So far as we know, the brain is unlike any other structure in the universe, and perhaps only the vast complexity of the universe itself presents conceptual problems equally impenetrable. While much that is useful has been learned, the working of the brain remains elusive. (MT)

The need to combine the ideas behind the Age of Enlightenment with those behind the Age of Romanticism when educating an 2ndividual is discussed. (CK)

Cognitive neuroscience assumes that measurement of brain electrical activity should relate to cognition. Brain Electrical Activity Mapping (BEAM), a non-invasive technique, is used to record changes in activity from one brain area to another and is 80 to 90 percent successful in classifying subjects as dyslexic or normal. (MT)

Examines one type of knowledge not included in the original Taxonomy of Educational Objectives, metacognitive knowledge. Based on the work of Flavell, this paper identifies three types of metacognitive knowledge (strategic knowledge, knowledge of cognitive tasks, and self-knowledge). After discussing each of these, the paper focuses on…

Provides a theoretical overview of self-regulated learning, considering prospects of developing self-regulation within novice learners. The paper discusses students' self-regulation as a way to compensate for their individual differences in learning, defining the essential qualities of academic self-regulation, describing the structure and…

Behavioral approaches have never provided insight into the underlying cognitive processing differences which might help educators understand problem learners. Individuals do not receive information from the environment in the same fashion. There are significant processing and organizational differences between females and males, with learning…

When children enter school, their principal way of thinking is through talking aloud (rather than through internal verbalization), and they need to be encouraged in their use of language as they confront new academic problems. (JD)

A model of generative learning suggests teachers must be aware that students learn what they construct from teaching, not necessarily what teachers are teaching. The study of student thought processes upon a base of neural, cognitive and educational research leads to improved instruction and furthers the goal of universal education. (MT)

This article looks at the brain as it is used in learning, considers how a better understanding of the brain can be used in education, and discusses the emerging role of the neuroeducator, a person able to understand the concepts of both brain function and good teaching. (MT)

This article gives a brief historical account of the principal rationales of drama in education in England, pursuing the notion of distortion of the nature of drama itself. By looking at past mistakes, we may better assess the place of drama in today's curriculum. (MT)

Introduces an issue on promoting thinking via peer learning. Articles address decisions needed when using peer learning, focusing on who learns in a group, what changes in those interactions, and how to assess learning from peer interaction. Influences on peer learning are described (e.g., the anticipated nature of collaboration, the teacher's…

Relationships between structural, semantic, and verbal statements about art were investigated to observe the effect of verbalization on the art viewing process. Various studies are cited that give evidence that learning in the arts has psychomotor, affective, and cognitive aspects. (DF)

Examines the six categories that make up the cognitive process dimension of Bloom's Taxonomy Table, as well as the 19 specific cognitive processes that fit within them. After describing three learning outcomes, the paper focuses on retention versus transfer of learning and rote versus meaningful learning, discussing how teaching and assessment can…