NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ929336
Record Type: Journal
Publication Date: 2011-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-2004
Does Neuroscience Matter for Education?
Schrag, Francis
Educational Theory, v61 n2 p221-237 Apr 2011
In this review essay, Francis Schrag focuses on two recent anthologies dealing completely or in part with the role of neuroscience in learning and education: The "Jossey-Bass Reader on the Brain and Learning", edited by Jossey-Bass Publishers, and "New Philosophies of Learning", edited by Ruth Cigman and Andrew Davis. Schrag argues that philosophers of education do have a distinctive role in the conversation about neuroscience. He contends that the impact of neuroscience is likely to be substantial, though not in the way its advocates imagine. It has the potential to enhance education by way of interventions that successfully alter the fundamental neural mechanisms of learning, but neuroscience is unlikely to affect classroom teaching substantially.
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; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A