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Illusions

Foreword

By Prof Lyn Beazley

I've been involved in brain research for more than twenty years and consider myself to be very lucky indeed. Not only have I witnessed the most remarkable developments in what we know about our own brains, but my field inspires in me, even more enthusiasm and amazement today than it did when I opened my first neurology textbook.

Illusions are real treats for neuroscientists. They offer insights into how our brains operate — how we actually "think". This book proves they can be a treat for the classroom teacher, too. As far as science experiments go, illusions seem like a dream come true: easy to prepare, inexpensive, interesting, relevant to everyone, applicable to many other subjects and so much fun, students will be going over lessons in the playground.

The human brain is the most complicated structure in the known universe, and it is created totally from scratch, in infinite variations, with every new life. The brain is so adaptable, so able to learn new things, that we scientists describe it as "plastic", yet while it learns, it also maintains incredible stability in our consciousness and in our bodily functions. My own area of research is the brain's visual system — how the eye develops and connects up with the brain so that we can make sense of what we see. We are also working on how we can make the system regenerate properly if it is damaged but this is just one question — there are thousands more topics of brain research going on all over the world every day.

Computer technology has revolutionised the way in which we study and treat the brain and there have never been so many people who could benefit from new developments. It is an exciting time. Advancements have been made in the regeneration of nerve cells and I am hopeful that science will be able to help spinal cord injury patients achieve at least partial recovery in the next decade or so. As the population ages, Alzheimer's disease is becoming more common. Recent research has identified a molecule involved and current efforts aim to slow its production enough to avoid this terrible affliction spoiling the lives of elderly people.

The saying goes that "You are what you eat" but my vote goes to "You are what you think" so I am thrilled that this resource has been produced. I hope it helps educators everywhere convince their students to appreciate the sheer wonder that goes on inside their heads every single day.

L.B.
The University of Western Australia, July 1998