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The indestructible classroom chair ("Ergonomic Seats? Most Pupils Squirm in a Classroom Classic," front page, Jan. 5) is a great example of our "penny wise, pound foolish" approach to learning environments. The student who becomes fidgety and disruptive spending six hours a day sitting in a hard chair may end up in special education or on the streets, simply because we ignore the essential role of the body, not just the brain, in learning.
We know from research that learning and cognition involve the entire body, the senses and the emotions, not just the contents of the cranium. We could make great strides in learning if we were more attuned to how a classroom and its contents can support active, engaged, embodied learning.
SARAH KUHN
Lowell, Mass., Jan. 5, 2013
The writer is a professor of psychology, the University of Massachusetts Lowell.
To the Editor:
As a middle-school teacher, I can certainly attest to the lack of comfort in our standard school seats, especially for adolescents, whose backbones have not yet fully ossified. Such children can't help but squirm; their discomfort is real.
At a time when educational spending is under fire, there is an easy and cheap solution. Let children sit on top of the desks or on the floor, or simply let them stand. And no, bedlam will not break loose. The students will feel that their wellness is valued by the adults around them.
NANCY G. HARRINGTON
Wallingford, Conn., Jan. 5, 2013
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