Thank you Dr Bernardo for your recommendation. Neuroeducation is indeed a fascinating field!

Dear Zahir.

You ask the following: Why the role of Neuroeducation research is considered important in explaining how we learn?

Your question might be answered through a long or short response. What follows is a brief, short answer to your question.

Let me start by saying that one's capacity to learn is perhaps the most important capacity one has. If we were not able to learn we would be doomed to collapsing in a relatively short period of time. It is not a pure coincidence that humans are able to learn even in their prenatal period. To learn is also one's capacity to adapt to changes in the physical and social environment. Because of this, all that contributes to explain how we learn is welcome and valuable. Among other things, our brains are greatly responsible for what we learn, how we learn it and when we learn it. Because of this, there is no surprise to both of us that neuroeducation is an emergent and fascinating field. 

Even though the role of our brains in what, how, and when we learn is indisputable, it is worth mentioning that it is people as a whole and immersed in a certain cultural context or language-game (see, for this respect, Wittgenstein's thinking), not only their brains, who learn. As you know, when we learn, for example, different concepts, different things happen in our brains in terms of electrical potentials, neural firings, connections among neurons, and the like. Neuroscientists are just investigating these things. So, the more teachers are knowledgeable of what happens in our brains when we learn, the more they are in a good position to know what, how and when they should teach certain subject matters to their students.

That said, it is likely that neuroeducation comes to be part and parcel of teachers ' preparation or curriculum in a near future when this is not yet the case. So, I stick to you while arguing for the importance of neuroeduational research in the fields of education and neurosciences.

Best regards.  

Dear and Respected Professor Orlando

Glad to get opportunity to have contact with such a marvelous personality and a great scientist. Your explanations are wonderful and fascinating.

Many thanks and Best Regards

Zahir

Dear colleague Zahir.

Thank you very much for the positive tone regarding my short answer to your interesting question.

You are right while claiming for the importance of neuroeducational research and its application to the educational field. It is wonderful that neuroeducational research can give rise, for example, to the introduction of a neuroeducation module or even discipline in teachers' curriculum. When this were the case, teachers will be entitled to deliver better teaching than that they deliver now. All of us recognize that better teaching means better learning, because teaching and learning are deeply intertwined.

Of course, to introduce a module or even a discipline  -- neuroeducation -- in teachers' curriculum may not be an easy task mainly because of humans' tendency to be conservative and resist to change whatever. However, all that contributes to ameliorate what teachers teach to their students, and how and when they should teach it is welcome. So, for such introduction to be the case, we have to follow a demanding track, not a shortcut. It is alleged that Alexander the Great, king of Macedonia, once asked his tutor, the Greek philosopher Menaechums to teach him a shortcut to master of geometry. "Oh King! -- Menaechmus replied --  to travel through your country there are royal roads and roads for ordinary people, but to master of Geometry there is only one road, and this difficult role is the same for all.

As Piaget once remarked, education, teaching and learning are costly, but education is far less costly than its alternative, ignorance. Note that only education can save societies and even individuals from possible collapse, be it violent or gradual.  So, however much costly it may be, the introduction of a module or discipline -- neuroeducation -- into teachers' curriculum is amply justifiable because it means better teaching/learning.

Let me say again that it is people as a whole and  immersed in certain language-game, not their brains, who teach/learn. As I see it, it is a bit misleading and even senseless to attribute to the brain or mind predicates (e.g., teaching, learning) that are generally attributed to people. Note that if it makes good sense to say of a person that s/he is moral or immoral, wise or fool, it is misleading and even nonsensical to say -- as some neuroscientists do (e.g., Churchland, Gazzaniga, and so forth) -- that we have a moral/immoral, or wise/fool brain.

Best wishes, Orlando

Educational neuroscience is an extension of educational psychology. I am unsure of how neuroscience research techniques are going to contribute to existing research methodologies in education psychology research but it will be beneficial to know that there are different patterns of neural activations that correspond to different types of learning styles. Having some of brain-related evidence will help to reinforce existing models of learning or cognitive styles established based on behavioral and survey results.

Dear Prof. Orlando:

Thank you for explaining more; and especially the global perspectives for the role of Neuroeducation. I completely agree with you, and admire your fascinating thoughts for improving the curricula and learning/ teaching programs. It is indeed, as you said, better teaching means better learning. Neuroeducation as an emerging field interacted with the existing educational system/ teaching and learning systems can help learning quite better.

Dear Dr. Jimmy

My suggestion is also rather making interaction between neuroeducation and existing or general educational/ behavioral training. Since a variety of neural activations  corresponds to  a variety of learning styles, we can search further and apply the findings in our teaching curricula for better learning.

Thank you Dr Prima for your recommendation. Neuroeducation is a new applied area wherein the human behavior can be interpreted on the basis of neuronal processes, and hence better learning procedures can be explored in future.

Thank you Dr Ali, for sending nice and related references.

The human body is made of systems which works in a highly coordinated manner to achieve a singular purpose. This purpose is to ensure the total wellbeing of the human organism. To study any of these systems to have a better understanding of its function such as the neurons is not out of tune. Neuroeducation will contribute in no small measure to teaching/learning if included in teacher education curriculum.