DSM: Re: [heartlight] Ed. as variety and socializing

David Rovner (rovners@netvision.net.il)
Sat, 27 Jan 2001 20:35:54 +0200

I don't believe in Physiology and/or Neurology and/or other "...ologys",
as an explanation of Intelligence and/or Learning and/or Learning Dissabilities:
dislexia, ADD, ADHD, ADSD, and all the other DD's -- and of all other
social phenomena.

David Rovner <rovners@netvision.net.il>

---------- Original Message ----------

From: Robert Swanson <robertswanson@icehouse.net>
To: DSM discuss sudbury model
   Heartlight <heartlight@yahoogroups.com>
Date: Sat, 27 Jan 2001 03:02:31 -0800
Subject: [heartlight] Ed. as variety and socializing

>Fun web site:

>"children who are exposed to a rich and varied education early in life
>develop a great capacity for learning throughout life. Furthermore real
>learning, not just rote exercise, can have a dramatic influence on the
>physical structure of the brain."

>[Real learning is physical activites enjoyed in a diverse environment with
>others. And, I might add, with superior role model influence. These
>conclusions are partly drawn from studies with rats. robert]:

>"The third group lived in the rat equivalent of summer camp, a condition
>that the researchers called Environmental Complexity and Training, or "ECT."
>ECT rats lived 12 to a cage, played with toys and mazes daily, and were
>frequently handled by the scientists.

>The researchers found that the cerebral cortex of the rats raised in the
>enriched environment weighed an average of 5% more than the cortex of rats
>from the isolated environment. Since these rats also showed a 7% reduction
>in body weight - a slimmer, trimmer rat resulting from more exercise - this
>meant that rats from the enriched environment had significantly bigger
>brains relative to their body weight than isolated rats."

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This archive was generated by hypermail 2.0b3 on Thu Mar 29 2001 - 11:16:29 EST