The recent brouhaha over the ways in which History can be learned, and the official dogma of what learning, teaching and education should contain, would seem – like the strictures of Animal Farm – to prescribe what is Good about teaching and proscribe what is seen to be Bad about learning.
This exploration of the ways in which Visual Learning can work draws from a number of concepts: first, and most importantly, what we understand of the structure of the structure of the brain, synapses and cortical memory. The concept of plasticity, and the ways in which the brain develops and changes as a result of input, is another. The developing understanding of mirror neurons and their importance to learning also contributes to this exploration. Most importantly, it is underpinned by our understanding of learning and its developmental stages.