Don't start with the details. Start with the key ideas, and in a hierarchical fashion, form the details around these larger notions.

If managers knew how deeply their behaviors could affect brain function - whether they are piling up too much work on someone or yelling at them for "motivational purposes", they would quit doing it.

Empathy works so well because it does not require a solution. It requires only understanding.

Human learning is a very aggressive style in its native state. I am not sure why, though it is a very useful trait in an unstable, unpredictable living environment.

Change often involves loss, so change can be a risky experience.

Most brain scientists have not taught 4th grade, and don't know very much about the classroom, even though they might study learning in some detail. Most education professionals, who often know a tremendous amount about the classroom, don't know much about the brain. That is one of the reasons why I am so skeptical about applying brain findings to the classroom.

There are nature and nurture components to virtually every behavior a human experiences. The research effort lies only in finding the relevant percentages, not on some absolute value. That's one of the reasons behavioral scientists have to be really good statisticians.