© 2010 – Routledge
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:
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.
PART 1: CONTEXTS 1. WHAT HAS NEUROSCIENCE GOT TO DO WITH EDUCATION? 2. NEUROMYTHS 3. EDUCATORS ON THE BRAIN, NEUROSCIENTISTS ON EDUCATION 4. NEUROSCIENCE AND EDUCATION IN DIALOGUE PART 2: NEUROEDUCATIONAL RESEARCH 5. A MULTI-PERSPECTIVE UNDERSTANDING OF LEARNING 6. METHODOLOGY IN NEUROEDUCATIONAL RESEARCH 7. NEUROEDUCATIONAL ETHICS 8. NEUROEDUCATIONAL RESEARCH CASE STUDY A: CREATIVITY 9. NEUROEDUCATIONAL RESEARCH CASE STUDY B: LEARNING GAMES PART 3: THE FUTURE 10. NEUROSCIENCE, EDUCATION AND THE FUTURE REFERENCES APPENDIX 1: SOME NEUROANATOMY APPENDIX 2: GLOSSARY