Summary and Conclusion

The neurological and neurocognitive research reviewed in “Education’s Failure to Promote Use of Full Brain Potential”, indicates that the prevailing systems of education are failing to develop the full brain potential of every student; as a result education everywhere is unable to realize its highest goals.

Research shows that experience directly shapes the development and modification of brain functioning. Research also suggests that the type of experience most valuable for brain development after childhood is greater integration of brain functioning, which is not systematically provided by education.

Many aspects of cognitive functioning have their basis in the growth of higher, or more integrated, brain functioning. Despite the efforts of educators applying a variety of teaching and curriculum approaches, these cognitive abilities have been found to stop developing after adolescence. This lack of continued growth of cognitive abilities is compelling evidence that education fails to continue unfolding the full brain potential of each student.

Research also shows that the brain continues to adapt its functioning to specific channels of learning and behavior. The cognitive activities typically exercised in education (reading, speaking, memorizing and recall), as well as specific categories of knowledge, activate highly specific areas of the brain, rather than promote more holistic or integrated brain functioning.

The conclusion from the selected research findings is that the segmented approach to knowledge that characterizes education today restricts the awareness and brain functioning to narrow channels of activity. Restricted awareness leads to problems, mistakes, and the inability to evaluate the environment and act in a way that consistently favors progress and happiness.

Scientific research on Consciousness-Based education summarizes findings in neuroscience, physiology, and psychology that verify the development of higher integration of brain functioning, and correspondingly, the progressive unfoldment of mental potential, through the Transcendental Meditation^® and TM-Sidhi^® programs.

Research shows greater integration of all cortical areas during the practice of these technologies of consciousness, as measured by synchrony and coherence of EEG activity at diverse frequencies, by greater use of the latent reserves of the brain, and by increased cerebral blood flow throughout large areas of the cortex.

Participants in the Transcendental Meditation and TM-Sidhi programs also show, outside the practice, an integration of different styles of brain functioning, including greater activation of each brain hemisphere; and a unique integration of EEG, associated with the experience of higher states of consciousness. They also display greater efficiency and integration of brain functioning at the basis of cognitive processes, as measured by faster brain processing of cognitive and sensory stimuli; and by development of cognitive abilities that are associated with more integrated brain functioning — abilities previously found to stop developing in adolescence, after the initial maturation of the brain. These findings show that the development of brain potential and of mental potential are simultaneous through the practice of the Transcendental Meditation and TM-Sidhi programs.

The research on the Transcendental Meditation and TM-Sidhi programs also indicates greater integration and effectiveness in the total functioning of the brain, the peripheral nervous system, and neuroendocrine processes. This is evident from more adaptive responses to stress by the autonomic nervous system and the endocrine system; as well as by reversal of the detrimental effects of the aging process, as measured in a broad spectrum of physiological, cognitive, and behavioral variables.

The conclusion of this research, supported by more than 600 research studies on the Transcendental Meditation and TM-Sidhi programs and 40 years of educational experience, is that it is now possible to develop brain functioning in its totality, for the enrichment of all aspects of life — mental potential, health, behavior, and the society as a whole.

Educators who are sincere in their desire to do the most for their students and to eliminate the weaknesses of education will avail themselves of this knowledge and offer Consciousness-Based courses through their educational systems. The result will be generations of students who are enlivening their total brain functioning, on the basis of which they will lead increasingly problem-free, productive, and fulfilling lives, directly contributing to progress in every area of national life.