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ERIC Number: ED429063
Record Type: Non-Journal
Publication Date: 1998
Pages: 42
Abstractor: N/A
Reference Count: N/A
Brain-based Education: A Reply to Bruer.
Iran-Nejad, Asghar
This paper responds to an article by John Bruer that questions the wisdom behind the recent surge of interest in the educational implications of brain research. Bruer is skeptical about brain-based educational practice and policy. This paper argues in favor of the default alternative that knowledge of brain functioning and development can guide theory, research, and practice in education. The first section examines Bruer's negative conclusion, including the scope of the neuroscience considered, conservative and reform-oriented perspectives, and communication of scientific results to nonspecialist consumers. It also discusses issues beyond specific knowledge. The second section discusses the default alternative, examining prevention versus remediation in child development and education; critical periods and formative postnatal development; plasticity, flexibility, and stability; and aspects of formative postnatal development. The paper notes that education is not the only field where the brain is becoming an important consideration, and it is important to turn to the brain to discover more about how people learn. It concludes that specialists from diverse fields must join forces to investigate this new challenge as a unified body open to innovations and new discoveries. (Contains 59 references.) (SM)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A