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ERIC Number: EJ1158410
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1925-0746
Reviewing the Purpose of Education and Challenges Faced in Implementing Sound Pedagogical Practices in the Presence of Emerging Evidence from Neuroscience
Watagodakumbura, Chandana
World Journal of Education, v5 n6 p23-36 2015
The field of neuroscience has been evolving constantly and at a rapid pace in the recent past. Consequently, neuroscientists have put forth a wealth of knowledge in relation learning and education in general. In this context, how can we as educators benefit from the emerging evidence from neuroscience so that we can take a significant step forward in improving our pedagogical practices? We can take a deeper and reflective look at our existing pedagogical knowledge-base and engage in implementing necessary changes in such a way that we can guide our learners to reach their full potential. By reaching full potential, we mean enhancing creativity and wisdom in our day-to-day life operations, thus developing more empathic and content personalities devoid of psychological disorders. In the presence of emerging evidence, we can be better organised and take more educated decisions in planning our curricular, assessment and content delivery methods to achieve enhanced learning. We certainly face some challenges, especially in changing from some practices that were used widely and for a prolonged time. However, taking this courageous step forward would help us to be more sustainable in our educational systems as well as society at large. In this regard, this paper discusses some emerging neuroscience-based concepts relevant to learning and education in general, the significance of these concepts and some suggestions on how they can be incorporated in our pedagogical practices.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A