How did I become a lecturer in one of the most prestigious medical universities in Japan when I failed all of my school examinations, and left school at 17 virtually illiterate?
The story of my life reflects much of what is wrong with education today, as it did when I was a child.
The answer to the above question is presented in the accompanying five books, which are summarized in this website.
The writing of these books, and the 20 years of scientific research that went behind them, was given impetus when I overheard a teacher remark how stupid the children were in his class.
The children I interrupted him, were not stupid. It was simply that they did not understand what he meant.
The teacher responded by telling me there was nothing wrong with the way he taught, and that his students were more or less born the way he marked and graded them. The problem is that this teacher, and so many, many I meet, did not really know why his students had trouble to learn, and so why they varied so much in their ability.
It was to explain what intelligence is, how it develops, and why it is not what we think it is, and so how students really learn that.
I devoted so many years of my life to produce these now seven books. These books tell the true story of how a student in school struggles to learn, why we must teach with a higher understanding of how their mind and brain work together, and so why our global school systems are failing to prepare the young of today for the world of their future.
our failing and the danger in this, is that we do not realise how the ways we educate children today are actually based on a modified political design that is 100 years out of date. It is because of this design, and the mind-set it created, that we believe each child thinks and learns their own way, which we mistakenly assume comes from the genes they inherited. This belief, however, enables school still today to economically place 50 or more students in one classroom with one teacher, and then not to be blamed for the difficulty those students have to learn. Despite what we may individually think, the design of the school operation is based on a reasoning that the trained and qualified teacher is generally beyond reproach and the learning of the student is up to their personal effort and natural ability.
It is to explain to all educationalists, parents and politicians
Why we are wrong to think that a student’s ability is rooted in a genetic factor of intelligence, and that their real ability is simply based on factors of language and emotion, that I have dedicated the past 30 years of my life to change the way school works. It is only once the effect of realising this is understood that school will seriously alter its syllabus to include new subjects.
Where did my work in education begin?
Some years later, and as I came to reflect upon why I had failed so badly in school and yet did so incredibly well when I went back to school, I started to dedicate my life to helping all children to think and to learn better in school. My purpose in doing this was not just so they would get better grades and a better opportunity in life, but much more because I realised school needs to create a new higher-reasoning model citizen, instead of the model it still produces today based on a 19th Century design.
“The most important books I have ever read about a child’s intelligence.”
The world of our children will not be the same as ours. Yet, we are not preparing them for this.
Today, Roy Andersen is globally recognised as an expert in education
He is an expert in intelligence and is the inventor of “The Brain Environment Complex Theory,” which presents a new concept to what intelligence is and how children learn. He travels the world to explain why school fails today and why and how each school can raise the performance of its students, but more importantly why we need to prepare our children with higher skills for the very different world they must live and work in. Our failing in this will deprive them of the higher language skills they will need to maintain democracy in a world dominated by artificial intelligence.
Through his great experience in teaching he has developed “The Andersen Attitude Method of Teaching,” which is widely accepted as a simple but highly effective means for the normal teacher to dramatically improve the learning and grades of all of their students.
What People Say
Dr. Sadaf Iqbal Principal Aurakzai model School, Hazara university. Pakistan.
“Roy is a great educationist. He is an experienced consultant and provides assistance regarding the selection of an appropriate syllabus for school children. He can play a pivotal role in promoting any school with a disruptive record. I know he helps a situation where teachers keep grudges against children and are vindictive towards them. He understands and helps with the role of the parent in the school and all about the development of the child’s social, emotional and personal skills. He helped me a lot with one angry mother I had to deal with.”
Ian Arkell. Principal and Educational Consultant. U.K.
“Roy’s calm and thoughtful approach to supporting individuals is as refreshing as it is effective. He is respected across the globe for his work to improve the quality of education for both the individual and at a system level.”
Huma Kirmani. School Consultant, Honorary member of United Nation of Pakistan and author. Pakistan.
“Dear Teachers., you would find Roy Anderson to be an adaptable, affectionate and amiable educational consultant who works diligently and intuitively to help all teachers with the teaching responsibilities and stresses they have. I know him to be passionate and persistent to resolve any problem concerning the academic development of a child. You would find his assistance invaluable.”
Tej Shrestha. Principal. Sunshine School. Nepal.
“My teachers and I have been trained by Roy, so we know what we are talking about. He is really the best in the field of training to teachers and to all people associated with how a school is able to operate at its very best.
Roy understands very well how a school operates and how its teachers will vary in their teaching from country to country, but he understands very well how to bring all this down to a heart to heart level so anyone anywhere can learn from him. His teachings and his ways touched the heart of my students and brought them very close to their teachers, so I now have a very, very happy school.”
Jyoti Khadka. TV host. Nepal
“Roy, your works are something that every parent of today’s world dominated by AI, as you said, must know about. It is certainly how we share the behaviour and he way they perceive the world that makes them who they are in the future. Keep us updated. Thank you.”
Kia Oulebsir. Guardian and Teacher France.
“Roy has been a very great help to me with his advice concerning my nephew who kept escaping from school. He has also given great advice about another member of my family. I know he helps parents all over the world. I think every mother should consult him when they have a problem with their child.”
Nihel Salsabil. Mother. Algeria.
“Thank you so much Roy for your advice. Thanks to you, my son is a happy child now and not as he used to be. He is developing himself little by little”
Khagendra Bist, Teacher
“Mind blowing and Totally Relevant!”
Emily Iman. Teacher. Algeria.
“I saw your presentation and was amazed at the way you explain the lessons. It worked a lot for me with my pupils.”