Michael Gurian's Book Boys and

¶ … Michael Gurian's book Boys and Girls Learn Differently Gurian, Michael. (2001). Boys and girls learn differently. New York: Jossey-Bass. According to Michael Gurian's 2001 book Boys and girls learn differently because of the way that the male and female brains are structured from a young age, girls and boys learn in fundamentally different ways. Gurian's thesis is similar to that of Gardner's theory of multiple intelligences, namely that different students learn in different ways, and excel in different areas.

For the classroom environment to be optimized for learning, it must be tailored to suit each student's particular needs. However, Gurian structures his book along the lines of gender divisions, rather than the innate talents particular students may possess. According to Gurian, sitting still and learning things in a verbal manner comes more easily to girls than boys. But boys are taught, often by women in the lower grades, and are locked in a system where these sorts of behaviors are prized to the exclusion of other gifts.

This is why many boys struggle, particularly in subject areas where the male brain is less quick to develop than the female brain, like reading. Difficulties at home and difficulties at school place many young boys under near-constant stress, which further interferes with their learning. Although Gurian does admit that girls can be 'stressed' as well, he is particularly concerned about boys who are quick to anger and have little channel for their frustrations in a school environment.

Boys are also less apt to be verbal as soon as girls, have more trouble dealing with their emotions, and less support in finding ways to channel their anger. They are also more likely to experience language delays. Even if an educator disagrees with the degree to which Gurian emphasizes differences between the sexes, he offers helpful suggestions for more diversified learning strategies. Incorporating more hands-on activities stimulates the learning process of less verbal children.

Involving parents in the school environment is a source of additional input for different children's unique needs. Using nature, games, and aspects of the 'lived world' are all part of the teaching experience. Gurian does not suggest that girls should not be allowed to engage in such activities, only that the learning environment be balanced to enhance the weaknesses of both sexes, as well as build upon what he sees as their innate strengths.

Gurian further cautions educators that some behavior difficulties may be the product of the current social environment of expectations, rather than a reflection that such disorders have increased, as some studies indicate that ADHD (attention deficit hyperactivity disorder) and conduct disorders have increased. So-called conduct and behavioral disorders may be a poor fit of environment and child, rather than the child's fault.

An easily distracted child may have been more accepted in a kinesthetic society that valued manual skills, for example, and the 'niceness' demanded in conventional schooling may cause an aggressive child to be labeled as maladaptive, even though he possesses hidden leadership skills. Gurian suggests working in dialogue with the child's nature and the environment, rather than merely trying to fit a child's behavior to adapt to an environment where his skills will always be lacking. This approach is especially useful for teachers of.