Contexts of educational neuroscience

Abstract

E ducational neuroscience (EN) is a complex research eld with a bidirectional relationship between neuroscience and education. The chapter examines the social, cultural, political, ideological and conceptual contexts of EN. One conceptual context for (educational) neuroscience is self-understanding of neuroscience, as a frame for research agendas and dissemination, including a model of explanation (reductionism versus holism) and a model of learning and the learner. When the aim of education is human ourishing, it is important to understand learners in their psychosocial, socioeconomic and sociocultural contexts with the goal of holistic well-being. These contexts shape both the research eld itself and its direct or indirect uses in/as educational practices. The chapter explores the challenges for EN, including those relating to complexity of learning and of translation to the classroom, research and inclusion, and its ethical implications.

Neuroscience literacy in educators’ training programs in Asia: A call to action

“…The contributions that the field of neuroscience has made to education were emphasized on the 50th anniversary of the Society for Neuroscience and even more progress is expected to occur during the next years ( Altimus et al, 2020 ). Recently, and exactly 20 years after the OECD’s book, another international organization—the United Nations Educational Scientific and Cultural Organization, UNESCO—has reaffirmed the growing international movement to promote neuroscience literacy for human flourishing, after embarking on the first-ever large-scale evaluation of education-related knowledge ( Joldersma and Herwegen, 2022 ).…”