The Brain-Friendly Museum proposes an innovative approach to experiencing and enjoying the museum environment in new ways, based on the systematic application of cognitive psychology and neuroscience. Providing practical guidance on navigating and thinking about museums in different ways, the book is designed to help develop more fulfilling visitor experiences. It explores our cognitive processes and emotions, and how they can be used to engage with and enjoy the museum environment, regardless of the visitor’s background, language, or culture. The book considers core cognitive processes, including memory, attention, and perception, and how they can successfully be applied to the museum environment, for example, in creating more effective displays. Using evidence-based examples throughout, the book advocates for a wellbeing approach improving visitor experience, and one that is grounded in research from psychology and neuroscience. This book is a must-read for all museum practitioners and psychologists interested in the relationship between cultural heritage, psychology, and neuroscience. It will also be of great interest to art therapists, neuroscientists, university students, museum stakeholders, and museum lovers.
This book delves into the significant and timely intersection of cultural heritage, neurodiversity, and smart museums, exploring how various immersive techniques can create more inclusive and engaging heritage experiences for neurodiverse audiences. By focusing on these three aspects, the book aims to contribute significantly to the fields of cultural heritage, neuro-inclusivity, and smart museums, offering practical solutions and examples for heritage professionals and researchers. The book highlights the importance of preserving and enhancing cultural heritage by incorporating immersive technologies and inclusive practices that cater to the needs of neurodiverse audiences. It emphasizes the need for museums and heritage sites to be more inclusive and accessible for neurodivergent individuals, showcasing best practices and innovative techniques to engage this audience effectively.
What makes one man a genius and another a criminal? Is there a physical explanation for these differences? For hundreds of years, scientists have been fascinated by this question. In Postcards from the Brain Museum, Brian Burrell relates the story of the first scientific attempts to locate the sources of both genius and depravity in the physical anatomy of the human brain. It describes the men who studied and collected special brains, the men who gave them up, and the sometimes cruel fate of the brains themselves. The fascination with elite brains was an aspect of the scientific mania for measurement that gripped the Western world in the mid-nineteenth century, along with a passionate interest in the biological basis of genius or exceptional talent. Many leading intellectuals and artists willed their brains to science, and the brains of notorious criminals were also collected by eager anatomists ghoulishly waiting in the execution chamber with a bag full of sharp metal tools. Focusing on the posthumous sagas of brains belonging to Byron, Whitman, Lenin, Einstein, the mathematician Carl Friedrich Gauss, and many others, Burrell describes how the brains of famous men were first collected--by means both fair and foul--and then weighed, measured, dissected, and compared; exhaustive studies analyzed their fissural complexity and cell or neuron size. In various cities in Europe, Russia, and the United States, brain collections were painstakingly assembled and studied. A veritable who's who of literary, artistic, musical, scientific, and political achievement waited in Formalin-filled jars for their secrets to be unlocked. The men who built the brain collections werecolorful and eccentric figures like Rudolph Wagner, whose study of the brain of Carl Friedrich Gauss led to one of the great scientific debates of the nineteenth century. In America, the Fowler brothers brought phrenology to the United States and made a convert of Walt Whitman, whose brain was donated to science and disappeared under mysterious circumstances. Eventually, this project was abandoned, and with the discovery of new technologies the study of the brain has moved on to a higher plane. But the collections themselves still exist, and today, in Paris, London, Stockholm, Philadelphia, Moscow, and even Tokyo, the brains of nineteenth century geniuses sit idle, gathering dust in their jars. Brian Burrell has visited these collections and looked into the original intentions and purposes of their creators. In the process, he unearths a forgotten byway in the history of science--a tale of colorful eccentrics bent on laying bare the secrets of the human mind.
What begins as a meditation on "the museum" by one of the world's leading art historians becomes, in this book, a far-reaching critical examination of how art history and museums have guided and controlled not only the way we look at art but the ways in which we understand modernity itself. Originally delivered as the 2001 Slade Lectures in the Fine Arts at Oxford University, the book makes its deeply complex argument remarkably accessible and powerfully clear. Concentrating on a period from the beginning of the nineteenth century to the beginning of the twentieth, Donald Preziosi presents case studies of major institutions that, he argues, have defined--and are still defining--the possible limits of museological and art historical theory and practice. These include Sir John Soane's Museum in London, preserved in its 1837 state; the Crystal Palace Exhibition of 1851; and four museums founded by Europeans in Egypt in the late nineteenth century, which divided up that country's history into "ethnically marked" aesthetic hierarchies and genealogies that accorded with Europe's construction of itself as the present of the world's past, and the "brain of the earth's body." Through this epistemological and institutional archaeology, Preziosi unearths the outlines of the more radical Enlightenment project that academic art history, professional museology, and art criticism have rendered marginal or invisible. Finally, he sketches a new theory about art, artifice, and visual signification in the cracks and around the margins of the "secular theologisms" of the globalized imperial capital called modernity. Addressed equally to the theoretical and philosophical foundations of art history,museology, history, and anthropology, this book goes to the heart of recent debates about race, ethnicity, nationality, colonialism, and multiculturalisms--and to the very foundations of modernity and modern modes of knowledge production.
Modern life is brain-unfriendly: We are flooded with information and excessive cognitive demands, when we are often already depleted from chronic stress, sleep deprivation, and health issues. Many of us experience frequent 'glitches' or memory lapses, despite tests showing there is nothing wrong with our brains. This book provides concrete strategies, derived from neuropsychological science and clinical practice, to help people improve how they function in daily life. Menchola draws on her experience as a clinical neuropsychologist who has worked with a widely diverse group of patients, to translate the findings from highly controlled research into concrete strategies that people can implement in their messy worlds to make their days more brain-friendly. The book also provides advice on how to address those factors that drain our brain resources, and gives guidance on when and how to seek a neuropsychological evaluation. It is valuable reading for anyone experiencing frustrating cognitive problems that are not due to brain disease. It is also essential for neuropsychologists, psychologists and physicians in primary care, psychiatry, and neurology, who need a resource to offer to patients to help their healthy brains function better.
Judy Willis draws on her experience as a neurologist and classroom teacher to demonstrate brain research-based strategies that provide developmentally and academically appropriate challenges to suit the needs and goals of students with learning disabilities.
This title gives concrete practical examples of how to align school library programs and instructional practice with the six key concepts of brain-compatible learning: increasing input to the brain; increasing experiential data; multiple source feedback; reducing threat; involving students in learning decision making; and interdisciplinary unit planning. This title, Brain Friendly School Libraries, gives concrete practical examples of how to align school library programs and instructional practice with the six key concepts of brain-compatible learning: increasing input to the brain; increasing experiential data; multiple source feedback; reducing threat; involving students in learning decision making; and interdisciplinary unit planning. It includes chapters that summarize the current brain research and current thinking about its implication for instructional practice in the school library media center as well as discusses the work of Ellen Langer (mindful learning), Geoffrey and Renette Caine, Bob Sylwester and other major proponents of teaching with the brain in mind.
Evolution of Mind, Brain, and Culture draws together studies in archaeology, anthropology, psychology, philosophy, genetics, neuroscience, and environmental science to investigate the evolution of the human mind, the brain, and the human capacity for culture.
Use research- and brain-based teaching to engage students and maximize learning Lessons should be memorable and engaging. When they are, student achievement increases, behavior problems decrease, and teaching and learning are fun! In 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9-12, best-selling author and renowned educator and consultant Marcia Tate takes her bestselling Worksheets Don’t Grow Dendrites one step further by providing teachers with ready-to-use lesson plans that take advantage of the way that students really learn. Readers will find 100 cross-curricular sample lessons from each of the eight major content areas: Earth Science, Life Science, Physical Science, English, Finance, Algebra, Geometry, Social Studies Plans designed around the most frequently taught objectives found in national and international curricula. Lessons educators can immediately replicate in their own classrooms or use to develop their own. 20 brain-compatible, research-based instructional strategies that work for all learners. Five questions that high school teachers should ask and answer when planning brain-compatible lessons and an in-depth explanation of each of the questions. Guidance on building relationships with students that enable them to learn at optimal levels. It is a wonderful time to be a high school teacher! This hands-on resource will show you how to use what we know about educational neuroscience to transform your classroom into a place where success if accessible for all.
