Book Review

James E. Zull. The art of changing the brain: Enriching the practice of teaching by exploring the
biology of learning, Sterling, VA: Stylus, 2002. 263 pp. $ 14.95 (softcover). ISBN: 1-57922054-1

Reviewed by: Stephen L Franklin for EADM 736, California State University, San Bernardino,
San Bernardino, California

Deep learning, learning for real comprehension, comes through a sequence of experience,
reflection, abstraction, and active testing. These four cycle round and round as we
learn. (p. 14)

In The Art of Changing The Brain: Enriching the Practice of Teaching by Exploring the Biology
of Learning, James Zull take this central concept and expands upon it to explain in clear fashion
the biology of learning. He further examines the difference between teaching and learning, and
how many of our current teaching methodologies are missing the mark based on the misguided
focus on teaching versus learning. Zull challenges current praxis and invites the reader to
embrace post modernism that is moving beyond modern science with its belief in absolute facts.
He invites the reader to accept that our facts are relative and that their meaning is based upon
our individual experiences. It is this individual experience that is at the core of true learning.
(Zull 2002).
Zull takes what is arguably a complex topic, the biology of the human brain, and presents
it in manner that is obtainable and easily understood by those lacking advanced degrees in
biological science. Zull is a professor of biochemistry and biology at Case Western Reserve
University in Cleveland, Ohio and director of the University Center for Innovation in Teaching
and Education (UCITE). It is this combination of skills and passion that manifests itself
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throughout this book as he discusses neuroscience and neuroplasticity as it relates to human

learning, in plain English.
Zulls book expands upon the discussion of neuroplasticity as it relates to student
learning, and is supported by several other authors in the field. Crowell and Reid-Marr (2013)
and Cozolino (2014), along with discussions of cultural proficiency, Smyth & Hattam (2004) and
trust building Tschannen-Moran (2014). All of these ideas converge to improve student learning
using the concept of prior knowledge and social connection. Prior knowledge is the result of
neural connections developed in our cortexes and then converted from data into knowledge via a
process called transformation of experience (p. 33). Zull points out three important ideas about
prior knowledge; 1) prior knowledge is a fact, 2) prior knowledge is persistent, and 3) prior
knowledge is the beginning of new knowledge.
To illustrate this concept, Zull uses the analogy of a teacher looking into the brain of a
student in an effort to see the existing neural networks or connections. Rather than dismiss these
existing neural networks, Zull posits that teachers accept and embrace these connections as their
starting point to building new learning. Prior knowledge is the beginning of new knowledge, it
is always where all learners start, they have no choice (p. 93). Cozolino (2014) uses epigenetics,
the study of human experience and its influence on genetic expression, to expand upon this idea.
Cozolino suggests that teachers use epigenetics to shape learning experiences to optimize the
structure (neural networks) and function of students brains. Rather than fight the existing and
persistent neural networks, both Zull and Cozolino propose embracing them as a starting point to
enhance student learning and deepen their understanding.
Experience, reflection, abstraction, and active testing are at the core of all learning. Zull
uses these four elements of learning in a reoccurring discussion to organize his book, by dividing
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his book into three parts. Part I examines the foundations of the brain, creating conditions that
lead to concrete changes in the brain, and the effects of these changes on student learning. Part II
delves deeper into the discussion of neural networks, prior knowledge and recommendations for
teachers. Part III examines expanded use of the cerebral cortex to deepen student learning. At the
conclusion of each part, Zull provides a brief summary that ties together the major ideas and
concepts discussed. This format converts what could be an imposing topic, the human brain, into
a conversation that is immediately accessible and engrossing.
The discussion on motivation and the role it plays in student learning begins in part I and
is further expanded upon in part II. Rather than using external motivation, as many teachers do,
Zull advocates that teachers need to have a better understanding of intrinsic motivation to
promote learning.Extrinsic rewards are aimed at the wrong target. They are aimed at things
outside of learning (p.53). The use of extrinsic rewards such as grades, scholarships, gold stars,
even simple praise, do not drive learning. As it relates to learning our brain is designed to
maintain control, Zull explains that our brain is designed to resist lack of control and views
rewards or punishment as lack of control. Zull posits that can get people to do things using
extrinsic rewards, but doing does not presuppose learning.
Zull and others in the field of neuroplasticity advocate that learning is physical, and is
based upon building new experiences from old experiences. Zull states We blend the old and the
new, and in blending we create whole new networks. We construct our understanding using part
of what we already know and part of what is new (p.119) It this concept of building upon prior
experiences, making meaning from context, this is central to transformative education and
neuroplasticity. For teachers and educators in order to move forward and improve student
outcomes Zull and others in this field of study advocate a major shift in paradigms. Instead of
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thinking of teaching as giving new information or random facts and concepts, a more prudent
approach should focus on finding the old. Otherwise, the new may be of no use! (p. 119) For
teachers, administrators or anyone who wishes to understand more how the brain works as it
relates to student learning and sense making, this book is a must read.
References
Cozolino, L. (2014) Attachment-based teaching: Creating a tribal classroom, New York, NY:
Norton Books
Crowell, S. & Reid-Marr, D. (2013). Emergent teaching: A path of creativity, significance and
transformation. Lanham, MD: Rowman & Littlefield
Smyth, J. & Hattam, R. (2004). Dropping out, drifting off, being excluded: Becoming
somebody without school. New York, NY: Peter Lang
Tschannen-Moran, M. (2014). Trust matter: Leadership for successful schools.
San Francisco, CA: Jossey-Bass

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