David A. Turner is Professor of Education at the University of Glamorgan, UK. Before he entered academia, he was a physics teacher in secondary schools in England. He won the World Education Fellowship Prize in 2006 for his book, Theory of Education. He is currently Visiting Professor at Hiroshima University until July 2010.

'A timely intervention in the drug-based medical model of education designed to enhance cognition and the efficiency of learning. Turner teaches us to be suspicious of claims based on alleged medical parallels with education and examines the underlying assumptions behind the view that cognition, learning and intelligence can be enhanced through drug therapy. In the increasingly medicalised world of education this book should be read by educators and policy-makers.' Michael A. Peters, Professor of Educational Policy Studies, University of Illinois, USA

• Chapter 1: Medical models in education Chapter 2: The physical basis of intelligence Chapter 3: The thinking machine: What is 'hard-wired' in the brain? Chapter 4: What is intelligence? Chapter 5: Thinking harder or thinking smarter? Chapter 6: Attention Deficit Chapter 7: Hyperactivity Disorder - Or just having something better to do? Chapter 8: Two different approaches to learning Chapter 9: Discipline and Respect Chapter 10: Whither education? Chapter 11: Conclusions References

David A. Turner is Professor of Education at the University of Glamorgan, UK. Before he entered academia, he was a physics teacher in secondary schools in England. He won the World Education Fellowship Prize in 2006 for his book, Theory of Education. He is currently Visiting Professor at Hiroshima University until July 2010.

'A timely intervention in the drug-based medical model of education designed to enhance cognition and the efficiency of learning. Turner teaches us to be suspicious of claims based on alleged medical parallels with education and examines the underlying assumptions behind the view that cognition, learning and intelligence can be enhanced through drug therapy. In the increasingly medicalised world of education this book should be read by educators and policy-makers.' Michael A. Peters, Professor of Educational Policy Studies, University of Illinois, USA

• Chapter 1: Medical models in education Chapter 2: The physical basis of intelligence Chapter 3: The thinking machine: What is 'hard-wired' in the brain? Chapter 4: What is intelligence? Chapter 5: Thinking harder or thinking smarter? Chapter 6: Attention Deficit Chapter 7: Hyperactivity Disorder - Or just having something better to do? Chapter 8: Two different approaches to learning Chapter 9: Discipline and Respect Chapter 10: Whither education? Chapter 11: Conclusions References

David A. Turner is Professor of Education at the University of Glamorgan, UK. Before he entered academia, he was a physics teacher in secondary schools in England. He won the World Education Fellowship Prize in 2006 for his book, Theory of Education. He is currently Visiting Professor at Hiroshima University until July 2010.

'A timely intervention in the drug-based medical model of education designed to enhance cognition and the efficiency of learning. Turner teaches us to be suspicious of claims based on alleged medical parallels with education and examines the underlying assumptions behind the view that cognition, learning and intelligence can be enhanced through drug therapy. In the increasingly medicalised world of education this book should be read by educators and policy-makers.' Michael A. Peters, Professor of Educational Policy Studies, University of Illinois, USA

• Chapter 1: Medical models in education Chapter 2: The physical basis of intelligence Chapter 3: The thinking machine: What is 'hard-wired' in the brain? Chapter 4: What is intelligence? Chapter 5: Thinking harder or thinking smarter? Chapter 6: Attention Deficit Chapter 7: Hyperactivity Disorder - Or just having something better to do? Chapter 8: Two different approaches to learning Chapter 9: Discipline and Respect Chapter 10: Whither education? Chapter 11: Conclusions References