Educational Neuroscience: Motivations, methodology, and implications

‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some of these objections prior to presenting my motivations, aims, and prospects for this new area of educational research. I then briefly outline a positive case for educational neuroscience in terms of theories, methods, and collaborations, and conclude with a brief discussion of some challenges, results, and implications thereof. Naturally, the following considerations are but my own, some of which may be shared to some extent by others working in this area, as the case may be
Keywords Educational psychology  EDUCATION / Philosophy & Social Aspects
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Call number LB1501.E38 2011
ISBN(s) 9781444339857  
DOI 10.1111/j.1469-5812.2010.00701.x
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References found in this work BETA
David J. Chalmers (1995). Facing Up to the Problem of Consciousness. Journal of Consciousness Studies 2 (3):200-19.

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Citations of this work BETA
Ivan Snook (2012). Educational Neuroscience: A Plea for Radical Scepticism. Educational Philosophy and Theory 44 (5):445-449.

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Similar books and articles
Michel Ferrari (2011). What Can Neuroscience Bring to Education? Educational Philosophy and Theory 43 (1):31-36.
Thomas Aastrup Rømer (2011). The Educational Thing. Studies in Philosophy and Education 30 (5):499-506.

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