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Anderson, Ross C. – Mind, Brain, and Education, 2018
In this commentary, I build on recent interdisciplinary models for embodied cognition with additional perspectives from affective neuroscience, educational psychology, creativity theory, and science education. I invoke William James and John Dewey, pioneers of an embodied philosophy of mind, alongside recent affective neuroscience theory about the…
Descriptors: Creativity, Schemata (Cognition), Interdisciplinary Approach, Neurosciences
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Rosenberg-Lee, Miriam – Mind, Brain, and Education, 2018
The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to…
Descriptors: Neurosciences, Education, Brain, Training
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Stafford-Brizard, K. Brooke; Cantor, Pamela; Rose, L. Todd – Mind, Brain, and Education, 2017
Mind, brain, and education is a field developed with two key purposes: (1) to accelerate the knowledge developed through research by using an interdisciplinary approach, and (2) to create a bridge to connect and apply this knowledge to educational practice. While great progress has been made with regard to the interdisciplinary efforts of mind,…
Descriptors: Research and Development, Theory Practice Relationship, Interdisciplinary Approach, Educational Practices
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Willingham, Daniel T. – Mind, Brain, and Education, 2017
Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…
Descriptors: Teacher Education Programs, Psychology, Teaching Methods, Preservice Teacher Education
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Kuriloff, Peter J.; Andrus, Shannon H.; Ravitch, Sharon M. – Mind, Brain, and Education, 2011
In this article we argue that when university researchers engage in democratic participatory action research with schools the process requires a special type of attention to the ethical difficulties which can arise. We note how current professional standards of ethics are inadequate to fully address many of the dilemmas faced in collaborative…
Descriptors: Action Research, Ethics, College School Cooperation, Moral Issues
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Rolbin, Cyrus; Chiesa, Bruno Della – Mind, Brain, and Education, 2010
The "language-culture tesseract" hypothesized in the September 2010 issue of "Mind, Brain, and Education" suggests successive links between non-native language (NNL) acquisition, the development of cross-cultural empathy, and prosocial global ethics. Invoking Goethe's (1833/1999) aphorism, "those who do not know other languages know nothing of…
Descriptors: Educational Change, Brain, Ethics, Empathy
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Perkins, David – Mind, Brain, and Education, 2009
What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and learning. How then can we understand better the relationship…
Descriptors: Educational Research, Educational Practices, Brain, Epistemology
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Menna-Barreto, Luiz; Wey, Daniela – Mind, Brain, and Education, 2008
In this article, we discuss school schedules and their implications in the context of chronobiological contemporary knowledge, arguing for the need to reconsider time planning in the school setting. We present anecdotal observations regarding chronobiological challenges imposed by the school system throughout different ages and discuss the effects…
Descriptors: School Schedules, Sleep, Adolescents, Educational Environment
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Ablin, Jason L. – Mind, Brain, and Education, 2008
How can current findings in neuroscience help educators identify particular cognitive strengths in students? In this commentary on Immordino-Yang's research regarding Nico and Brooke, I make 3 primary assertions: (a) the cognitive science community needs to develop an accessible language and mode of communicating applicable research to educators,…
Descriptors: Problem Based Learning, Problem Solving, Educational Practices, Cognitive Psychology
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Snow, Catherine E. – Mind, Brain, and Education, 2008
Methodological ingenuity and deep knowledge of expected development are combined by Immordino-Yang to produce an enlightening analysis of 2 hemispherectomized youths. Specific lessons to be drawn from her article include the following: the limitations of anatomy in predicting function; the need for educators to understand fully the…
Descriptors: Disabilities, Anatomy, Brain Hemisphere Functions, Psychological Studies
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Immordino-Yang, Mary Helen – Mind, Brain, and Education, 2008
From the pragmatists to the neo-Piagetians, development has been understood to involve cycles of perception and action--the internalization of interactions with the world and the construction of skills for acting in the world. From a neurobiological standpoint, new evidence suggests that neural activities related to action and perception converge…
Descriptors: Models, Goal Orientation, Brain, Sociocultural Patterns
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Bates, Timothy C. – Mind, Brain, and Education, 2008
This article notes that many key positive developments in education originated in research on the structure and genetics of abilities, providing primary evidence for ability in disadvantaged groups and playing a critical role in demonstrating the existence of developmental learning disorders and effective interventions. It is argued that new work…
Descriptors: Equal Education, Educational Objectives, Disadvantaged, Outcomes of Education