This section of the book focuses on the history of the brain and our approach in history to how we look at it. Early theories were based on a reward/punishment system (if it feels good, do it) but as techniques and processes became more sophisticated it allowed us to look more closely at what was being done and how we could address it.
One interesting focus is on the emergence of the "chemical learner" in the 1990s. This theory posited that those with the right "brain chemicals" (more or less serotonin, dopamine, or other related compounds) will succeed while those whose chemistry is not quite right will turn out slow, stupid, violent, or lazy.
The book then goes on to talk about how "brain-altering medications, mind food, and smart drugs" started coming out and there was the rise of "ritalin, dads on prozac, and moms on provera."
Thoughts about how all of these chemicals work still remain a divided and controversial subject today.
DISCUSSION QUESTION: How do you feel about the use of mood-altering drugs, such as ritalin? Is this a positive for kids or do we perhaps need to take a look at instructional methods and attempt to meet their needs? Please be respectful in your response.
From there, this section teases about the possibilities of 'brain-compatible' learning, suggesting that there may be alternative approaches that we can consider in looking at the developing brain.
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