About the Book
We think of intelligence as something inherited and something developed, but what is it that we actually inherit that allows us to have a quality of intelligence? Could it be that we inherit genetic codes not for intelligence but for the brain to devise itself through the information that reaches it from the outside world, and then how the mind interprets the meaning of this information? If so this would explain why intelligence varies with people of different cultures and so of different social levels, as each group sees the collective meaning to information differently. 'The Brain Environment Complex' builds upon this principle to examine how intelligence forms and develops in the individual, by examining how neural networks form in the foetus, and how these networks become shaped by the later psychology of the mind, as behavioural experiences alter the brain's chemistry and so construct the ability for intelligence. Intelligence is far more associated with behavioural experiences than we understand, as both ride upon the emotions of the individual.To understand how intelligence comes to be in the individual, this book explains the roles of diet, language, emotion, and how a complex array of intellectual and behavioral strategies pull it into shape.
To understand why intelligence is not so restricted in the individual as we have come to believe, we begin this book with a discussion of how the human brain is actually brought into construction. As we do this, we will see that the parts of the brain that deal with the body's normal functioning are indistinguishable between individuals. The hindbrain of each person will be remarkably similar. In contrast to this we will find that the cerebral cortex, the part of the brain that deals with environmental information and so provides our ability for intelligence, will be uniquely shaped between individuals, as its neural networks were brought into formation by synapses being stimulated by desire and inhibited by concerns. Through this, we will better understand how and why the effectiveness of an individual's brain to interrogate information, and to associate what is new to what has been stored, is based upon learned and developed strategies.These strategies are reliant upon a quality of language, and the individual's ability to control the fears and distractions imposed upon them by others.
This affect of behavioral experiences on a child's ability to learn is little understood in education, because as a processing system it takes what the child presents as what they are, in essence, said to be genetically capable of presenting. The truth of the matter is that it is the overall behavioral atmosphere of their learning development, that directly determines how the individual is able to interrogate, process, and present the information they will be evaluated on. As we will find that language is the base of intelligence, so will we discuss how the individual is born with particular schemas that enable them to develop their intelligence through language processes. These processes, which chemically bond the child and their parent, just as they do the student and their teacher, are continually tested by the personality differences, energy, and the shifting desires between them as they share each minute interaction.By the influences of their parents, by the language of the child, by their personality drives, and by the opportunities they have to control or avoid the mental pressures of their peers, each child gains their understanding of when, where, and how to learn in school.
Without understanding the real effect of these, we make great error when we think we know what their intelligence is. "
About the Author :
Roy Andersen has been devoutly committed to improving education for over 30 years. He has experience of numerous and diverse work situations, and has travelled to over 40 countries and lived in 4. He is deeply interested in how children learn, and equally concerned with the striking changes of this century, which he believes will redesign not only our thoughts upon people and work, but also our social patterns. Both of which, he believes, are totally ignored by educational planners in their preparation of the future citizen. In general terms, he is interested in the stabilization mechanics of a civilization: The role of past-religion and current-media. The geographical, cultural, economic, military and social forces that give each people their identity. How our identity has been shaped by past technologies and how it may be shaped by futuristic ones. At school, Roy did very badly and completely failed all his final examinations. He left school at 17, with no qualifications. However, 3 years later, he went back into education and this time passed the same examinations, but all now with distinction. He went on to marine college and was recognized as the top student, qualifying with near 100% passes in all his examinations. For many years, these differences in his ability puzzled him. Yet, it was only in moving to Denmark that a chance arose for him set aside all other considerations and in reflecting upon his own experiences, try to understand how children learn and how they could be better taught. To this end, he embarked upon academic studies in genetics, neuro-psychology, bio-chemistry, social anthropology, social and cultural behavioral skills, intellectual, mental, nervous and muscular disorders, principles of learning, the management and teaching of education, the planning and employment of human resource, political science and molecular technology. In the course of which, he studied under Professor Reuven Feuerstein, at his world famous academy for teaching and learning principles in Israel and qualified as a specialist in this methodology. The culmination of these efforts, spanning over 20 years, are represented in the five books he has written about how children learn and how education works. Roy has been a teacher for over 30 years in Europe and Japan. In the later case, he taught widely from infants to scientists, as well as working as a lecturer in the renowned Ibaraki Medical University for 8 years. Since 1995, he has lectured widely on his theories and findings in Denmark, Sweden, England, Russia, Israel, Italy, Hungary and Japan. He is a qualified teacher in the Feuerstein Cognitive Training System and to the blind. He is a specialist in dyslexia and teacher to children and adults with learning problems. He lectures and has written articles on: Pre-natal Development, Infant and Child Learning, Educational Systems and Procedures, The Importance of Feedback in Learning, The Child, The Teacher and Their Systems, Human Resource in Society and The Effect of Technology on Social and Educational Polices. In 1998, his first book "Can Children Learn Better?" was published by Ungtryk in Denmark. "The Illusion of Education", "The Hidden Secrets of Intelligence", "The Brain Environment Complex' and "Preparing Education to Serve a New World: The Global Citizen" represents nearly half a century of a personal struggle to understand the purpose of the citizen in the society in which they live.
Review :
"Roy, These are four very important books that should be read by every parent and educator in the world." Dean David Martin Ph.D Gallaudet University Washington, D.C. USA "The most important books I have ever read about a child's intelligence." Prof. Tatyana Oleinik, Pedagogical University, Ukraine "Dear Roy. These books should be in the library of each school in every corner of the world. They should also be part of the syllabus in the institutions who are offer child psychology, and teacher training diplomas and degree programs, or at least they should be the part of a refresher course." M.Imran Khan Director of Educational Training Saudi Arabia. "Roy, your writing is beautiful. It is as if I read a novel by Jane Austin. I am fascinated and very much impressed. These books should be the "BIBLE " of every educator. I learnt so much from your books. I have read many, many books and articles about education and these four books are the BEST !!! You are so profound. The books answer many questions that every educator asks ." Helen Hadar-Hen Headteacher Israel. "Roy: These are very important and interesting books, with lots of valuable points for parents and teachers. They bring learning and education to a whole new level. Well done!" Prof. Mads Hermansen. Denmark. "Roy...thank you! I started reading the first bits and was immediately hooked (this does not happen often, maybe once a year, I'm SUPER fussy about books, I've read too many...). You are a fantastic writer, not just because your info is of obvious high quality (just skimming a bit made that obvious) but the way you write too - it's warm and entertaining and easy to read - no wonder you have such high applause from your critics!" Lydia Cooper Mother of 3, South Africa. " Roy, I would like to thank you for sharing your passion, heart, brilliance, and intellectual journey with me. I am very much enjoying your knowledgeable perspective on some very important challenges." Christopher John. psychologist. USA. "Roy: I appreciate your time, energy and effort in this research." Erin Calhoun.National Institute of Learning Development. USA "Roy I am enjoying your work immensely. It has been taking me longer to read than I had imagined because the of the weight/importance of your thoughts.I can see how thorough and current your research is, andI expect thatthe works in their entirety will draw together many threads and weave them into a rich texture of powerfully stated knowledge. I have not had to put this much time into reflection and soul searching since Iread Janov's 'The Primal Scream' and 'The Feeling Child' way back in the 70s." Leigh Ann Collinge Educator Australia. "Dear Roy I really like your way of writing. Your narrative writing style captures me as a reader in your universe. Do you keep some lectures in Europe over the summer? I would really like to attend a lecture. I might learn something from you." Lone Birgitte Skov Jensen Psychologist Denmark.
