Educational neuroscience is an emerging field that helps in understanding how our brain and related neural structures essentially play the key role in learning and education. Due to the brain associated phenomena of neuroplasticity and synaptogenesis, learning in a deeper sense results in physical changes to the brain structures. Consequently, information/knowledge emerging from educational neuroscience gives learners and teachers/facilitators alike, a direction or guide on how to engage in learning-teaching processes in evidence-based and more meaningful manner. It is as if having an understanding of educational neuroscience is seeing the world with an additional set of eyes to sense an additional perspective. It is about human nature and how humans learn based on the physiological characteristics of the brain. How can we not familiar with these characteristics if we are to learn/teach in a deeper sense? Human development, on the other hand, is about how humans can progress to become individuals with enhanced wisdom (a higher form of creativity) and consciousness. With enhanced wisdom and consciousness, they become better decision-makers in both their day-to-day and professional lives. Human development is an extension to what we usually study in the field of developmental psychology. In the latter, we focus more on basic healthy development in individuals such as during childhood, while in the former, we extend the idea to develop human beings into individuals with enhanced wisdom and consciousness in a lifelong manner (Humanistic psychologist Abraham Maslow wrote a book titled “Farther Reaches of Human Nature” to describe human development aspects). Consequently, we see the overlapping area of the two fields educational neuroscience and human development: the human nature or human aspects we take into consideration. How successful can we be in learning-teaching if we disregard this aspect? In essence, educational neuroscience guides us towards achieving human development to species-wide higher levels possible.
I do agree that there is an overlap and we should not ignore the developments of neuroscience in our understanding of learning and development. On the other hand I am finding that neuroscience is reminding us of old truths about learning, ideas which were developed by Bandura in Social Cognitive Theory support this view, featuring attention, modelling, connections with previously learned notions and so on. van Niekerk's work on Brain compatible learning is also interesting in this area: van Niekerk, J., & Webb, P. (2016). The effectiveness of brain-compatible blended learning material in the teaching of programming logic. Computers & Education, 103, 16–27. doi: 10.1016/j.compedu.2016.09.008[CrossRef], [Web of Science ®], [Google Scholar]
From the point of view of building educational programs. Knowledge of the basics of neuroscience allows a person to understand the mechanisms of the brain, the transfer and processing of information, the principles of feedback, the laws of cybernetics, artificial intelligence and much more.
From a more general point of view. Cognition of neuroscience is a step for the development of a person's ideas about himself and the world around him.
I do agree that there is an overlap and we should not ignore the developments of neuroscience in our understanding of learning and development. On the other hand I am finding that neuroscience is reminding us of old truths about learning, ideas which were developed by Bandura in Social Cognitive Theory support this view, featuring attention, modelling, connections with previously learned notions and so on. van Niekerk's work on Brain compatible learning is also interesting in this area: van Niekerk, J., & Webb, P. (2016). The effectiveness of brain-compatible blended learning material in the teaching of programming logic. Computers & Education, 103, 16–27. doi: 10.1016/j.compedu.2016.09.008[CrossRef], [Web of Science ®], [Google Scholar]
I am reminded of a Sidney Harris cartoon where the researcher has filled several boards with a derivation. Near the end there is a gap, and the phrase, "Then a miracle occurs" and the answer follows.
In the pattern of the cartoon:
I think that we are silly when we ignore the insight which neuro-science is offering to learning and teaching.
I think we may be equally silly when we don't recognize that the connections are far from complete, or in many cases more than just tantalizing.
I have a friend who is following some work by Charles Penrose (who was the dissertation advisor to Stephen Hawking) and another researcher - an anesthesiologist by trade, who seem to have discovered evidence for Q-bits in the micro-tubules of neurons. Quantum bits! Near-superconducting behavior! If this is so, then. . .
a) we have fundamentally not understood the brain and memory, and
b) research into how to make a quantum computer might do well to imitate nature.
This also suggests an answer to the question about how a paramecium, being a single-celled creature, seems to have some memory without having having neurons.
This is a big question littered with many buts and a few glimmers of hope in finding something meaningful from the pletheror of research in neuroscience to inform improved learning and hence teaching. My thinking over the last 20 years has a few glimmers of hope that have been tested out with teachers in classrooms. The focus of my thoughts is correlating results from neuroscience that underpins models from cognitive psychology and then tested by teachers in the classroom. The most significant model for learning is Baddeley's model for working memory while the most significant model for development is Demetriou's cycles of development. Space here does not permit. more detailed discussion so I suggest you search for papers from myself, Baddeley and Demetriou.
To quote a neighboring physicist, "This is so cool! I don't have any idea why that is so." It is an indication that you are researchers that not knowing is an exiting condition. This particular field indeed has plenty of opportunities in that regard.
Actually , i am totally agree with you.once i was involved in teaching relating topic under the tile brain -based learning .I discovered many much more about the huge potentials of our human brain in summary :
1- Our brain is not hard wired .
2- Stress blocks knowledge flow .
3- Joyful role empower learning processes .
4- Main tool which increases neurocells connections is LEARNING
Mohamed, I find that teaching what you are saying to students can improve learning. While teaching neuroplasticity, and for teaching the growth mindset, I have what are locally called "drunk glasses."
They are Fresnel prisms I have put on goggles which shift things 30degrees off to the side. I have students throw bean-bags at a target I have drawn on the chalk board. Their first throws are clearly off to that side of the target. It usually takes just over ten throws before they are back on target.
Then they take off the glasses, and it takes another 10 throws or so to get back on the target.
I have slowly and painfully learned a lesson: Openly involve students in the process of understanding their own learning. Trust them with that understanding. They are not just "subjects" of this experiment, but experimenters themselves.
Trust them with that understanding.
i loved your activity J. Ryan Nielson!
And thank you Denis Francesconi.
I would aslo add to the reading on Extended Mind, Andy Clark's 'Being There: Putting Brain, Body and World Together' and his latest book on predictive perception called 'Surfing Uncertainty'. I am currently working on trying to connect these ideas and work on imagination in higher education.
I agree with this answer
Mohamed, I find that teaching what you are saying to students can improve learning. While teaching neuroplasticity, and for teaching the growth mindset, I have what are locally called "drunk glasses."
They are Fresnel prisms I have put on goggles which shift things 30degrees off to the side. I have students throw bean-bags at a target I have drawn on the chalk board. Their first throws are clearly off to that side of the target. It usually takes just over ten throws before they are back on target.
Then they take off the glasses, and it takes another 10 throws or so to get back on the target.
I have slowly and painfully learned a lesson: Openly involve students in the process of understanding their own learning. Trust them with that understanding. They are not just "subjects" of this experiment, but experimenters themselves.
What is the Relationship between “Educational Neuroscience” and “Human Development”? - ResearchGate. Available from: https://www.researchgate.net/post/What_is_the_Relationship_between_Educational_Neuroscience_and_Human_Development?tpr_view=vsNZTWA4hF7XNsoP5dB2Yrsmfq00G5ohDvg7_1 [accessed Mar 27, 2017].
Definitely the discussion is very interesing as well as enlightening. However, I feel that stress at times expedites learning. This is my own experience and Educational theories also support storage of such knowledge in short term memory.
I feel experiments on type of food intake with thought process would also be an interesting study.
What is the Relationship between “Educational Neuroscience” and “Human Development?
https://en.wikipedia.org/wiki/Educational_neuroscience
A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
https://en.wikipedia.org/wiki/Human_development_(humanity)
Human development is a concept within a field of international development. It involves studies of the human condition with its core being the capability approach. The inequality adjusted Human Development Index is used as a way of measuring actual progress in human development by the United Nations. It is an alternative approach to a single focus on economic growth, and focused more on social justice, as a way of understanding progress.
The United Nations Development Programme has been defined Human Development as "the process of enlarging people's choices", said choices being allowing them to "lead a long and healthy life, to be educated, to enjoy a decent standard of living", as well as "political freedom, other guaranteed human rights and various ingredients of self-respect".
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Certainly, between "Educational Neuroscience" and "Human Development " is the Relationship.
The author of the question -Chandana Watagodakumbura - answered it himself very well and reasoned.
Educational neuroscience allows the placing of important educational issues within a scientific context that compliments the social science basis of educational research and the biological basis of learning and behavior in neuroscience. The primary focus in the curriculum of the master specialisation Applied Neuroscience in Human Development is on how knowledge about brain functioning and stress regulation can contribute to educational practice, clinical work, family interventions, and – conversely – how these applications can contribute to optimal neurocognitive and biological functioning. The basics of the functional anatomy of the brain, the development of the brain and nervous system, and genetic and environmental factors influencing cognitive development and functioning; Methods and instruments for measuring and studying the quality of the (central) nervous system, such as EEG, brain imaging techniques such as MRI, parameters of the arousal system such as heart rate and skin conductance, eye tracking, genetics and the hormone system; Possibilities for prevention and intervention aimed at optimizing brain functioning and the regulation of thought, emotions and behavior.
It is essential to use some kind of meditation technique if you want to improve these aspects.
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