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ERIC Number: EJ1057049
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1743-9884
No Brain Left Behind: Consequences of Neuroscience Discourse for Education
Busso, Daniel S.; Pollack, Courtney
Learning, Media and Technology, v40 n2 p168-186 2015
Educational neuroscience represents a concerted interdisciplinary effort to bring the fields of cognitive science, neuroscience and education to bear on classroom practice. This article draws attention to the current and potential implications of importing biological ideas, language and imagery into education. By analysing examples of brain-based consumer products and services, we express a concern that neuroscience discourse can promote reductive and deterministic ways of understanding the developing child, masking phenomenological, psychosocial, or cultural influences. Moreover, a lack of neuroscience literacy and the appeal of neuroscience explanations may leave this field especially vulnerable to misunderstanding and misappropriation. We conclude by suggesting some opportunities to mitigate these problems, thereby facilitating constructive interdisciplinary dialogue.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A