How we educate the brain matters

About the Book & Author •• Courses & Workshops •• Sample Syllabus •• Order Drawing/Writing •• Sample Drawing/Writing •• Drawing/Writing Bulletin Board •• 13 principles for brain-compatible teaching and parenting •• Terms and Powerful Ideas •• The Scribble Hypothesis - The Entire Paper •• The Scribble Hypothesis - Abstract with Research Questions •• Paper in progress: The abstract for the paper Infant Laughter, Toddlers' Scribbles and the Metaphorical Three Year old •• Scribbles: The missing link in a theory of human language in which mothers and children play major roles •• Scribbles: The Missing Link in a Bio-Evolutionary Theory of Human Language with Implications for Human Consciousness - Presented at poster session, "Towards a Science of Consciousness 2004" •• Speaking in Tongues, or Glossolalia, consciousness states, and the mind/body benefits of fluent spiritual speech: Extending the purpose of linguistic experience - To be presented at poster session, "Towards a Science of Consciousness 2006" •• A Theory of Marks and Mind: the effect of notational systems on hominid brain evolution and child development with an emphasis on exchanges between mothers and children •• Multiple Literacies •• Article: The Scribble Hypothesis - Invisible Brain Building •• Scribbling, Drawing, Reading and Writing. Are these skills connected? A Parent’s questions, a teacher’s answers •• Just for Parents •• New Standards for Students and Teachers •• The Thinking Child: A handbook for parents •• Research Questions by chapters, appended to the forthcoming book: The Scribble Hypothesis: How Marks Change Minds

How we educate the brain matters.Somewhere along the way, probably with the invention of the printing press, we lost the ability to integrate visual and verbal information. We start to teach to the text, using text. We taught writing apart from drawing and reading apart from writing. We never thought about connecting reading with drawing. A child who can talk about his or her drawing is reading.

When brains practice what they do best - integrated visual/verbal thinking - a chain of extraordinary mental events is set in motion. Drawing/Writing provides a program for this set of events. The invisible resutls of the Drawing/Writing program are more efficient brain connections. The visible results are focussed attention, self-direction, confidence, and effective visual and verbal skills.