Abstract

This article argues that English faculty do not avail themselves sufficiently of research on cognition and learning in their classrooms or in their training of graduate students. The tenets of brain-based learning would enhance our ability to teach practical skills and to hone aesthetic appreciation, but most faculty and graduate students are not familiar with this research and do not incorporate it into their pedagogy.

Journal
Pedagogy
Published
2010-01-01
DOI
10.1215/15314200-2009-026
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Citation Context

Cited by in this index (3)

  1. Pedagogy
  2. Pedagogy
  3. Pedagogy

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