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ERIC Number: EJ927673
Record Type: Journal
Publication Date: 2011-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0013-1857
Educational Neuroscience: Motivations, Methodology, and Implications
Campbell, Stephen R.
Educational Philosophy and Theory, v43 n1 p7-16 Feb 2011
"What does the brain have to do with learning?" "Prima facie", this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the "mindbrain" as the proper object of study thereof, I discuss, dispel or dismiss some of these objections prior to presenting my motivations, aims, and prospects for this new area of educational research. I then briefly outline a positive case for educational neuroscience in terms of theories, methods, and collaborations, and conclude with a brief discussion of some challenges, results, and implications thereof. Naturally, the following considerations are but my own, some of which may be shared to some extent by others working in this area, as the case may be.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A