School tests advance students' minds and bodies

By RAGNAR PURJE
Community contribution / July 24, 2019

Tests and exams work to cultivate the all-important mental and emotional condition of resilience in children.

Formalised tests advance and enhance neurological rewiring, which provides the potential for cognitive and intellectual insights to not only advance ...

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By RAGNAR PURJE

Community

Dr Ragnar Purje holds the position of Adjunct Senior Lecturer in the School of Education and the Arts, at Central Queensland University, Australia. Dr Purje is the author of Responsibility Theory®. The program is an immersive systematic brain-based self-talk and self-directing sequence learning neuroeducation program. The purpose of which is to empower teachers and inspire and transform students. Haibo He emphasises that “sequence learning is presumably among one of the most important components of human intelligence.” Responsibility Theory® presents ten powerful precepts which provides teachers, educators, and parents, with additional linguistic focussed pedagogical and social tools, that fits in with any teaching style, any classroom behaviour management program, all school rules; and it also fits in with all parental home rules. Dr Purje undertook his Doctoral Dissertation under the supervision of Professor Ken Purnell, at CQUniversity. Dr Purje’s doctoral dissertation focussed on the success of his pioneering neurologically focused acquired brain injury rehabilitation therapy. The therapy is now referred to as CMMT (Complex Multi-Movement Therapy). Dr Purje’s thesis also added two new descriptors into the lexicon of human biology; these are neurofluidity and hólos. Neurofluidity is the cascading neurological processes that leads to the condition of brain plasticity. Hólos is a descriptor which, presents a category which unifies the brain and the body, with one word, that of hólos. Dr Purje can be contacted through Saxton Speakers.

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School tests advance students' minds and bodies

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