Learning
and the Brain: Myths and Realities
Sept. 15, 2000 - The Art Institute of Chicago
Syllabus (PDF)
As the fifth in a series of symposia focusing on the relationship among
learning, creativity and brain function, we focused on the myths and realities
which have emerged. Our series began in 1988 with Art and the Brain: A Symposium
and Art Exhibit, followed by Music and the Brain in 1992; Sports, Dance,
Movement and the Brain in 1995; Emotional Intelligence, Education, and the
Brain in 1997; and, to highlight the work of neuroscience at the beginning
of the new century, Learning and the Brain: Myths and Realities in 2000.
With the "Decade of the Brain" ending, we found ourselves inundated with
information about the practical application of research findings in neuroscience,
as reported in newspapers, magazines and books by a variety of authors.
The question was, how much of this information was accurate? Who was interpreting
it? Why? We have learned more about the brain during the last 20-30 years
than in all of human history. It was time to set the record straight with
frank discussions by the experts, of the myths and realities associated
with learning and the brain. This was the goal of the symposium. The purpose
was to present a program in which learning would occur in a public forum
among educators, scientists, parents, artists, health professionals, cultural
anthropologists, students, and the public. Through the exploration of the
many related issues, the audience had the opportunity to consider and integrate
the material for practical use in daily life, and particularly for the education
of children.
Lectures and panel discussions were designed for the educated public, specialists
and students.
Our keynote speaker, cognitive psychologist Dr. John T. Bruer, had summarized
the work of neuroscience and learning in his book The Myth of the First
Three Years: A New Understanding of Early Brain Development and Learning.
Endorsements of his work include the following:
"John Bruer offers a voice of sanity, common sense, and genuine
expertise to counter the latest dad from the witch doctors of child
development. Nothing is more important than understanding the growth
of children's minds, and Bruer insightfully reviews the state of the
art with admirable clarity, balance, intelligence, and humor. This is
an indispensable book for parents, professionals, and anyone else who
is interested in the fate of our children".
- Steven
Pinker, Director, Center for Cognitive Neuroscience,
Massachusetts
Institute of Technology
Author
of The Language Instinct and How the Mind Works
"A brilliant must-read book for anyone interested in the relationship
between science, journalism, and public policy."
- Jonathan
R. Cole, Provost and Dean of Faculties, Columbia University
"The outstanding book is essential reading not only because it tells
the truth about what neuroscience currently tells us, but also because
it shows how even well-intentioned scholars confuse what they want with
what actually is true. A true tour-de-force."
- Robert
J. Sternberg, IBM Professor of Psychology and Education,
Yale University
"John Bruer convincingly debunks current hype about brain research and
learning. His careful discussion and eminently sensible conclusions
should shame those who propose grandiose policies or issue dire warning
on the basis of scanty or ambiguous data".
- Howard
Gardner, Harvard University
Author of Frames of Mind: The Theory of Multiple Intelligences
Board
Advisor, The Foundation for Human Potential
John Bruer combines a clear, gracefully written critique of the science
cited to support the myth of infant determinism with a depth of wisdom
that parents should be able to use every day."
- Jerome
Kagan, Harvard University Author of Nature of the Child
"John Bruer does a masterful job in making accessible what truly is
and is not known about early brain development. In light of the current
hype of making "superbabies" and building better brains, Bruer's book
couldn't be more timely or important."
- Charles
A. Nelson, University of Minnesota
The guest faculty included: Drs. John T. Bruer, Antonio R. Damasio, Alison
Gopnik, William T. Greenough, Peter Huttenlocher, Jerre Levy and Charles
A. Nelson.
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