Stephanie West Allen points to a thought-provoking and compelling answer to the question above in the work of Judy Willis, a former neurologist who obtained her teaching credential after a 15-year career in medicine and now teaches at Santa Barbara Middle School and blogs at Psychology Today. Willis brings an unusual and highly valuable combination of hands-on experience as an educator and a deep understanding of neuroscience to her writing, and her article in the Summer 2007 issue of Educational Leadership, "The Neuroscience of Joyful Education," is one of the most helpful pieces I've read on the subject of understanding the practical relevance of neuroscientific research. Willis's article is focused on formal education in a classroom setting, but I believe that the findings she discusses have relevance for any experience in which we're trying to impart knowledge, stimulate understanding and foster growth, from a group workshop to an executive coaching session to an impromptu feedback conversation.