David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (1):98-103 (2011)
The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these topics in educational theory has largely not had the benefit of biological evidence to date. In this article, I lay out two general, complementary findings that have emerged from the past decade of neuroscience research on emotion and social processing, with a view to beginning a dialogue about the meaning of these findings for educational theory. First, emotion and cognition are intertwined, and involve interplay between the body and mind. Second, social processing and learning happen by internalizing our subjective interpretations of other people's beliefs, goals, feelings and actions, and vicariously experiencing aspects of these as if they were our own. Together, these two results from neuroscience could have important implications for the design of learning environments; to discover these will require reconciling established educational learning theories with the current neurobiological evidence
|Keywords||Mind emotion empathy Brain and Education embodiment Brain‐Based Education learning|
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References found in this work BETA
Lucina Q. Uddin, Marco Iacoboni, Claudia Lange & Julian Paul Keenan (2007). The Self and Social Cognition: The Role of Cortical Midline Structures and Mirror Neurons. Trends in Cognitive Sciences 11 (4):153-157.
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Citations of this work BETA
Eve Ruddock (forthcoming). On Being Musical: Education Towards Inclusion. Educational Philosophy and Theory:1-10.
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