Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”
There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscie...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-12-01
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| Series: | Brain Sciences |
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| Online Access: | https://www.mdpi.com/2076-3425/13/1/40 |
| _version_ | 1797445244835332096 |
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| author | Gerry Leisman |
| author_facet | Gerry Leisman |
| author_sort | Gerry Leisman |
| collection | DOAJ |
| description | There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscience and the classroom has been neither significantly examined, nor applied. What is needed is a specially trained class of professionals whose role it would be to guide the introduction of cognitive neuroscience into educational practice in a sensible and ethical manner. Neuroeducators would play a pivotal role in assessing the quality of evidence purporting to be relevant to education, assessing who is best placed to employ newly developed knowledge, as well as with what safeguards, in addition to investigating how to deal with unexpected consequences of implemented research findings. This special issue of the “The Brain Goes to School” aims to provide support for the development of training programs that truly integrate curriculum design and classroom instruction with the developmental cognitive neurosciences. |
| first_indexed | 2024-03-09T13:22:59Z |
| format | Article |
| id | doaj.art-0ed35a8c05f44012bf17661cc3e02850 |
| institution | Directory Open Access Journal |
| issn | 2076-3425 |
| language | English |
| last_indexed | 2024-03-09T13:22:59Z |
| publishDate | 2022-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Brain Sciences |
| spelling | doaj.art-0ed35a8c05f44012bf17661cc3e028502023-11-30T21:26:44ZengMDPI AGBrain Sciences2076-34252022-12-011314010.3390/brainsci13010040Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”Gerry Leisman0Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, 19 Abba Khoushy Avenue, Eshkol Tower, Rm. 910, Haifa 3498838, IsraelThere have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscience and the classroom has been neither significantly examined, nor applied. What is needed is a specially trained class of professionals whose role it would be to guide the introduction of cognitive neuroscience into educational practice in a sensible and ethical manner. Neuroeducators would play a pivotal role in assessing the quality of evidence purporting to be relevant to education, assessing who is best placed to employ newly developed knowledge, as well as with what safeguards, in addition to investigating how to deal with unexpected consequences of implemented research findings. This special issue of the “The Brain Goes to School” aims to provide support for the development of training programs that truly integrate curriculum design and classroom instruction with the developmental cognitive neurosciences.https://www.mdpi.com/2076-3425/13/1/40developmental cognitive neuroscienceeducational neuroscienceneuroeducation |
| spellingShingle | Gerry Leisman Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School” Brain Sciences developmental cognitive neuroscience educational neuroscience neuroeducation |
| title | Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School” |
| title_full | Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School” |
| title_fullStr | Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School” |
| title_full_unstemmed | Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School” |
| title_short | Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School” |
| title_sort | neuroscience in education a bridge too far or one that has yet to be built introduction to the brain goes to school |
| topic | developmental cognitive neuroscience educational neuroscience neuroeducation |
| url | https://www.mdpi.com/2076-3425/13/1/40 |
| work_keys_str_mv | AT gerryleisman neuroscienceineducationabridgetoofaroronethathasyettobebuiltintroductiontothebraingoestoschool |