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…a methodology that would approach the teaching of Anatomy from a different perspective, one that encouraged independence, student-centered instruction, and engaged all types of learners…to my delight I found what I was seeking… the Anatomy in Clay® system transformed our program …

Teri Fleming, Recently Retired Science Instructor, Biology and Anatomy (and winner of Teacher of Year Award six times and nominated 12 times more), Alief, ISD, Houston, TX



Jon Zahourek’s Visit With Temple Grandin

Posted by: ANATOMY IN CLAY® Learning System | Posted on: April 26th, 2013 | 0 Comments

Post By Jon Zahourek

In her book Emergence: Labeled Autistic, Temple Grandin tells the story of “groping her way from the far
side of darkness.”

As stated on Temple Grandin’s website, the book stunned the world because, until its publication,
most professionals and parents assumed that a diagnosis of autism was virtually a death sentence for
achievement or productivity in life.

It goes without saying that Temple Grandin has shown the world these assumptions are flat-out wrong.
A look at her schedule and her high level of productivity as an author, professor, and speaker will tell
you she is no longer groping in darkness.

When Temple Grandin walked by our booth at the Rocky Mountain Horse Expo in March 2012, there
was an instant connection. She was visibly excited about the clay muscles I’d built onto my scale-model
horse skeleton, the EQUIKEN®.

“That’s the way to learn,” she said at the time. “That’s the way I learn.”

My wife Renee and I chatted with Temple about the hands-on approach involved with the ANATOMY IN CLAY ® Learning System. We discussed the nature of learning for twenty intense minutes. She was
animated and excited throughout this conversation.

Making the connection with Temple Grandin was an exciting moment for us and a fulfilling moment for
the ANATOMY IN CLAY Learning System. I want to thank Temple for taking the time recently to talk further
with us on video about why she believes hands-on learning is so important. To me, she speaks for a large
segment of all learners who share this enhanced experience. I felt she recognized that forming shapes
with muscles in clay – enhancing an analysis of how these muscles might function — has a special power
that “supercharges” touch. The entire video can be seen here. I think you have to admire her emphatic take on this issue.

As Temple showed the world, there is much to be learned about how we learn—learning comes in all
forms. With hands-on activity, learning begins when you touch, explore, and feel the very thing you
are working on – understanding begins in the hands themselves. Temple’s strong endorsement for this
hands-on approach confirms what we believe. It also confirms what research has demonstrated.

We don’t yet know all the ins and outs of the mind. President Obama’s recent call for a decade-long
exploration into the workings of the human brain, at a potential cost of up to $3 billion, clearly indicates that we have a lot to learn about how we generate an understanding of the world.

Temple Grandin has shown us that a disability generates limitations merely by being perceived as a
disability. Regardless of the perception of a “style” of learning or of the quality of intelligence itself, the
process of learning can be enhanced beginning with the hands themselves. Why shouldn’t we put this
native ability into wider play? Thank you, Temple.

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