The Neuroscience of Joyful Education

In this article in Educational Leadership, neurologist and educator Judy Willis explains how brain research shows that engaging, relevant, and stress-reduced environments promote more effective learning and higher levels of cognition. Willis describes the techniques and biology involved in this field, including brain imaging, the role of the amygdala as a learning filter, and how the release of dopamine during exciting and interesting experiences supports memory and understanding. The implications for teaching include: make learning relevant and joyful, take breaks and reduce the stress level, and allow for independent learning and discovery.

Author: Judy Willis

Year: 2007

Links:

• The Neuroscience of Joyful Education (website) - http://www.ascd.org/publications/educational-leadership/summer07/vol64/num09/The-Neuroscience-of-Joyful-Education.aspx

Reference:
Willis, J. (2007). The Neuroscience of Joyful Education. Educational Leadership., ASCD. Volume 64.

Submitted by Dana Bennis on: Thursday, February 10, 2011 - 6:19 am

Tags for this entry:
neuroscience, self-direction, brain, joy in learning, relevance