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Paper Information

Journal:   ADVANCES IN COGNITIVE SCIENCE   SUMMER 2010 , Volume 12 , Number 2 (46); Page(s) 83 To 100.
 
Paper: 

CRITICAL EXPLANATION OF THE PLACE OF NEUROSCIENCE IN THE FIELD OF EDUCATIONAL KNOWLEDGE AND PRACTICE

 
 
Author(s):  NOURI ALI*, MEHRMOHAMMADI MAHMOUD
 
* TARBIAT MODARES UNIVERSITY
 
Abstract: 
Rapid development of neuroimaging techniques in recent years has provided excellent opportunity for researchers in better understanding the structure and function of the human brain. In light of these advanced technologies, findings of brain researchers have resulted a wave of new insights about thinking, emotion, motivation, learning and development, which have in turn influenced existing explanations about educational issues. Therefore, many neuroscientists and educators claim that establishing a link between neuroscience and education could play a major implementations in the improvement of knowledge, policy and practice in education. Valid educational applications and implementations from neuroscience finding also support this claim. Nevertheless, some critics believe that there is only a limited relationship between neural functions and educational practice; and the gap between neuroscience and education is so far that establishing a direct link between them is impossible, and that disciplines such as “cognitive psychology” and “cognitive neuroscience” should be used as mediators to establish this link. However, from the educational viewpoint, educational science as an applied science naturally tends to benefit from neuroscience as well as other descriptive sciences (e.g. psychology and sociology). This will be possible through the extraction of educational principles from neuroscientific foundation of education. Therefore, establishing a link between these two fields is both possible and necessary. Integrating “educational philosophy", "educational sociology" and "educational psychology" with “educational neuroscience” can help the improvement of knowledge, policy and practice of education. However, the most important principle that required serious consideration is the cautious and prudent in interpretation and applying of brain research findings in educational contexts. To this end, a basis for constructive cooperation and interaction between neuroscientists and educational researchers should be provided; and the integration of cognitive neuroscience and educational neuroscience should be incorporated into the curricula of educational science and teacher education.
 
Keyword(s): EDUCATION AND NEUROSCIENCES, BRAIN COMPATIBLE EDUCATION, NEURO-SCIENTIFIC FOUNDATIONS OF EDUCATION
 
References: 
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