as overly simplistic as the "right-brain" and "left brain" divisions that so many non-scientists have glommed onto.
I am submitting an outline for a course in "brain-based learning" at a university and will propose using this book as the primary text. It's that good!
Customer Rating:
Summary: Animals with Human Intelligence
Comment: Alright, this was read for a class, which usually takes the romance out of a read, though I wouldn't have picked up this book initially except through strong-arming. I must say it's challenging and thought-provoking. Diving inside the brain and seeing the processess of how people perceive things and process information gives many "oh yeah" moments. There's spots of the whole evolutionary 'school of fish' ideas swimming around, but even if you're averse to this, other postulations are founded on their own merit. This book is like a good record that needs three or four listens for the brillance to take form. I suppose I should start the next read.
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Editorial Reviews:
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Neuroscience tells us that the products of the mind -- thought, emotions, artistic creation -- are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process. This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching. James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. "The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners.
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