| Puzzles and educational games that challenge the mind to think and view problems in many different ways are referred to as brain teasers and logic puzzles. At first, they may appear to defy logic. However, most of the answers are found through systematically analyzing the problem and applying logic. By their very nature they raise curiosity and entice involvement. To try to solve brain teasers you must become physically involved and work through the problem. The following is the description of learning as outlined by Princeton University: Princeton University Holistic Approach to Learning
We emphasize and encourage a holistic approach to learning & development, integrating both formal and informal elements, to make sure that real learning takes place and 'sticks'. The most effective way to learn and develop a new skill or behavior is to apply it and practice it on the-the-job and in real-life situations. Our development philosophy is built upon the 70/20/10 formula: The 70/20/10 Formula
70% of learning & development takes place from real-life and on-the-job experiences, tasks, and problem solving. This is the most important aspect of any learning and development plan. For example, the real learning from a skill acquired in a training program, or from feedback, takes place back on the job when the skill or feedback is applied to a real situation.
20% comes from feedback and from observing and working with role models.
10% of learning and development comes from formal training. For most of us, this comes as no great surprise. We learn what we do. However, our educational system attempt to organize the learning process into a series of memory exercises. I am sure that many of you can relate to the math drills used to enforce the memorization of facts. The result of this method often relates to a dislike for the subject. This method of teaching has been used to the extent that the existence of another method seems to have been lost. Learning can be fun. Puzzles and educational games exercise the mind and in the process can create an understanding that can only be developed by working with real situations. There was a time when real world applications presented in a non intrusive environment that was fun and challenging was the preferred approach to teaching. Brain teasers, logic puzzles, 3d puzzles and math games have served this purpose effectively for many generations. Shut the Box was created in the 14 th century. The earliest known Chinese book on tangarms is dated 1813 but the puzzle was very old by then. Pentominoes and soma cube are other classics. Now a “new and exciting” way educate is gaining popularity . When the term education is combined with entertainment, the term edutainment is created. Edutainment has been abreviated to "e-learning" and represents new methods and practices that enabled learning in faster, more efficient and more entertaining ways by combining educational games with learning, using software or interactive courses. If we give credence to Princeton’s Holistic Approach to Learning, 70% comes from working with real situations and 20% from feedback, observation and working with role models. This leads to the question of what oppurtunity is missed when parents and educators fail to use puzzles and educational games to interact with children? E-learning may be a knew phrase, but ther appears to have a familiar theme. In addition research, has also proven that the use of puzzles and games that aid in continuous mind development and enhancement can help you stave off a number of mental health problems, including Alzheimer’s Disease and Dementia. These diseases are characterized by neurosensors in the brain failing to function. Nothing has been found to correct this problem. However, the expanded use of brain teasers seems to create activity in new neurosensors, thereby delaying the effects of these diseases. Many doctors also recommend the use of these products for rehabilitation from brain injuries, stroke, and physical trauma. Puzzles create increased brain activity that can hasten the recovery from brain injuries and strokes, while the third dimension mechanical puzzles can be useful in treating patients with physical injurires by helping them regain manual dexterity. If we give credence to Princeton's Holistic Approach to Learning, 70% comes from working with real situations and 20% from feedback, observation and working with role models. This leads to the question of what oppurtunity is missed when parents and educators fail to use brain teasers and educational games to interact with children? E-learning may be a knew phrase, but there to be appears a familiar theme. In addition research, has also proven that the use of puzzles and games that aid in continuous mind development and enhancement can help you stave off a number of mental health problems, including Alzheimer’s Disease and Dementia. Nothing has been found to correct this problem. However, the expanded use of brain teasers seems to create activity in new neurosensors, thereby delaying the effects of these diseases. Many doctors also recommend the use of these products for rehabilitation from brain injuries, stroke, and physical trauma. Puzzles create increased brain activity that can hasten the recovery from brain injuries and strokes, while the third dimension mechanical puzzles can be useful in treating patients with physical injurires by helping them regain manual dexterity. These diseases are characterized by neurosensors in the brain failing to function. In conclusion , it seems clear that people of all ages can benefit from the use of puzzles and eductional games, and that their role in educating children should not be ignored. I want to talk about learning . But not the lifeless,sterile,futile, quickley forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING-the insatiable curiosity that drive the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his "cruiser". I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progress along the line: "No,no, that,s not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, hereit is! Now I'm grasping and comprehending what I need and what I want to know!" Carl Rogers 1983: 18-19 Quotation from Smith, M.K. (1999) "Learning Theory", the encyclopedia of formal education, www.infed.org/biblio/b-learn.htm. Last update: January 30, 2005
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