Holism is a Greek word meaning “all, entire, total and is the idea that all of the properties of a given system (biological, chemical, social, economic, mental, linguistic, etc.) cannot be determined or explained by the sum of its component parts alone. Instead, the system as a whole determines, in an important way, how the parts behave (Wikipedia).” This definition can be aptly applied to describe the brain as well –all of the component parts of the brain (left hemispheres, frontal lobe, occipital lobe etc.) cannot be determined or explained by the sum of its parts alone. Instead the brain as a whole determines in an important way how its’ parts behave.

The field of education has been vigorously researching brain behaviour in an effort to understand it’s role in learning and to develop instructional practices that align themselves with brain functioning.  Renate and Geoffrey Caine in 2004 published a synthesis of the research in the fields of clinical psychology, cognitive psychology, biology and neuroscience. The information they gathered resulted in the development of the 12 Brain/Mind Principles below.

1. All learning engages the physiology (body processes) – learning is most effective when students actively engage in activities that naturally require them to use all senses.

2. The brain/mind is social – learning is most effective when students are encouraged to meet their natural need for social relationships.

3. The search for meaning is innate – learning becomes most effective when students are encouraged to share their interests and ideas.

4. The search for meaning occurs through patterning –learning is increased when new patterns are linked to what students have already learned and understand.

5. Emotions are critical to patterning – learning is most effective when students are encouraged to feel and connect with the emotions that surface from their experiences.

6. The brain/mind processes parts and wholes simultaneously – learning is most effective when student experiences provide them with a sense of the whole that combines the details (facts and information).

7. Learning involves both focused attention and peripheral perception – learning is most effective when student attention is intensified and several perspectives are used to facilitate learning.

8. Learning is both conscious and unconscious - learning is most effective when students are encouraged and given time to think about and recognize their personal learning.

9. There are at least two approaches to memory - learning is most effective when students are taught in a variety of ways that facilitate multiple ways of remembering.

10. Learning is developmental - learning is most effective when a student’s specific level of maturation is understood and honoured.

11. Complex learning is enhanced by challenge and inhibited by threat associated with helplessness and fatigue - learning is most effective when students receive instruction in environments that are encouraging, self-efficacious and stimulating.

12. Each brain is uniquely organized - learning is most effective when student’s distinctive, individual talents, capabilities, and strengths are called upon.

Research has identified three instructional practices that enhance brain-based learning.

The first is called “orchestrated immersion” or the creation of learning environments that totally engrosses students, or throws them into, in an educational experience.

The second practice is called “relaxed alertness” or the minimizing or complete elimination of stress and the resultant fear in learners.  The challenge is to keep stress and fear low while retaining a highly demanding learning environment.  

The third practice is known as “active processing” or the intentional process of asking the student to make the new learning a part of their own thinking by actively reflecting on it.