Teaching, Not Preaching, as a Strategy for Social Change
Saturday, 4:30 PM - 6:15 PM
Sheraton Constitution A&B

Speaker: Jack P. Shonkoff, Harvard University
Chair: John W. Hagen, University of Michigan, SRCD

Biographical Sketch
Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development at the Harvard School of Public Health and Harvard Graduate School of Education, and founding director of the university-wide Center on the Developing Child at Harvard University. He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprised of leading scholars in neuroscience, developmental psychology, pediatrics, and economics, whose mission is to bring sound and accurate science to bear on public decision-making affecting the lives of young children. He is a former Chair of the Board on Children, Youth, and Families at the National Academy of Sciences where he also chaired the Committee on Integrating the Science of Early Childhood Development for the Institute of Medicine and the National Research Council. He has authored more than 130 publications, including 9 books, and has received multiple professional honors. Prior to his current position, he was the Samuel F. and Rose B. Gingold Professor of Human Development and Social Policy and Dean of The Heller School for Social Policy and Management at Brandeis University.

Abstract
The Making a Difference Lecture honors the memory of the late Past-President of SRCD, Esther Thelen, whose human attributes and professional achievements touched many lives. This presentation will provide a personal reflection on the complex challenge of bringing scientific knowledge to bear on the social policies that affect the health and development of young children. The story begins with the publication of a National Academy of Sciences report entitled, From Neurons to Neighborhoods: The Science of Early Childhood Development. Its ensuing trajectory follows the establishment and evolution of the National Scientific Council on the Developing Child and the recent launch of the Center on the Developing Child at Harvard University. Its message will elaborate on the following lessons : (1) understanding the difference between the impact of an advocate and the influence of a knowledge broker; (2) recognizing that the transfer of knowledge from the academy to the public arena should be viewed as a scholarly endeavor in its own right and that the task of explaining scientific concepts to policymakers, business executives, and civic leaders can be informed by empirical study; and (3) appreciating that the design and implementation of social policy, like the process of child development and the delivery of human services, is grounded in the critical influences of trusting, reciprocal, and mutually rewarding relationships.