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The brain in the classroom? The state of the art

The brain in the classroom? The state of the art This is a commentary on Blakemore and Frith (2005) . This delightful book provides the best introduction to neuroscience for educators that I have come across. It presents clear information about the developing brain in an accessible and lively manner, and demystifies neuroscience as a discipline. In terms of providing a comprehensive introduction to ‘the learning brain’, it does its job admirably. But does it really contain many lessons for education? In their introduction, the authors tell the reader that knowledge of how the brain learns will have a great impact on education, transforming educational strategies and enabling the design of optimal pedagogy. But (as the authors themselves note), neuroscientific research has not yet found significant application in the theory or practice of education. And they even say that it may be possible to ignore the brain when talking about normal child development. After all, we already have very good cognitive developmental psychology studies that tell us how children go about learning the core skills that education teaches, such as literacy and mathematics. So – what are the brain‐based lessons in this book for education? In fact, most of the lessons are cautionary tales. We learn that the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Science Wiley

The brain in the classroom? The state of the art

Goswami, Usha
Developmental Science , Volume 8 (6) – Nov 1, 2005
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References (1)

Publisher
Wiley
Copyright
Copyright © 2005 Wiley Subscription Services, Inc., A Wiley Company
ISSN
1363-755X
eISSN
1467-7687
DOI
10.1111/j.1467-7687.2005.00436.x
pmid
16246236
Publisher site
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Abstract

This is a commentary on Blakemore and Frith (2005) . This delightful book provides the best introduction to neuroscience for educators that I have come across. It presents clear information about the developing brain in an accessible and lively manner, and demystifies neuroscience as a discipline. In terms of providing a comprehensive introduction to ‘the learning brain’, it does its job admirably. But does it really contain many lessons for education? In their introduction, the authors tell the reader that knowledge of how the brain learns will have a great impact on education, transforming educational strategies and enabling the design of optimal pedagogy. But (as the authors themselves note), neuroscientific research has not yet found significant application in the theory or practice of education. And they even say that it may be possible to ignore the brain when talking about normal child development. After all, we already have very good cognitive developmental psychology studies that tell us how children go about learning the core skills that education teaches, such as literacy and mathematics. So – what are the brain‐based lessons in this book for education? In fact, most of the lessons are cautionary tales. We learn that the

Journal

Developmental Science – Wiley

Published: Nov 1, 2005

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