Brain-Based Education: What It Is and How to Implement It

Article Summary 

"A fresh look at brain-based education" is an article written by Erick Jensen. The author defines brain-based education as an active engagement of effective strategies founded on behavioral and learning principles acquired from neuroscience knowledge. Brain-based education entails identifying why a particular strategy may be more effective than another (Jensen, 2008). The science is anchored on what people know concerning the way the brain functions. The model used currently on brain-based education is quite interdisciplinary since it has originated from a continuously evolving set of disciplines. For instance, distinct journals on nature, neuroscience, and psychology all account for brain work. For example, psychiatry is today reinforced by the articles on Biological Psychiatry , while nutrition is effectively understood by applying concepts from Nutritional Neuroscience journals. 

Every human discipline including, sociology, nutrition, cognitive science, psychology, and psychiatry, are brain-based disciplines because the brain must be involved in their activities. Consequently, various school-related disciplines such as class grouping, architecture, assessments, mandated curriculum, and lunchroom foods are influenced by brain functions (Jensen, 2008). If a mismatch occurs between the brain and the school activities, something within the facility might suffer. Therefore, schools need to provide opportunities that can positively impact learners' brains. When educators make a good connection between students' brains and the school environment, they can develop choices that prioritize strategies and policies. 

Personal Reflection 

The information in the article is important. I agree that the knowledge on brain-based education helps educators make relevant choices that influence strategies to be taken in schools. Brain education can indeed help learners develop new cells that correlate with mood, memory, and learning. Educators should therefore regulate the growing process of the neurons by imposing good behaviors on students, including balanced nutrition and physical exercise. Also, teachers should be active in strengthening the prosocial environment for students because learners become affected by the nature of their scrounging. 

I also agree that chronic stress is a challenging problem in schools for both learners and teachers. Furthermore, the pathogenic stress may result in health complications, thus affecting students learning and behaviors. Having adequate knowledge of brain-based education can therefore help educators formulate strategies that can help eliminate the chronic stress issue. Subsequently, I concur with the opinion that physical exercise has a significant correlation with increased brain mass. In addition, the exercise helps learners to have good cognition, new neuron production, and mood stabilization. Lastly, it is also evident that undertaking aggressive behavioral therapies and stem cell implantation in brain-based learning can enhance the regulation and repair of mental disorders such as depression and anxiety. 

Article Critique 

Brain-based education is fundamentals for all educators. Erick Jensen understands the brain learning concept because of his educational achievement in the education and psychology fields. Jensen believes that the brain is involved in all disciplines outside and within a school environment. As a result, he proposes that educators implement a conducive learning environment for students, which constitutes good dieting, adequate physical exercise, and the incorporation of aggressive behavioral therapies. The author's information directly targets educators because he believes that if teachers establish the principles of brain-based education, learners can directly benefit by achieving cognitive development, adequate brain mass, and minim mental disorders. 

The knowledge presented by the author is valid. For instance, he has reinforced his research with other articles to validate that environment change people's brains. The author has linked various psychologists' works, including those of Mark Rosenzweig and Bill Greenough to prove the concept. He has also integrated the works of neuroscientists and architects to provide substantial knowledge on the principles of brain-based education. For instance, the use of the "The mission of the Academy of Neuroscience for Architecture" article in his research has helped promote and advance knowledge that links neuroscience research to an increasing comprehension of individual responses to the environment. The author has also provided a strong conclusion that summarizes the major brain-based education strategies. Lastly, Jensen has used various valid references, which has helped counteract some of the critics' points on brain-based learning. 

Reference 

Jensen, E. P. (2008). A fresh look at brain-based education. Phi Delta Kappan , 89(6), 408-417. https://doi.org/10.1177/003172170808900605