For Parents

It’s not your child that is failing – it’s the school system that is failing your child. Learn why and what to do about it.


“Do not confine your children to your learning … for they were born of a different time.” – Ancient Proverb

The Learning Code and Education

It may not be your child’s fault that he or she is having academic or emotional difficulties in school.

The majority of our educational institutions use non-scientific methods first designed over 2,400 years ago. Because these learning methods are not based on science or the principles of the Learning Code, they often create an environment where your child feels stress, frustration and pain during the learning process.

It doesn’t have to be this way. By understanding the Elements of the Learning Code you will not only help your child experience effective learning and behavioral change, but you will also have an understanding of what must take place in our schools in order for them to become joyful and successful learning environments.

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While all 32 Elements of the Learning Code are important, the ones below are especially relevant in order to help your child learn more effectively.

What Is Learning?

Discover specifically what must happen in your child’s brain before he or she can experience profound learning or sustained behavioral change. Find out more…

What Is Intelligence?

Intelligence is what all learning systems try to increase. But learning institutions can’t effectively help your child increase his or her intelligence unless they understand what it actually is. Our educational systems have mistakenly made the correlation between your child’s IQ, SAT and grade scores and his ability to succeed in the real world. To succeed outside of academia, your child doesn’t need to raise his IQ factor – he needs to raise his Adaptability/Intelligence (AI) Factor. Find out more…

Reasons for Learning Failure in the 21st Century

Our present day scholastic, government and corporate learning systems are based on Ancient Learning Theory, first developed over 2,400 years ago. In these bygone times it was believed that the amount of information in the world was fixed and that one could simply memorize, in just a few years, all the information one needed in his or her whole life. Today it is estimated the information in the world is doubling at the astounding rate of once every 18 months! In this Element we find out why we can expect only learning failures in our children if we continue to implement outdated, unscientific learning methods developed for a world that no longer exists. Find out more…

Six and a Half Billion Intelligences – Not One

Genetic variation builds unique brains, ensuring that none of the 6.5 billion people on earth will ever learn in exactly the same way. Unfortunately, the educational systems treat your child as if he or she learns exactly like every other child, but nothing could be further from the truth. Find out more…

The 11 Biological Intelligences

While, at first, the task of developing learning systems for 6.5 billion people, all with different neurological structures, may seem overwhelming, it is made much less complicated by recognizing that, while human brain plans vary dramatically in detail, they all fit into a limited number of general designs. Here you will learn about the 11 biological intelligences and how to identify the one your child favors. Find out more…

We Learn Through Selection Not Instruction

To anyone who has passed though our educational system, the title of this Element seems outrageous. Yet we are discovering from the worlds of neuroscience, biology and genetics that our observations are wrong. Science is now allowing us to realize for the first time that Aristotle and Plato were off the mark – your child does not learn through instruction; instead, he learns through selection. Find out more…

Environment Is Everything to Increasing Your Adaptability / Intelligence Factor

The environment is all powerful in the process of building and shaping the genetic and neurological structures that are the wellspring of all your child’s thoughts and behaviors. Your child’s biology can only select what the environment presents – the good as well as the bad! This Element demonstrates why you want to choose the environments your child is exposed to very, very carefully. Find out more…

Our schools… are not ineffective because they do not know what happens at synapses or the chemistry of neurotransmitters, but rather because they have yet to address the brain as the organ for learning, and to fit instruction and environment to the “shape” of the brain as it is now increasingly well understood.

We know that as the consequence of long evolution, the brain has modes of operation that are natural, effortless, effective in utilizing the tremendous power of this amazing instrument. Coerced to operate in other ways, it functions as a rule reluctantly, slowly, and with abundant error.
Leslie Hart, Human Brain, Human Learning

Windows of Super Learning Opportunity

In this Element, you will discover that there are special super-learning windows of opportunity which open and close during your child’s lifetime. When these windows are open, the speed and capacity which he can select information into his brain dramatically increases. Find out more…

The Grave Risks of Too Much Information Too Soon

Many experts are afraid the information about windows of super learning opportunity will be misused to the detriment of children in a misguided effort to create kids with super abilities. These efforts can damage your child. Find out more…

Danger! When Media Becomes the Environment

The average child today spends close to 6.5 hours a day in front of some sort of media screen. By the time he is 18, he will have been exposed to over 250,000 acts of violence and 150,000 sexual references. This Element answers the question: What is the effect on the biology of your child who (if “average”) now spends close to 40 percent of his waking hours not interacting with the real world, populated by grass, trees, mountains, buildings, roads and people, but instead sitting in front of some sort of media screen. Find out more…

Meaning – the Holy Grail of Learning

In this Element we focus on one of the main tenets of the Learning Code: There is no learning without meaning. Here you will see through the eyes of science what you have intuitively known: You remember what is meaningful to you and forget almost everything else. Personal meaning is the holy grail of learning and memory because it is the primary key to unlocking the Learning Code in you and your child. Find out more…

The Motivational Problem

We are now finding that the authoritarian carrot-and-stick approach to education, which dominates virtually every learning institution in the world, may itself be a major inhibitor to the learning process. In this Element, we learn how and why internal motivation is far superior to external motivation in producing both long-term memory and behavioral change in your child. Find out more…

Breeding Out Personal Meaning by Rewards and Punishments

While extrinsic motivators have the capacity to reduce your child’s ability to pay attention, learn and be creative, their most damaging effect may be to alter your child’s neural networks in such a manner that she actually prefers doing what others find meaningful over what she finds rewarding. Here we also look at how rewards and punishment can cause people to become codependent. Find out more…

Why Humans Are Such Copycats

Why did you pick out that shirt or blouse you have on? Why did you buy those particular shoes? How about that belt or watch you have on – what made you choose those? For that matter, why do you yawn when you see others yawning or feel sad around depressed people? We now have the answer: You and your child imitate the actions and feelings of others because you have genes and neurons that compel you to mimic – the good as well as the bad! Find out more…

Why Experience Beats Linguistic Learning Every Time

Educational institutions try to pour words into your child’s head like they are pouring water into a jug. The only difference is that most of the words leak out, never to be remembered. Since life first appeared on earth 3.5 billion years ago, evolution has used experience, not words, as the primary basis of learning, represented by change at the level of genes and nerve tissue. In this Element you will find the six reasons your child’s brain prefers experiential learning over classroom learning. Find out more…

Memory Is Not an Event: The Four Stages of Learning

In this Element, we find that learning is not an event but a process. Your child does not form a memory in one fell swoop. In order to learn, his or her brain must go through four distinct stages of the learning process. Here you will find out what the four stages are and how your child may access them so that he or she may increase the efficiency of their learning process. Find out more…

The Incubation Stage of Learning

Once your child has processed data in the first three stages of learning, something else must take place before this information can be selected into his or her long-term memory banks. That something else is a period of relaxed physical downtime, in which the neurochemistry of your child’s brain is altered. Like a fresh flower bud, newly learned information is very fragile and cannot be effectively logged into your child’s long-term memory until he or she pass through the incubation stage of learning. Find out more…

The Grinches Who Stole Experience From Our Learning Institutions

This Element explains the history behind why, even thought science is proving that experience is indeed the best teacher for your child, we have ended up with scholastic, government and corporate institutions that virtually disregard it as a method of learning. Find out more…

Stress – the Death of Learning

Although science has shown that the greatest facilitator of learning and memory is relaxed mental states, new research is now uncovering a very disturbing fact: The greatest inhibitor of long-term memory formation is the opposite of relaxed states – stress. We are now finding that stress can destroy your child’s ability to learn in many ways, including killing their brain cells and withering his or her neural connections. Considering that today most children feel that they are under huge amounts of stress, this turns out to be a very disquieting discovery. Find out more…