Abstract

This article argues that English faculty do not avail themselves sufficiently of research on cognition and learning in their classrooms or in their training of graduate students. The tenets of brain-based learning would enhance our ability to teach practical skills and to hone aesthetic appreciation, but most faculty and graduate students are not familiar with this research and do not incorporate it into their pedagogy.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 131-142
Launched on MUSE
2009-12-06
Open Access
No
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