Review Guidelines for Edu-K Products and Publications in Development

and Curricula and are used, as applicable, by Hearts at Play to evaluate submissions for potential endorsement and marketing. For further information, see A Language of Learning. Please conduct your own review to ensure that the submission you are developing conforms to these criteria.

Fundamental Criteria

• You (the applicant) are a currently licensed instructor and a member in good standing of the Educational Kinesiology Foundation.
• The proposed product is unique, and has a specific potential market.
• The material is based on Brain Gym® or other copyrighted processes (but may not be based on the Educational Kinesiology In-Depth process, which is taught only by Foundation faculty).
• The proposed product properly acknowledges and references work protected by copyrights and/or service marks (e.g., the Brain Gym® names, balancing processes, or illustrations). Note: Any work that does not consist of a majority of new material/perspective/thinking/application?not merely a rehashing of existing Edu-K publications or products?is considered to be coauthored with the Dennisons and must be treated accordingly.
• The proposed product clearly meets the standards set for the Brain Gym trademarked image, supporting the Educational Kinesiology profession and Brain Gym Instructors.
• The material is consistent with that provided in other Edu-K products and courses.
• The material is practical and cost-effective.
• The material will be reproduced according to professional and ecological standards (e.g., high-quality video production, typesetting, or photocopying; the use of recycled paper whenever possible).
• The material uses current Edu-K language (see wording examples at the end of this document).
• If the material is a book or article, the mechanics (syntax, semantics, layout, and graphics) are suitable and professional.
• The marketing plan is in keeping with the trademark image as set forth by Hearts at Play and the Educational Kinesiology Foundation.
• Any layout, graphics, or design inherently represents Educational Kinesiology concepts by showing such qualities as Three-Dimensional integration.
• A balanced presentation with a "head," "center," and "ground."
• A balance of text and white space; enough blank space has been incorporated into each page that the reader has a sense of space for blinking, breathing, and reflecting on the content.
• A balanced focus of information within a context that spaciously holds the details.

Representation of Edu-K's Educational Values

• The proposed product accurately portrays the values and principles of Educational Kinesiology regarding education, such as an emphasis on the physical and developmental skills of learning; kinesthetic, tactile, concrete learning (e.g., hand-eye coordination, binocular vision, ease of movement) supports the mental and abstract.
• The furthering of a ?drawing out? educational model (rather than a ?fix it? or therapeutic model), oriented to the discovery of values, and anticipating possible outcomes yet also open-ended.

• An emphasis on experiential, movement-based learning (concrete operations) rather than information-based learning such as rote memorization or affirmation.
• Enhancement of communication, organization, comprehension, or other academic skills, presenting learning as a self-actualizing, evolutionary process sometimes making use of (but not dependent on) technology.
• Addressing the whole individual within his or her environment, rather than just isolated elements of functioning (such as muscle systems or emotional systems).
• Adherence to a community-based, cooperative (not competitive) learning model.
• The idea of centering, in which the joy of participation is enhanced by inner-directed experiences and not overly influenced by such outer-directed considerations as success, achievement, or performance. The individual is honored at his or her own level of growth, and need not achieve anything in order to be valued.
• The honoring of different learning styles, and inclusion of a whole-brain approach (both specialized and contextual) to movement, language, mathematics, and social, musical, or other skills; nonexclusion of particular learning styles (e.g., doesn't favor linguistic at the expense of social).
• Faithful descriptions of the Edu-K processes known as PACE, goal setting, noticing, and 5 Steps to Easy Learning, so that such are congruent with approved books and manuals.
• The idea that a manual should be user-friendly.
• The basic Edu-K concept that play, movement, and personal experience are essential components of learning, as suggested by the overall "look and feel" of the book (including individual pages) or the product.
• It doesn't promote a religious doctrine, and honors the rights and equality of all people, regardless of gender, creed, ethnicity, political or religious persuasion, or prior educational achievement.
• It considers personal autonomy to be an important asset and allows each individual the space to make his or her own choices.

Criteria for Depicting the Integrated Human Figure in Graphics or on Film

• Movements are accurately drawn, shown, photographed, or described, according to optimal body mechanics. (See Brain Gym® and Brain Gym® Teachers Edition.)
• Movements are ?readable?; that is, acupoints are clearly identified and limbs or other physiology are distinctly depicted as to range of motion, the location of the muscle system involved, etc.
• Clothing is comfortable-looking and culturally appropriate for the population that will be using the materials.
• Varying ages and ethnic backgrounds are represented.
• A connectedness is shown between the figure and his or her environment (i.e., the ground or background seen).
• If people are shown interacting, there appears to be a connectedness between them.
• Figures appear to be moving, not static.
• Use of computer-generated graphics that "switch off" the visual system are avoided.
• The Three Edu-K Dimensions are accurately represented (see the following distinctions).

Laterality

• The person depicted looks vital and relaxed.
• The eyes seem lively (indicating hemispheric activity) and appear to converge (work together).
• The neck and shoulders look relaxed.
• The body appears bilaterally coordinated.
• There is a visual integration of line and space. (Dot matrix printing tends to create a visually unintegrated line, as it breaks information down into very small units and doesn't show how these units fit together; use laser printing for camera-ready copy.)

Centering

• The figure exhibits a comfortable sense of personal space. (I know who I am; I can feel myself, my feelings, my center.) The figure appears to be dealing with a real world.
• The figure appears grounded (connected to the ground).
• The lower body appears stable and supportive of the torso.
• The upper and lower areas of the body appear to be congruent and to express a unified whole that is still capable of specialized upper/lower actions (like sitting, bending, or standing).

Focus

• The figure appears interested in what she or he is doing (as an active participant).
• The figure seems capable of exploration and surprise. He or she appears to fit into a bigger picture or context.
• The body tendons look relaxed.
• The knees seem relaxed and the body appears ready for appropriate response.
• There is a fluidity (rather than rigidity) of movement among head, shoulders, torso, sacrum, and feet.
• The figure appears to be alive and breathing.
• The figure seems energized but not hyperactive.

Linguistic Criteria

• The proper spelling and capitalization of the Brain Gym® movements has been used (see Brain Gym® Teacher's Edition).
• Gender-neutral pronouns are used (e.g., saying "one," alternating between masculine and feminine pronouns, or using proper names such as "David" or "Mary" instead of pronouns.
• No use has been made of fonts that send urgent or exaggerated signals to the reader (e.g., titles completely in uppercase or boldface words that are also underlined).
• Brain Gym® has been presented as a model of drawing out and fostering self-control from within.
• The material supports, works with, or follows the student's lead, rather than advising or solving.
• Reference to stereotyped roles or behaviors (e.g., all secretaries are women; all work is effortful) has been avoided, along with any implication that some people are better than others by nature of their status in society.
• "People first" language has been used, not labels (e.g., "a child diagnosed as having ADD," is preferable to "an ADD child").

• is positive and constructive, and offers a whole-brain perspective (includes both linear/left brain and metaphoric/right brain elements).

© 2002 Hearts at Play | Web Site by Nathan Fish and Michael Fairchild