The Physiology of Truth: Neuroscience and Human Knowledge
Jean-Pierre Changeux, 2004
To survive and thrive, humans must accurately assess and effectively respond to a variety of imminent and long-range dangers and opportunities. Our success as a species suggests that our imprecise brain has developed superior problem-solving capabilities. That we often make bad decisions suggests that although our cognitive abilities are excellent, they're not perfect.
Jean-Pierre Changeux is an internationally renowned neuroscientist who studies our subjective brain's search for objective truth. In this intriguing and informative book, he explains how the brain is organized into numerous specific but massively interconnected processing systems that can collectively resolve true/false issues (such as whether the earth is round or flat)—often overriding sensory limitations, emotional biases, and conventional wisdom in the process.
The best observable example of how our brain actually functions when it determines the truth of something is embodied in the scientific method and its built-in validation processes. What occurs in the cognitive resolution of an issue resembles the brainstorming-to-negotiation-to-agreement process that leads to a committee decision. Think of the committee members as separate brain systems. Ideas initially flow freely, but a decision typically emerges as information and opinions are evaluated and accepted or rejected. Both internal and external factors often influence the final cognitive or committee decision.
Changeux persuasively argues for an increased emphasis on scientific thought in school and society. He also argues that a free, collaborative society enhances our social brain's truth-seeking inclinations and efforts. Schools should thus explicitly teach collaborative skills and promote democratic values.
Together with related recent books by other renowned cognitive neuroscientists, The Physiology of Truth signals an exciting emerging era of discovery in which the cognitive neurosciences will increasingly shape education policy and practice.
Published by Harvard University Press, Cambridge, Massachusetts; 800-405-1619; www.hup.harvard.edu/contact.html. 336 pages. Price: $45 hardcover.
—Reviewed by Robert Sylwester, Emeritus Professor of Education, University of Oregon
Ethical Leadership
Robert J. Starratt, 2004
What is a school leader? What are the qualities that enable a leader to lead? Robert J. Starratt has thought a lot about those questions—and he wants readers to think about them, too.
The author's background in philosophy and theology is evident in his discussion of the three virtues he identifies as necessary to energize the work of school leaders: responsibility, authenticity, and presence. He describes the cultivation of each of these virtues and its potential effects on a school. He invites readers to explore the development of a principal struggling with high-stakes testing and education equity.
- Underneath the roles I play, who am I?
- What gives me my sense of inner authenticity?
- What persons, situations, or things do I give my full attention to on any given day? Why these and not others?
- In my work, what types of harm am I responsible for preventing?
- In my work, what am I responsible for promoting? How well do I do that?
Many weary educators probably think they don't have time for such soul-searching. But those who do accept Starratt's challenge to blend “human, professional, and civic concerns” into their approach to school leadership may find themselves tapping previously undiscovered sources of energy and vision for creating better schools.
Published by Jossey-Bass, San Francisco, California; 800-956-7739;www.josseybass.com. 158 pages. Price: $20 paperback.
Reviewed by Holly Highsmith Abrams, ASCD Staff, Program Development Work Group
