“Neuroscientists cannot help educators, but educators can help neuroscientists.”

From experience to meaning...

I just was pointed by David Vaillancourt on a new article by Jeffrey Bowers published in Psychological Review that can stir some commotion and discussion. As the abstract is very clear, I’ll first let you read the summary:

The core claim of educational neuroscience is that neuroscience can improve teaching in the classroom. Many strong claims are made about the successes and the promise of this new discipline. By contrast, I show that there are no current examples of neuroscience motivating new and effective teaching methods, and argue that neuroscience is unlikely to improve teaching in the future. The reasons are twofold. First, in practice, it is easier to characterize the cognitive capacities of children on the basis of behavioral measures than on the basis of brain measures. As a consequence, neuroscience rarely offers insights into instruction above and beyond psychology. Second, in principle, the theoretical motivations underpinning educational neuroscience…

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