Brainpower Response to Universities in Crisis

Consider current higher education communities in crisis, where one dean said, We pretend to teach them, they pretend to learn. Have you seen the disconnect between learning and leading change for the 21st Century?

Yet normal brain activity is now observable to show how humans acquire and use knowledge. How will neuro discoveries impact higher education or business communities? Could brain based insights transform broken practices?

Without an integration of talented minds from different backgrounds,  universities in crisis will continue to cling to traditions that fail the young, much like George H. Douglas described in Education without Impact.

The American university as we know it today is not an ideal community …. The young may enjoy themselves on campus… they may even learn a lot, but … they don’t .. interact with the academic world. Most rapidly conclude that they are sojourners at university, not key players, that the university seems to be made by others for others-researchers, espousers of trendy political causes, grant seekers, elusive pedagogues, distracted graduate students working on Ph.D.’s, tunnel-vision specialists, administrators clinging to their tiny patch of ground like a drowning person clinging to flotsam. .., the young come to college looking for interesting and inspiring adults who will help them to make a spirited transition to adulthood, but for the most part they must abide the kind of process-teaching they have been accustomed to throughout their lives….

How will higher education transform neuro-discoveries into brain-friendly practices that benefit emerging higher education communities?

While it has been about 25 years since advocates of brain based practices suggested connections between brain operations and learning practices, transformational leaders from across a variety of fields, have yet to enhance learning and assessment in ways that respond to emerging global frontiers for higher education.

Dr. Robyn McMaster and I had the privilege of considering brain based possibilities at higher education and business leaders in the West Indies.  We asked leaders there: Where would you start to replace traditional with transformational to benefit global education?
Articles for secondary and university race to the top:

1. No Brain Left Behind

2. Death of Education – Dawn of Learning

3. Brain Parts Promote or Stomp out Change

4. Secondary and University with Brains in Mind


17. Retention Lost in Lectures

18. Engage Voices on the Other Side

19. Marks of Brainpowered Workplaces

20. Reinvigorate Brains for Learning Dividends

21. Move to Replace Broken Systems

22. Call for Simplicity that Adds Intelligence

23. Brainpower to Disagree and Prosper Peace

24. New Run ay Old Runways – Space for Renewal

25. Why Brain Based Approaches?

26. Tenure, Brainpower, and Pillars of …?

27. Math and Science can Leak Brainpower

28. Reclaim High School Brainpower

29. Renewal Runs Deeper than Dollars

30. Could Neuro-Discoveries Transform University?

One Comment

  1. […] 1. Your brain is both your biggest constraint and biggest competitive advantage. Depending on how you manage it – your brain buries your chance for success … or catapults you to a win. For instance, drugs such as Prozac’s and others help people to lift moods, improve memory, ease learning and impact entrepreneurial leadership. New anti-sleep drugs can actually help you to focus better. But what about drugs that lift your brain to heights and then drop it to its doom? University could roll research that pumps  facts out daily – into tactics that benefit entrepreneur practices in both states. Simply put, exchange lectures for gifted exchanges through brain based practices. […]

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