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• W2022998146 abstract "O NE OF THE MOST persuasive syntheses of educational ideas to date has been described by Hunt (1974) and his associates at the Ontario Institute for Studies in Education. While some of the findings of Hunt's group appear in general professional literature, they seem to have been overlooked by many educators. Embodied in the general description of Behavior-Person-Environment and Conceptual Systems Theory, the work incorporates significant findings of social scientists and psychologists. Hunt suggests that the minimum number of distinctions that must be included in studies involving psychology or education is three: the individual person (P), the environment (E), and the consequences of the interaction with the environment (B). A concrete example of the B-P-E paradigm may be illustrated by the conceptual levels matching model described by Hunt (1971) that proposes to coordinate learning styles with teaching styles. The basic principle is summarized by matching a person's learning style and conceptual level with characteristics of the environment, such as degree of structure employed by the teacher or curriculum. The conceptual levels theory is undergoing revision and continued empirical evaluation. The ideas are subject to examination in Hunt and Sullivan's text, Between Psychology and Education. While Hunt offers educators a synthesis of ideas, he does not discuss one aspect of Person; the biological basis of human learning and behavior. Neuro-scientists have proffered information that should generate questions for educators willing to consider information from neurological science. The ideas presented here are offered as points of debate which will hopefully stimulate questions from educational theorists, philosophers, researchers and practitioners. Since some of this material is now appearing in popular or lay literature, it is time it is discussed in an educational context. Robert Pirsig's (1974) book, Zen and the Art of Motorcycle Maintenance, may be a good beginning for educators seeking a philosophical treatise that may provide an underpinning for educational theory. The title suggests a dichotomy between rational, empirical, quantitative thought and thought which may be described as metaphorical or affective. Much of the logical/metaphorical discussion in Pirsig's fiction does have a basis in research. This was first revealed in 1952 when two University of Chicago researchers, Ronald Myers and Roger Sperry, reported that each hemisphere of the human cerebrum performs separate functions. Recently there have been additional reports which describe split brain relationships (Zaidel and Sperry 1973; Zaidel 1975). Robert Ornstein (1972) has summarized some additional findings that have serious implications for educators. It is now understood that the left hemisphere of the human brain is the site of logical, analytical, symbolic thought while the right hemisphere is responsible for metaphorical or intuitive thought. Since most contemporary curricula feature easily evaluated left hemisphere construction, it may be important to begin to consider curricula which require intuitive thinking. As Hart (1975) has suggested, educators need to remind themselves that many great advances in the human condition evolved long before the first grade was inscribed on a report card. At present few people are actively trying to create right hemisphere curricula. Robert Samples (1975) is notable among these. While the split-brain concept appears meaningful, additional information on the role of the brain in learning, knowing and behaving has reached the literature. Three areas of study seem particularly provocative. These include: (1) the center of human emotion-the limbic system; (2) brain rhythms; and (3) speculation about the molecular basis of learning. The findings of contemporary" @default.
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• W2022998146 date "1977-04-01" @default.
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• W2022998146 title "The Brain: Its Relationship to Learning, Emotional States, and Behavior" @default.
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• W2022998146 doi "https://doi.org/10.2307/4445884" @default.
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