Amongst educators, scientists and policy-makers there is a
growing belief that the field of education can benefit from an
understanding of the brain. However, attempts to bring neuroscience
and education together have often been hampered by crucial
differences in concepts, language and philosophy. In this book,
Paul Howard-Jones explores these differences, drawing on the voices
of educators and scientists to argue for a new field of enquiry:
neuroeducational research.
Introducing Neuroeducational Research provides a meaningful
bridge between two diverse perspectives on learning. It proposes
that any such bridge must serve two goals that are critically
related to each other: it must enrich both scientific and
educational understanding. This challenge gives rise to unique
conceptual, methodological and ethical issues that will inevitably
characterise this new field, and these are examined and illustrated
here through empirical research. Throughout the book, Paul
Howard-Jones:
- Explores ?neuromyths? and their impact on educational
research
- Highlights the opportunities to combine biological, social and
experiential evidence in understanding how we learn
- Argues against a ?brain-based? natural science of
education
- Introduces clearly the concept of an interdisciplinary
neuroeducational approach
- Builds a methodology for conducting neuroeducational
research
- Draws on case studies and empirical findings to illustrate how
a neuroeducational approach can provide a fuller picture of how we
learn.
Presenting a blueprint for including our knowledge of the brain
in education, this book is essential reading for all those
concerned with human learning in authentic contexts: educators,
scientists and policy-makers alike.
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