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The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning
Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical in short, that thinking and learning are the products of a biological process.This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher."The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners.
263 pages, Kindle Edition
First published October 1, 2002
76 people are currently reading
2374 people want to read
About the author
James E. Zull
4 books15 followersProfessor of Biology
Professor of Biochemistry
Director of UCITE
Professor of Biochemistry
Director of UCITE
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Displaying 1 - 30 of 55 reviews
September 9, 2016
My take-away points:
- Learning is physical: “Any change in knowledge must come from some change in neural networks” (page 92).
- Deep learning happens through the cycle of sensory experience, reflection, abstraction and action. Therefore, students need time to think about and test ideas that they are learning.
- Dwelling on students' mistakes reinforces useless neural networks.
- “To survive we must be in control, or believe that we are. Wanting survival means wanting control” (page 49). Teachers should make sure that students are in control of their learning. Both rewards or punishments are unconsciously seen as a loss of control - “the brain sees through the extrinsic reward” (page 53).
- Students will remember what is relevant to their lives and not what a teacher says is relevant.
- “Reflection is searching for connections – literally!” (p.164). To build connections, use metaphors and analogies.
- Teachers cannot eradicate wrong ideas by simply stating they are wrong. Instead, teachers need to use students' prior knowledge as a starting point and a teaching tool.
- Learning is physical: “Any change in knowledge must come from some change in neural networks” (page 92).
- Deep learning happens through the cycle of sensory experience, reflection, abstraction and action. Therefore, students need time to think about and test ideas that they are learning.
- Dwelling on students' mistakes reinforces useless neural networks.
- “To survive we must be in control, or believe that we are. Wanting survival means wanting control” (page 49). Teachers should make sure that students are in control of their learning. Both rewards or punishments are unconsciously seen as a loss of control - “the brain sees through the extrinsic reward” (page 53).
- Students will remember what is relevant to their lives and not what a teacher says is relevant.
- “Reflection is searching for connections – literally!” (p.164). To build connections, use metaphors and analogies.
- Teachers cannot eradicate wrong ideas by simply stating they are wrong. Instead, teachers need to use students' prior knowledge as a starting point and a teaching tool.
March 30, 2014
This is an easy to read layout of the brain every teacher should read. Our brains are wired to learn in certain ways and taking advantage of the knowledge of how the brain really processes information is something every teacher should know. Lectures where students watch or listen to teachers will not result in long term learning. Active engagement that connects new learning to old is the only way anyone really learns new things. As we lose dentrites over time, we make new connections, thus becoming smarter with less! Zull's prose is easy to follow and as he approaches the subject as a teacher, he presents a case tailor made for educators. His points about active learning, using emotion, and letting the learner be in control are too oft forgotten by teachers trying to teach to upcoming tests, something that Zull says actually works against learning. I highly recommend this book for everyone who teaches, whether in a traditional classroom or working with adults in training situations. I also recommend it for everyone who wants to be a more effective learner.
May 6, 2016
I've been reading a lot of books about the cognitive science of learning. This was far from the best one. I found the neuroscience bits extremely hand-wavy and I didn't care too much for the writing style. On the plus side, a lot of the conclusions wind up being similar to other books on learning, which means it's not wrong, just stylistically not my thing. Instead of this, I recommend these books, which are practical and more readable by far:
* Make it stick: the science of successful learning / Brown and Roediger
* Design for how people learn / Julie Dirksen
* Badass: Making Users Awesome / Kathy Sierra
* Make it stick: the science of successful learning / Brown and Roediger
* Design for how people learn / Julie Dirksen
* Badass: Making Users Awesome / Kathy Sierra
February 17, 2012
Definitely not a "fun" read, but really inspiring. This book made brain research accessible and applied it to teaching. Really made me question many of the common methods used in education, and I am excited to make some big changes in my classroom because of this book!
December 28, 2018
Es un libro muy completo, claramente no es para neurocientíficos pero puede ser de gran utilidad para profesores y educadores.
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September 21, 2022Zull describes teachings as the art of creating the conditions that lead to change in a learner’s brain. Learning is thus the transformation of experiences, the process of changing data into knowing. Learners are taking knowledge from the past and applying it to the future, they are collecting outside information that is internalized to their thoughts and actions. This process takes the learner from a place of weakness to a status of independence. The teacher then plays the role of an accompanist to help the learner feel they are in control and gain the confidence of knowing. He suggests the deep learning cycle as the sequence of experience, reflection, abstraction and active testing. Zull’s work describes knowledge as connections in the physical networks of our brains, they are strong and do not vanish easily. In consequence, he highlights the importance of finding out what students believe and use it as a tool for teaching. He also relates how these connections are made and reinforced.
This entire review has been hidden because of spoilers.
December 22, 2022
Below is a scholarly academic review of The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning-the first book written by a scientist on the brain and education.
Review by:
Summer Raine Potter
Missouri University of Science and Technology, MS certificate program
Learning is biological. Could it be this simple? Zull argues why not, proposing that when doctors want to understand more about digestion, they study the digestive system; so, if educators want to understand more about learning, which takes place in the brain, they should study the brain. In The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning, James E. Zull states, “Learning is change…. because it is change in the brain. Thus, the art of teaching must be the art of changing the brain” (xiv). Even though Zull’s primary purpose is to show educators that they can use knowledge about the brain to enhance their pedagogical techniques, Zull welcomes all audiences to join the biological journey of humanism, as “life is learning; life is teaching” (p.1). With a lifetime of national and international professional contributions, over 60 peer-reviewed publications, and a decade of working with world-renowned educational theorist David Kolb, Zull artfully delivers the first book written by a practicing scientist on learning and the brain.
It is not out-of-the-ordinary to have a brilliant idea and want to act upon it; it is another to do it. There is no doubt that this masterpiece only materialized through the perfect storm of characteristics and life experiences of Zull himself: A professor of biology and biochemistry for 48 years with 25 years of neuroscience-related research, Zull professionally pivoted as the founding director of The University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University, unknowingly positioning himself to bridge the gap between neuroscience advancements and educational applications.
The Art of Changing the Brain is smartly weighted with a section dedicated to Zull’s painstaking journey, another functioning like a textbook, an epilogue, and the remainder equally divided between brain content and comprehensive supplements.
In the introduction, Zull insightfully informs readers of the difficulties of writing the book, even asking for forgiveness. I found this quite helpful as it answered my assumptions regarding what would be included, jargon, scope, and more. The introduction also establishes Zull’s professional credibility, highlighting years of brain and anatomy research and Zull’s “gap-filling” methodology. In every new neurological characteristic made known through imaging, Zull stopped and asked, “Is there anything here for the teacher?” (p. 5).
When working past cellular communication and psychology’s cognitive and personality theories, Zull found the connecting element that made this book possible in Kolb’s book, Experiential Learning. Kolb (1984) combined Dewey, Piaget, and Lewin’s development and learning contributions into a new “learning cycle,” arguing that deep learning comes through a sequence of experience, reflection, abstraction, and active testing. Where Zull’s world-renowned contribution comes into play is how he keenly recognized that the learning cycle comes from the structure of the brain, (p.13) a revelation that Zull refers to as “too pretty to be true” (p.14). “Concrete experience comes through the sensory cortex, reflective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the frontal integrative cortex, and active testing involves the motor brain” (p.19). In simple terms, this means by studying the brain, educators can revolutionize teaching; even realize a day when teaching may be defined as “the applied science of the brain” (p. 4).
Zull officially starts his book in the middle of chapter two. In part I (chapters 2–5), Zull makes educational theory “more real” (p. 248) by biologically showing how learning happens. In part II (chapters 6 and 7), Zull focuses on neuronal networks and their relationship to knowledge and learning, informing readers that prior knowledge is tangible as visible neuronal networks and how to apply such. Part III (chapters 8–12) revisits the five major parts of the cerebral cortex while examining emotion, the glue that holds the brain together and makes everything work more effectively.
Throughout the book, Zull entertains with delightful stories of his evolving teaching, punctuated with student personas and biologically based solutions. Speaking in plain language and including ample visual aids and summaries, Zull sequentially progresses from basic to complex concepts. Though comprehension was not a problem, the utility of progressional pictorial brain illustrations across each chapter may have enhanced readability.
The Art of Changing the Brain lives up to Zull’s claim of being a biological, enriching companion that substantiates and enhances the truths and best practices of what is known. Personally, I experienced this “enrichment” in the form of perspective. The student and teacher in me discovered that the pedagogical strategies I have been learning and practicing are remarkably, biologically rooted. Through knowing the order, locations, and brain functions that correlate with these best practices, I can make slight, yet extremely powerful tweaks that make all the difference. For example, understanding that prior knowledge exists as physical neuronal networks, that it takes much longer to create new knowledge fibers from nothing (see Helen Keller’s water miracle), and that existing fibers do not physically or conceptually go away easily with repeated instructor correction; with Zull’s help filling the gap of what to do with this biological knowledge, I now treat incorrect knowledge as merely incomplete knowledge (p.123). Accordingly, when teaching, I will assess what is known, latch on to what is given, and skillfully transform it into additional correct fibers that each learner’s brain will smartly file according to their individualized correlating existing knowledge. This biological understanding separates the roles of teacher and learner; because knowledge is neuronal networks, “it cannot be transferred from one brain to another” (p. 248) but artfully identified within each student and built upon.
As a technical communication graduate student, I see rhetorical theory in every page, from Zull’s ideology to delivery, the use of metaphors and stories, and in our biological coding. As a parent, professional photographer, coach, second language learner, and aspiring eco-therapist, I found enlightenment and practical applications in every area. While the book focuses on teaching, with surprisingly no mention of mental health (patients work to rewire their brains’ ‘once serving but now hurting survival networks’ to “normalize” themselves), Zull’s marrying of the concrete—science—with the mystical—how learning works—yields unlimited possibilities according to each reader’s existing knowledge and intrinsic curiosities. And perhaps most importantly, regardless of being published 20 years ago, the content appears sustainable, finding place in today’s publications.
The Art of Changing the Brain is the culmination of Zull’s life work and the first of its kind. With an initial but abandoned vision of “brilliance,” Zull realized his dream in bettering education, creating a work in which educators have proclaimed time and time again, “I am going to change how I teach. This was so useful!” (p. xvi). As humanity innately seeks to understand, a factual rather than a theoretical foundation of how we function enables us the ability to move beyond dependencies on authority (p. 44) to artistically create experiences and products without limitations, save our own.
Review by:
Summer Raine Potter
Missouri University of Science and Technology, MS certificate program
Learning is biological. Could it be this simple? Zull argues why not, proposing that when doctors want to understand more about digestion, they study the digestive system; so, if educators want to understand more about learning, which takes place in the brain, they should study the brain. In The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning, James E. Zull states, “Learning is change…. because it is change in the brain. Thus, the art of teaching must be the art of changing the brain” (xiv). Even though Zull’s primary purpose is to show educators that they can use knowledge about the brain to enhance their pedagogical techniques, Zull welcomes all audiences to join the biological journey of humanism, as “life is learning; life is teaching” (p.1). With a lifetime of national and international professional contributions, over 60 peer-reviewed publications, and a decade of working with world-renowned educational theorist David Kolb, Zull artfully delivers the first book written by a practicing scientist on learning and the brain.
It is not out-of-the-ordinary to have a brilliant idea and want to act upon it; it is another to do it. There is no doubt that this masterpiece only materialized through the perfect storm of characteristics and life experiences of Zull himself: A professor of biology and biochemistry for 48 years with 25 years of neuroscience-related research, Zull professionally pivoted as the founding director of The University Center for Innovation in Teaching and Education (UCITE) at Case Western Reserve University, unknowingly positioning himself to bridge the gap between neuroscience advancements and educational applications.
The Art of Changing the Brain is smartly weighted with a section dedicated to Zull’s painstaking journey, another functioning like a textbook, an epilogue, and the remainder equally divided between brain content and comprehensive supplements.
In the introduction, Zull insightfully informs readers of the difficulties of writing the book, even asking for forgiveness. I found this quite helpful as it answered my assumptions regarding what would be included, jargon, scope, and more. The introduction also establishes Zull’s professional credibility, highlighting years of brain and anatomy research and Zull’s “gap-filling” methodology. In every new neurological characteristic made known through imaging, Zull stopped and asked, “Is there anything here for the teacher?” (p. 5).
When working past cellular communication and psychology’s cognitive and personality theories, Zull found the connecting element that made this book possible in Kolb’s book, Experiential Learning. Kolb (1984) combined Dewey, Piaget, and Lewin’s development and learning contributions into a new “learning cycle,” arguing that deep learning comes through a sequence of experience, reflection, abstraction, and active testing. Where Zull’s world-renowned contribution comes into play is how he keenly recognized that the learning cycle comes from the structure of the brain, (p.13) a revelation that Zull refers to as “too pretty to be true” (p.14). “Concrete experience comes through the sensory cortex, reflective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the frontal integrative cortex, and active testing involves the motor brain” (p.19). In simple terms, this means by studying the brain, educators can revolutionize teaching; even realize a day when teaching may be defined as “the applied science of the brain” (p. 4).
Zull officially starts his book in the middle of chapter two. In part I (chapters 2–5), Zull makes educational theory “more real” (p. 248) by biologically showing how learning happens. In part II (chapters 6 and 7), Zull focuses on neuronal networks and their relationship to knowledge and learning, informing readers that prior knowledge is tangible as visible neuronal networks and how to apply such. Part III (chapters 8–12) revisits the five major parts of the cerebral cortex while examining emotion, the glue that holds the brain together and makes everything work more effectively.
Throughout the book, Zull entertains with delightful stories of his evolving teaching, punctuated with student personas and biologically based solutions. Speaking in plain language and including ample visual aids and summaries, Zull sequentially progresses from basic to complex concepts. Though comprehension was not a problem, the utility of progressional pictorial brain illustrations across each chapter may have enhanced readability.
The Art of Changing the Brain lives up to Zull’s claim of being a biological, enriching companion that substantiates and enhances the truths and best practices of what is known. Personally, I experienced this “enrichment” in the form of perspective. The student and teacher in me discovered that the pedagogical strategies I have been learning and practicing are remarkably, biologically rooted. Through knowing the order, locations, and brain functions that correlate with these best practices, I can make slight, yet extremely powerful tweaks that make all the difference. For example, understanding that prior knowledge exists as physical neuronal networks, that it takes much longer to create new knowledge fibers from nothing (see Helen Keller’s water miracle), and that existing fibers do not physically or conceptually go away easily with repeated instructor correction; with Zull’s help filling the gap of what to do with this biological knowledge, I now treat incorrect knowledge as merely incomplete knowledge (p.123). Accordingly, when teaching, I will assess what is known, latch on to what is given, and skillfully transform it into additional correct fibers that each learner’s brain will smartly file according to their individualized correlating existing knowledge. This biological understanding separates the roles of teacher and learner; because knowledge is neuronal networks, “it cannot be transferred from one brain to another” (p. 248) but artfully identified within each student and built upon.
As a technical communication graduate student, I see rhetorical theory in every page, from Zull’s ideology to delivery, the use of metaphors and stories, and in our biological coding. As a parent, professional photographer, coach, second language learner, and aspiring eco-therapist, I found enlightenment and practical applications in every area. While the book focuses on teaching, with surprisingly no mention of mental health (patients work to rewire their brains’ ‘once serving but now hurting survival networks’ to “normalize” themselves), Zull’s marrying of the concrete—science—with the mystical—how learning works—yields unlimited possibilities according to each reader’s existing knowledge and intrinsic curiosities. And perhaps most importantly, regardless of being published 20 years ago, the content appears sustainable, finding place in today’s publications.
The Art of Changing the Brain is the culmination of Zull’s life work and the first of its kind. With an initial but abandoned vision of “brilliance,” Zull realized his dream in bettering education, creating a work in which educators have proclaimed time and time again, “I am going to change how I teach. This was so useful!” (p. xvi). As humanity innately seeks to understand, a factual rather than a theoretical foundation of how we function enables us the ability to move beyond dependencies on authority (p. 44) to artistically create experiences and products without limitations, save our own.
November 30, 2020
Insight about the natural learning cycle and great analysis of brain biology of neural networks and changing thinking, the philosophy of education, and the practical aspects of teaching. When teachers or professional development leaders focus on the learners' emotions, past experience, feedback, and meaning, then great transformation in possible.
Recommended for everyone who teaches anyone! The author Zull has certainly changed my brain, and this book will hopefully do the same for many more educators also.
James Zull in an interview:
"Learning is critical at all ages, not only in the school environment. We have brains precisely in order to be able to learn, to adapt to new environments. This is essential throughout life, not just in school. We now know that every brain can change, at any age. There is really no upper limit on learning since the brain neurons seem to be capable of growing new connections whenever they are used repeatedly. I think all of us need to develop the capacity to self-motivate ourselves. One way to do that is to search for those meaningful contact points and bridges, between what we want to learn and what we already know. When we do so, we are cultivating our own neuronal networks. We become our own gardeners."
Recommended for everyone who teaches anyone! The author Zull has certainly changed my brain, and this book will hopefully do the same for many more educators also.
James Zull in an interview:
"Learning is critical at all ages, not only in the school environment. We have brains precisely in order to be able to learn, to adapt to new environments. This is essential throughout life, not just in school. We now know that every brain can change, at any age. There is really no upper limit on learning since the brain neurons seem to be capable of growing new connections whenever they are used repeatedly. I think all of us need to develop the capacity to self-motivate ourselves. One way to do that is to search for those meaningful contact points and bridges, between what we want to learn and what we already know. When we do so, we are cultivating our own neuronal networks. We become our own gardeners."
November 3, 2020
I debated whether to include this book. It filled up a large section of a commonplace book as it is full of valuable insights for teaching and learning. The writing can make it challenging to read at times. Every page has multiple explanation marks (yes that Is a big deal), several of the stories fall flat, and he often repeats information. While repeating information can reinforce learning, the manner it was completed in the book feels more redundant than educational. But, the information alone makes this book well worth the read.
"Learning depends on experience, but it also requires reflection, developing abstractions, and active testing of our abstractions."
"Our best chance to help another person learn is to find out what they want, what they care about."
"If we want to help people learn, we should not worry about how we can motivate them, but try to identify what already is motivating them."
"Our emotions influence our thinking more than our thinking influences our emotions."
"Everything that we are learning and have learned about the brain says that we must respect the uniqueness of the individual learner."
"Learning depends on experience, but it also requires reflection, developing abstractions, and active testing of our abstractions."
"Our best chance to help another person learn is to find out what they want, what they care about."
"If we want to help people learn, we should not worry about how we can motivate them, but try to identify what already is motivating them."
"Our emotions influence our thinking more than our thinking influences our emotions."
"Everything that we are learning and have learned about the brain says that we must respect the uniqueness of the individual learner."
Read
January 30, 2023read for class; i didn't enjoy this one. all of the useful information could have been a 10 page article, and the author's writing style is self important and patronizing, especially when using anecdotes that involve other people to illustrate a point. some of the anecdotes were also just.. bizarre.
March 21, 2024
I read this because my grand daughter has A-Typical Rett syndrome. I wanted to educate myself on how to better teach her. My take away, learning is up to the student not the teacher. One approach is Understanding neuronal networks and building on them. We are all different with so many different neuronal networks based on life's experiences. Great book!
December 2, 2021
I found it interesting from a neurobiology perspective but can see how it could be difficult for an average reader. I also felt the subchapters were disorganized. I really liked the theory of taking learning into action.
September 3, 2023
This had a lot of interesting information about how the brain physically works. The book isn't bad, it just didn't coincide with my expectations. I thought it was going to talk more about teaching methods and instead it had a lot of biology.
February 12, 2025
really cool concepts and important messages but the writing did not do it justice. overall message of how the learner is in control and how a teacher can support that, pulling neurological basis as evidence. but just felt like i was being yelled at by the writer??
April 16, 2024
Extremely valuable book, like an owner's manual for your mind. I'm recommending this to everyone.
June 21, 2025
Dr. Zull does an amazing job in this book of explaining how our brains learn in a way that is valuable to both teachers and learners.
June 23, 2011
Dr. Zull's book on learning is an interesting one. Coming from a biological perspective, Zull focuses on reconciling teaching methodology to the biology of learning. Zull's view espouses a pedagogical approach adapted to what he terms the 'learning cycle,' which consists of four ongoing stages of learning: concrete experience, reflective observation, abstract hypotheses, and active testing. Each stage has a biological underpinning, for which Zull relates relevant studies in neuroscience, and is reflective of natural human learning. For true learning to take place learners must progress through each stage successfully and deficits in learning arise by skipping over stages or failing to utilize a stage properly; to demonstrate this, Zull intersperses his dialog with anecdotal evidence from his own teaching experience as well as that of his colleagues.
A criticism of Zull's book might be that it lacks overt direction for particular teaching practices, focusing instead on abstract concepts as a necessary theoretical foundation for effective teaching (and, arguably, learning) to take place. Although there is some merit to this critique, it should become apparent to the reader that this lack of practical direction is, in large part, intentional by the author. Zull stresses that while teachers have an important role in the learning process, it is ultimately up to the student to determine whether learning will take place—the teacher can and should establish an environment that encourages learning to take place, but the path to learning must be taken up by the student. From this perspective, Zull's subtext becomes apparent: if his audience, likely teachers themselves, is to learn to improve their teaching, they must take up the role of student and embrace the path of learning for themselves. We can see, then, that Zull's approach follows the learning cycle he describes. First, the reader takes in information as a concrete experience. Second, he is encouraged to make reflective observations about what he has read. Third, the teacher should form abstract hypotheses about how he might incorporate what he has read and reflected upon into his own teaching. Fourth, the teacher should actively test those hypotheses he has developed in his own teaching; from whence he can make observations and receive feedback, providing the foundation for the cycle to repeat itself. In this, Zull hopes not only to offer a theoretical framework, but also to encourage his readers to use it for themselves.
At casual observation, the framework described in The Art of Changing the Brain is not entirely new or revolutionary; in fact, in reading the example above, it may seem overly simplistic. Zull, however, is aware of this point and stresses just how nuanced each phase of learning is, the biology behind it, and provides suggestions for how a teacher might go about better guiding students through the process. Zull frequently stresses that there is an art to the process of helping a student learn, but provides encouragement all the while. Furthermore, as the author admits in the introduction, the text walks a difficult line in appealing, and being approachable to, a wide range of teachers, thus making the neurological explanations at times overly simplified, and, perhaps, a little advanced at others, depending on the prior knowledge level of the reader.
In providing a theoretical framework for teaching and learning, Zull's book is effective; however, the strength of Zull's book is, in a way, also its weakness. Teachers who ascribe to Zull's theories of learning are likely to benefit greatly; having gained a greater understanding of the biological bases for learning in the body and brain, as well as what Zull suggests is required for making use of each, individual teachers should find success by integrating Zull's framework into their own practices. Teachers opposed to Zull's views, or, worse yet, teachers unwilling or unmotivated to change or adapt their practices, are unlikely to benefit at all—though the former, those opposed to the framework Zull describes, may still benefit learning by way of thoughtful refutation of Zull's claims. (Which, would, in a sense, prove Zull's point: that sensing, reflecting, forming abstract hypotheses, and actively testing are inherent to the learning process).
If one is disposed to think that teaching and learning is, in large part, deficient in American institutions, as I am, a theoretical paradigm shift geared toward individual, motivated teachers, is likely not enough to remedy the situation. Zull's framework is important, instructional, and useful; however, it is limited in its scope of application and, therefore, in its usefulness in addressing the greater problem. That said, for the books stated purpose, it works quite well and I highly recommend it.
A criticism of Zull's book might be that it lacks overt direction for particular teaching practices, focusing instead on abstract concepts as a necessary theoretical foundation for effective teaching (and, arguably, learning) to take place. Although there is some merit to this critique, it should become apparent to the reader that this lack of practical direction is, in large part, intentional by the author. Zull stresses that while teachers have an important role in the learning process, it is ultimately up to the student to determine whether learning will take place—the teacher can and should establish an environment that encourages learning to take place, but the path to learning must be taken up by the student. From this perspective, Zull's subtext becomes apparent: if his audience, likely teachers themselves, is to learn to improve their teaching, they must take up the role of student and embrace the path of learning for themselves. We can see, then, that Zull's approach follows the learning cycle he describes. First, the reader takes in information as a concrete experience. Second, he is encouraged to make reflective observations about what he has read. Third, the teacher should form abstract hypotheses about how he might incorporate what he has read and reflected upon into his own teaching. Fourth, the teacher should actively test those hypotheses he has developed in his own teaching; from whence he can make observations and receive feedback, providing the foundation for the cycle to repeat itself. In this, Zull hopes not only to offer a theoretical framework, but also to encourage his readers to use it for themselves.
At casual observation, the framework described in The Art of Changing the Brain is not entirely new or revolutionary; in fact, in reading the example above, it may seem overly simplistic. Zull, however, is aware of this point and stresses just how nuanced each phase of learning is, the biology behind it, and provides suggestions for how a teacher might go about better guiding students through the process. Zull frequently stresses that there is an art to the process of helping a student learn, but provides encouragement all the while. Furthermore, as the author admits in the introduction, the text walks a difficult line in appealing, and being approachable to, a wide range of teachers, thus making the neurological explanations at times overly simplified, and, perhaps, a little advanced at others, depending on the prior knowledge level of the reader.
In providing a theoretical framework for teaching and learning, Zull's book is effective; however, the strength of Zull's book is, in a way, also its weakness. Teachers who ascribe to Zull's theories of learning are likely to benefit greatly; having gained a greater understanding of the biological bases for learning in the body and brain, as well as what Zull suggests is required for making use of each, individual teachers should find success by integrating Zull's framework into their own practices. Teachers opposed to Zull's views, or, worse yet, teachers unwilling or unmotivated to change or adapt their practices, are unlikely to benefit at all—though the former, those opposed to the framework Zull describes, may still benefit learning by way of thoughtful refutation of Zull's claims. (Which, would, in a sense, prove Zull's point: that sensing, reflecting, forming abstract hypotheses, and actively testing are inherent to the learning process).
If one is disposed to think that teaching and learning is, in large part, deficient in American institutions, as I am, a theoretical paradigm shift geared toward individual, motivated teachers, is likely not enough to remedy the situation. Zull's framework is important, instructional, and useful; however, it is limited in its scope of application and, therefore, in its usefulness in addressing the greater problem. That said, for the books stated purpose, it works quite well and I highly recommend it.
September 13, 2013
"The Art of Changing the Brain" is a extrememly important book for those interested in teaching or learning. It begins with a fascinating comparison of brain activity and stages of learning - but if stuff about the brain isn't your thing, it is still an important book for all teachers and also very helpful for learners.
Zull begins by saying that "Teaching is the art of changing the brain." - namely the brains of your students. While this certainly should be true, a lot of professors have yet to learn this fact. For those professors and teachers, this book can change their lives and the lives of their students.
If you are not a teacher but you are a learner, you need to change that statement to "Learning is the art of changing your own brain." The usual learning method of "memorize and then forget everything soon after the last exam" is NOT learning and it will NOT change your brain.
Changing your brain involves making lasting connections between neurons,making these connections stronger, getting them to fire together more often. This will actually make those sections of your brain larger.
How do you do this? Instead of looking for important facts and memorizing them, students needs to get involved with what they are reading, ask questions and try to answer them. They need to analyze the material and decide what is important. They need to make connections between what they are learning and what they already know and also connect what they are learning to reaching their goals. This is real learning. This can change your brain. It can also change your life.
Zull begins by saying that "Teaching is the art of changing the brain." - namely the brains of your students. While this certainly should be true, a lot of professors have yet to learn this fact. For those professors and teachers, this book can change their lives and the lives of their students.
If you are not a teacher but you are a learner, you need to change that statement to "Learning is the art of changing your own brain." The usual learning method of "memorize and then forget everything soon after the last exam" is NOT learning and it will NOT change your brain.
Changing your brain involves making lasting connections between neurons,making these connections stronger, getting them to fire together more often. This will actually make those sections of your brain larger.
How do you do this? Instead of looking for important facts and memorizing them, students needs to get involved with what they are reading, ask questions and try to answer them. They need to analyze the material and decide what is important. They need to make connections between what they are learning and what they already know and also connect what they are learning to reaching their goals. This is real learning. This can change your brain. It can also change your life.
February 14, 2017
This is my favorite book about our brains. Zull is brilliant in taking a very large, hard to understand topic (the inner workings of our brains) and applying what we know to teaching children. It was a life changer when I read this book and I use it when I teach graduate classes on change.
April 22, 2011
James Zull takes readers deeply into the learner-centric world in this self-effacing and appealing approach to a highly technical subject, and he offers something for anyone interested in understanding how we learn. Those new to training-teaching-learning will find well written summaries of the elements of successful learning sprinkled throughout the book: knowing how to avoid overwhelming learners with too much information; understanding the importance of building on what learners already know; and helping them retain what is learned through emotional engagement, stories, and opportunities to reflect upon and apply what they have learned. More experienced trainer-teacher-learners will benefit from those summaries and from Zull’s explanations of how the human brain functions in the learning process. For those who are familiar with Cliff Atkinson’s "Beyond Bullet Points" and Daniel Pink’s "A Whole New Mind," the insights into how the brain works will deepen their appreciation for those writers’ work and suggest additional ways to incorporate Atkinson’s and Pink’s ideas into successful training-teaching-learning efforts.
June 4, 2012
The Art of Changing the Brain by James E. Zull (2002, Stylus Publishing) is subtitled “Enriching the Practice of Teaching by Exploring the Biology of the Brain” and I picked it up because of my new role as teacher to my homeschool aged son. As his primary teacher, I want insight and assistance in understanding how to teach. I was intrigued by Zull’s approach to teaching by examining how the brain works. Although The Art of Changing the Brain does get technical in places, in general, it is a fascinating look at how learning is a biological process.
By learning how the brain works, I feel I have a great understanding at why certain teaching methods work and why others may not. Professor Zull is a college-level biology teacher. As such, the book does seem geared toward teachers of older learners. However, as the teacher of an elementary aged child, I still found it helpful and enlightening. In fact, I loved reading it! I hope to be able to internalize the realities he discussed as I seek to help my young son learn.
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By learning how the brain works, I feel I have a great understanding at why certain teaching methods work and why others may not. Professor Zull is a college-level biology teacher. As such, the book does seem geared toward teachers of older learners. However, as the teacher of an elementary aged child, I still found it helpful and enlightening. In fact, I loved reading it! I hope to be able to internalize the realities he discussed as I seek to help my young son learn.
More on my blog
March 2, 2009
Biology professor at Case Western took a sabbatical to study at the Harvard Mind, Brain, and Education Program and then wrote this for teachers across all education levels. As parents, a large part of what we do is teaching, so I'm trying to understand it better... Zull's approach is based on the ideas of David Kolb, in a book called Experiential Learning. Kolb describes learning as a four-phase cycle of experience, reflection, abstraction, and active testing. Zull connects discoveries in neuroscience about brain activity to these phases, but in terms the general reader can understand. He also discusses motivation, working memory, executive memory, and emotion. Do students working on degrees in education and planning to teach in K-12 levels learn this stuff? Shouldn't they? A lot of public school K-12 classroom teaching seems based on the idea that teachers instruct and students remember. Like How People Learn it gives meaning to the buzzwords you encounter in discussions of 21st century skills.
Read
March 29, 2012This book is like a basketball game. The pace picks up in the second half and things become a lot more interesting (for me, who reads six pages at at time, anyway.)
In a nutshell, the author, a college professor at Case Western in Ohio, writes clearly and convincingly the need to engage the heart and emotional centres in the brain for deep learning and thinking to occur. We learn through all five senses, we learn in flux, not when things are static, we learn when we are motivated.
The different centres of the brain are described, explained and analyzed with reference to how thinking and active learning happens. Encouraging the learning process is a balance of challenge, support, and (dis)engagement.
For someone not trained professionally to teach, I would have to read the book again for the good professor's concepts to truly sink in.
This book has been informative and helpful in helping me understand how people truly learn and how to coach others through telling stories, peer interaction, reflection and asking people the right questions.
In a nutshell, the author, a college professor at Case Western in Ohio, writes clearly and convincingly the need to engage the heart and emotional centres in the brain for deep learning and thinking to occur. We learn through all five senses, we learn in flux, not when things are static, we learn when we are motivated.
The different centres of the brain are described, explained and analyzed with reference to how thinking and active learning happens. Encouraging the learning process is a balance of challenge, support, and (dis)engagement.
For someone not trained professionally to teach, I would have to read the book again for the good professor's concepts to truly sink in.
This book has been informative and helpful in helping me understand how people truly learn and how to coach others through telling stories, peer interaction, reflection and asking people the right questions.
March 7, 2009
This is a book I am reading as an assignment for school. (Yes, teachers have summer reading, too!). I have to admit, I am kind of fighting my way through it. I think when I get to Part II, which will talk about how to teach more effectively knowing how the brain works and learns, I will get more into this book. Right now, he's still talking about HOW the brain works, which is not only a little over my head at times, but kind of hard emotionally since my husband died of brain cancer. But I'm plowing through in hopes of getting some cool new teaching techniques before the book ends.
Update: No cool techniques. Very few, if any, practical applications. I wouldn't recommend it if that is what you are looking for.
Update: No cool techniques. Very few, if any, practical applications. I wouldn't recommend it if that is what you are looking for.
August 23, 2009
Start with where students are, use concrete examples and metaphors -- preferable ones that they construct -- and respect their own construction of knowledge, since that's how learning takes place. These suggestions aren't necessarily new -- I've heard them before -- but Zull ties them to recent research on the brain which provides an overall narrative of how learning physically takes place, which provides encouragement and a rationale for doing these practices. Very simply written, for a wide audience, with lots of examples of particular (often frustrating) students that any teacher will recognize and laugh ruefully about.
May 22, 2008
I am currently reading this book for school and I have to say that it is simply not that good. It's an interesting premise - how the brain changes with learning - but the author is too friendly with his readers and, quite frankly, over-simplifies his research and addresses his readers as if they are morons. I gave it two stars because of the topic, but he deserves 0 stars for his writing.
Update - I just realized that I never updated my review after I finished the book, but upon reading what I wrote I have realized that my first impression was totally accurate and I stand by it.
Update - I just realized that I never updated my review after I finished the book, but upon reading what I wrote I have realized that my first impression was totally accurate and I stand by it.
March 29, 2009
I discovered this book randomly at the Association of American Geographers conference exhibition in Las Vegas last week.
The author is a biologist at Case Western Reserve, and he talks about some of the basic neurobiological principles behind learning. He says that for those of us who teach, we can teach better by knowing something about how the brain works.
The author is a biologist at Case Western Reserve, and he talks about some of the basic neurobiological principles behind learning. He says that for those of us who teach, we can teach better by knowing something about how the brain works.
March 20, 2010
This book gives us so much more than the fact that the brain makes new neural connections when we learn. It is a great insight into understanding why different methods of teaching do or do not work based on the way our brain works. His use of stories are engaging as it brings a personal touch to his writing.
July 8, 2010
This book gives a whole to light to how we should think about learning. His down-to-earth approach certainly helps with understanding how the brain is important for learning. From personal experience, I have found these techniques to work. Applied correctly, it can certainly change a classroom for the better.
October 17, 2011
Zull does an excellent job making the biology of learning accessible to those without a strong science background. He explains how our brains are wired to learn, why teachers must teach to all parts of the learning cycle, and the role that emotion plays in motivation and learning. The book is well-written and full of great stories and ideas for classroom teachers. Highly recommended.
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