Review of the current knowledge of brain-/mind-based learning to present the optimum climate for, and the guided experience approach to teaching

The purpose of this paper is to review the current knowledge on brain-/mind-based learning, by drawing on the recent advances in cognitive science (particularly neuroscience) that have changed traditional education practices. The findings and theories that have influenced current understanding of learning are reviewed, without inclusion of the detailed descriptions of anatomical functioning of the human brain on with they are based (these descriptions can be found in the reference material). These findings, and the brain-/mind-based learning principles developed by Caine & Caine (1990), are used to describe the optimum climate for learning. Finally, the guided experiences approach to learning, as developed by Caine et al. (2009), is presented as the best way to develop the learnerŽs actor-centered adaptive decision making, and to thereby to strengthen an individual?s executive functions (Goldberg, 2001) and ability to plan and organize thinking, use reason, engage in risk assessment, make sense of ideas and behavior, multitask, moderate emotions, work with longer time horizons, and think critically.