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sophie_g06's review
informative
inspiring
reflective
slow-paced
4.5
I think this book should be read by everyone who plays a role in a child’s education and upbringing. The neurological benefits of implementing the 4 pillars of learning during teaching as well as expanding a child’s brain through learning a second language is clearly explained. The importance of raising children with more thought is important and should not be overlooked. I found the introduction of the book to be a bit repetitive and difficult since they described the relations to AI in great detail, but overall I found it to be very informative and interesting throughout. I especially was very interested in the development of sensitive periods and whether these could be extended and utilised more efficiently.
kittymamers's review against another edition
4.0
olen viimasel ajal õppimise ja aju kohta nii palju lugenud, et suur osa selle raamatu sisust ei tulnud otseselt uudisena. ikka needsamad asjad, mida meile räägivad Jaan Aru ja Grete Arro ja teised maailma juhtivad teadlased - efektiivseks õppimiseks tuleb ise avastada ja kaasa mõelda, vigade tegemine õpetab, testimisest on abi, aga hinnetest mitte, vahepeal peab magama ka.
põnev oli see osa, kus räägiti vastsündinu ajust ja et mis seal juba varuks valmis on, kui laps sünnib - selgub, et põhilised arusaamad objektidest, arvudest, tõenäosustest ja inimpsühholoogiast on kõik juba paigas, neid ei hakata nullist õppima.
mulle tegi rõõmu, et pärast seda, kui iga õppimisteemalise teadmiskillu juures olin rõõmustanud, et jaa, just seda kasutab Duolingo ka keeleõpetamisel, namecheckiti Duolingo raamatus kenasti ära. ma ei kujuta seda ise ette, et nad on teadusega kursis ja teevad õiget asja!
põnev oli see osa, kus räägiti vastsündinu ajust ja et mis seal juba varuks valmis on, kui laps sünnib - selgub, et põhilised arusaamad objektidest, arvudest, tõenäosustest ja inimpsühholoogiast on kõik juba paigas, neid ei hakata nullist õppima.
mulle tegi rõõmu, et pärast seda, kui iga õppimisteemalise teadmiskillu juures olin rõõmustanud, et jaa, just seda kasutab Duolingo ka keeleõpetamisel, namecheckiti Duolingo raamatus kenasti ära. ma ei kujuta seda ise ette, et nad on teadusega kursis ja teevad õiget asja!
bohavi's review against another edition
3.5
Fakty były dość interesujące. Niesamowite jest to z jaką łatwością uczymy się jako niemowlęta i z jakim trudem przychodzi nam nauka w dorosłym wieku. Mimo tego, ta książka w żaden sposób nie zmieniła mojego sposobu nauczania: pomimo niesamowitych konkluzji na temat naszego mózgu, praktyczne porady były mi już wszystkie znane.
ninett's review against another edition
informative
reflective
medium-paced
4.0
Great review of the current state of the neuroscience and psychology around learning. Dehaene initially spends a considerable amount of time making comparisons of the brain to modern AI, which might put some readers off. There are lots of valuable insights in the book about the impacts of various factors on learning and retention - some I already knew from previous reading and a long academic journey, but some novel.
turkishdisco's review against another edition
4.0
I have mixed feelings about this book. On one hand, it's a very engaging synthesis of the cognitive science of learning, in a general sense. Dehaene dispels the myth of tabula rasa by showing that babies come into the world with pre-wired expectations and learning algorithms (and this is why machine learning has a lot to live up to, and there is a lot of comparison with artificial intelligence). A good example of this is Chomsky's idea of the language acquisition device and how infants engage in shared attention. Dehaene also deals with the nurture side of the debate, discussing brain plasticity, sensitive periods, and his neuronal recycling hypothesis in reading development. All fascinating stuff.
On the other hand, I feel that the book's subtitle ('the new science of education') is misleading; much of the work discussed here isn't strictly 'new', and much of it isn't directly relevant to education. For instance, the final section discussing the 'four pillars of learning', much of the work relates to animal studies or infants, with only a few light pepperings of education research. To some extent this reflects the dearth of scientific education research, something Dehaene acknowledges in the conclusion, but I wonder how some teachers would react to his 13 key take away messages such as 'enrich the environment', 'accept and correct mistakes', and 'set clear learning objectives'. Not exactly revolutionary. (I note how this subtitle has been changed from 'why brains learn better than any machine, for now' in the hardback edition - much more appropriate).
In conclusion, I think this book is best enjoyed with its original subtitle. Don't expect in-depth application of cognitive science to education, and just enjoy the neuroscience!
On the other hand, I feel that the book's subtitle ('the new science of education') is misleading; much of the work discussed here isn't strictly 'new', and much of it isn't directly relevant to education. For instance, the final section discussing the 'four pillars of learning', much of the work relates to animal studies or infants, with only a few light pepperings of education research. To some extent this reflects the dearth of scientific education research, something Dehaene acknowledges in the conclusion, but I wonder how some teachers would react to his 13 key take away messages such as 'enrich the environment', 'accept and correct mistakes', and 'set clear learning objectives'. Not exactly revolutionary. (I note how this subtitle has been changed from 'why brains learn better than any machine, for now' in the hardback edition - much more appropriate).
In conclusion, I think this book is best enjoyed with its original subtitle. Don't expect in-depth application of cognitive science to education, and just enjoy the neuroscience!
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