Is Neuroscience Relevant to Educators?
John Bruer, in "Brain Science, Brain Fiction" (Nov. 1998), is right to urge caution in applying brain research to education. We do not think his article contradicts ours, "What Do We Know from Brain Research?" in the same issue, but because some readers may see it that way, we would like to clarify any differences.
Our article summarizes Marian Diamond's research as "The brain changes physiologically as a result of experience." Bruer cites the work of William Greenough, who says that complex is a better word than Diamond's enriched to describe the kind of environment that produces brain growth.
We say, "IQ is not fixed at birth." In his discussion of complex environments, Bruer refers to synaptic densities rather than dendrites (which Diamond talks about) and warns that there is probably "no simple, direct relationship between synaptic densities and intelligence." Our point is that intelligence is, to some degree, alterable. Elsewhere, Bruer points out that the research we cite is cognitive research, not brain research. We think that both sources of knowledge are valuable and that they complement each other.
We say, "Some abilities are acquired more easily during certain sensitive periods." Bruer uses the narrower term critical periods. He advises that "critical periods are quite complex" and that "we have no reason to think that there are critical periods for the acquisition of culturally and socially transmitted skills, like reading, mathematics, or music." We want to point out that physical abilities and disabilities such as sight obviously affect school success. And the research on language learning is cer-tainly relevant to education.
We agree that the brain is complex and that our limited knowledge about it must not be interpreted simplistically. We agree that extravagant claims about supposed educational applications must be considered carefully and critically. We agree that the concept of enrichment is subject to cultural bias and must be translated cautiously. But we do not agree that neuroscience has little to offer educators. Instead, like Bruer, we think it is exciting to know that "the brain can reorganize itself for learning throughout our lifetimes."
—Pat Wolfe, Napa, California and Ron Brandt, Alexandria, Virginia
An OI for Teachers
Kim Chase, in "The Other Intelligences (Oy Vey!)" (Nov. 1998), has brought to light several unknown OIs that I can easily identify in my 5th grade students. Her informative article was one of the best I have read about these delightful, yet challenging, middle schoolers. Those of us who willingly choose to teach these children must have an unidentified OI of our own, one that our colleagues may see as some sort of disability.
—Michelle Enser, West Valley Central School, West Valley, New York
OIs North and South
From reading Kim Chase's insightful and humorous article, I realize that intelligences are the same in Vermont and Mississippi. For 21 years I have experienced the same situations in junior high students and believe as Chase does that these are real intelligences.
One thing bothers me, though. My students have graduated from pea-shooters and spitballs to staples shot with pencils. Are they more advanced or lacking in their OI 6? I'm looking forward to sharing the article with fellow teachers; heaven knows, we need a good chuckle.
—Frances Rome, Ed Mayo Junior High School, Moss Point, Mississippi
Brain Boilers
The November issue stimulated my brain, but the remarkable juxtaposition of two articles made my emotions boil. Sharon Sweet's "A Lesson Learned" presented a practical application of Gardner's theory of multiple intelligences, one that I can use with my high school students. Carol Ann Tomlinson and Layne Kalbfleisch's "A Call for Differentiated Classrooms," however, is an all-too-common theoretical presentation: a list of 14 principles that I should implement with my 90 students in a three-period teaching schedule with 90-minute periods and 60 minutes to grade papers, plan, prepare, and collaborate, while I also attend to my students' emotional needs and prepare them for statewide assessments.
Will the theoreticians and administrators ever give teachers the most valuable resource of all—time—so that we can implement these wonderful theories?
—Diane Rein, Easton High School, Easton, Maryland
