This is a growing field, I couldn't even add it to my profile field interests.
- I would like to know who else out there is engaged in or interested in engaging in this sort of research?
- Also, what hurdles do you feel we will have to overcome to grow as a field?
- Relatedly, because collaboration is so important to combining the areas of cognitive learning, developmental neuroscience, and education, what are some good ways to get these collaborative projects off the ground?
I am also about to try out this field. I have managed to include this subject in the master study program for preschool education specialists (Neuro-psychological fundamentals of early childhood learning). The field is terribly underdeveloped in my country (Croatia) so I will have to look for resources elsewhere and for networking. As in any trans-disciplinary study enormous effort needs to be put into translations between methodologies and concepts/terminologies. This field is bridging micro (physiology, neurology, endocrinology)- meso (psychology, individual learner) and macro levels of analysis and units of observation (educational environment, sociology, ecology, pedagogy...). Translating neurological and physiological phenomena to their effects on larger systems and complex behavior and including learning environment into the equation is extremely complex. Not to mention that within similar fields we use different words for the same phenomena. For example educational psychologists study self-regulated learning and pedagogical/educational experts study self-directed learning - more or less the same thing but they insist on using different names. So I see big problem in translations. We need to understand that we are describing the same phenomena with different words and recording them with different methodologies. As for research topics and methodology, I think that we should see where the Human Connectome Project, advanced imaging and experimentation methods like Transcranial magnetic stimulation (TMS) will lead us. All that techno-wonders wont be of any use if we don't start to work inter- and trans-disciplinary and to translate our methodologies and terminologies. And than we could find results that could pragmatically change our understanding of the brain and the origins of thought and knowledge and get in big trouble discovering more questions then answers, but that is the beauty of scientific investigations.
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