The Value of Prevention
By Michael Hebron
When it comes to meaningful acts of long term learning, or sustaining a healthy physical body, the elements
of prevention are more desirable than attempts to correct poor health and unwanted outcomes. Dr. Michael
Weitzman said, “It’s a lot easier not to develop problems than to try to cure them.” (New York Times 6/22/09)
Unfortunately, because of what they both leave behind, there are some foods and some approaches to
learning that are not preventive in nature. On the other hand there are foods that move beyond being just a
low-grade fuel to sustain energy for our daily lives. These foods have a preventive influence that enhances
physical health and how long we can live. There are also approaches to learning that have preventive qualities
that clearly enhance long-term learning.
The preventive quality of some foods (like fiber, calcium, omega 3, probiotics) parallels how brain
compatible approaches to learning can prevent poor retention of information.
Foods that are compatible with developing and sustaining a healthy body and mind are not introducing
harmful elements into our body, and are referred to as functional food. We could say this is similar to how
information delivery systems that are compatible with how the brain best learns are not introducing what can be
harmful to learning. Approaches to learning have a negative influence on meaningful learning when they
interfere with how the brain decodes, encodes, retains, and recalls information.
Elements of prevention are at the core of both good health and meaningful learning. For example,
preventive or functional foods contribute less plaque into our blood, less cholesterol, less fat, and less body
weight, helping to prevent poor health. Brain compatible information delivery systems put forward a non-toxic
preventive message of less information, fewer details, and no negative critiques. On the other hand, some
information delivery systems create stress, fear, and loss of confidence, leaving behind a residue of past
experiences that slows down progress! This residue includes things like information with too many details; the
need to be perfect, trying to fix poor habits, and a loss of self-confidence. We could say when it comes to good
health and meaningful learning less is more.
By preventing what can bring on poor health and poor learning you gain higher return on the investments
of time and resources than trying to fix health problems, poor outcomes or poor habits when learning.
copyright 2009 Michael Hebron, Learning Golf, Inc., All rights reserved.
By Michael Hebron
When it comes to meaningful acts of long term learning, or sustaining a healthy physical body, the elements
of prevention are more desirable than attempts to correct poor health and unwanted outcomes. Dr. Michael
Weitzman said, “It’s a lot easier not to develop problems than to try to cure them.” (New York Times 6/22/09)
Unfortunately, because of what they both leave behind, there are some foods and some approaches to
learning that are not preventive in nature. On the other hand there are foods that move beyond being just a
low-grade fuel to sustain energy for our daily lives. These foods have a preventive influence that enhances
physical health and how long we can live. There are also approaches to learning that have preventive qualities
that clearly enhance long-term learning.
The preventive quality of some foods (like fiber, calcium, omega 3, probiotics) parallels how brain
compatible approaches to learning can prevent poor retention of information.
Foods that are compatible with developing and sustaining a healthy body and mind are not introducing
harmful elements into our body, and are referred to as functional food. We could say this is similar to how
information delivery systems that are compatible with how the brain best learns are not introducing what can be
harmful to learning. Approaches to learning have a negative influence on meaningful learning when they
interfere with how the brain decodes, encodes, retains, and recalls information.
Elements of prevention are at the core of both good health and meaningful learning. For example,
preventive or functional foods contribute less plaque into our blood, less cholesterol, less fat, and less body
weight, helping to prevent poor health. Brain compatible information delivery systems put forward a non-toxic
preventive message of less information, fewer details, and no negative critiques. On the other hand, some
information delivery systems create stress, fear, and loss of confidence, leaving behind a residue of past
experiences that slows down progress! This residue includes things like information with too many details; the
need to be perfect, trying to fix poor habits, and a loss of self-confidence. We could say when it comes to good
health and meaningful learning less is more.
By preventing what can bring on poor health and poor learning you gain higher return on the investments
of time and resources than trying to fix health problems, poor outcomes or poor habits when learning.
copyright 2009 Michael Hebron, Learning Golf, Inc., All rights reserved.
