文化、脑与教育——人类学启迪中的教育神经科学

文化塑造着人脑,人脑也建构着文化。人类学的理论与方法为教育神经科学研究文化、脑与教育的关系拓展了新的领域。对"文化中的脑"与"脑中的文化"的关注已经推动了人类学的新分支——"神经人类学"的诞生。在人类学的启迪下,中国教育神经科学研究将有助于加深对不同文化族群中儿童学习的内在机制的理解,为尊重文化多样性的教育实践和推动教育公平的政策制定提供科学依据。     

Building Bridges Between Neuroscience,Cognition and Education With Predictive Modeling

As the field of Mind, Brain, and Education seeks new ways to credibly bridge the gap between neuroscience, the cognitive sciences, and education, various connections are being developed and tested. This article presents a framework and offers examples of one approach, predictive modeling within a virtual educational system that can include representations from the neural level to the policy level. Researchers could calibrate, test, and question the model, potentially providing quicker, more efficient, and more responsible ways of making advances in the developing educational field. Virtual investigations using models with this sort of capability can supplement the valuable information derived from carrying out policy and instructional experiments in real educational contexts.     

脑、认知、情绪与教育——情绪的神经科学研究进展及其教育意义

近年来,随着文理科交融与多学科交叉的大力提倡和高速发展,认知科学与教育学领域都对儿童发展观的理解发生了深刻的改变,并且意识到了脑和教育相关的密不可分,"教育神经科学"这一新的学科也应运而生。情绪认知神经科学的新进展主要包括基本情绪脑环路、情绪与认知的交互作用、情绪障碍的神经机制等方面。情绪神经科学知识的掌握可以使教育的实践建立在更加科学的基础上,从而更好地建构课程情感教育目标、评价和教育内容。采用积极教育理念,加强情绪神经科学与教育学的双向交流,将脑科学的最新技术应用到师生互动的教学活动中,无疑是今后发展的方向。     

Neuroscience and Education: Promises and Pitfalls

Recent findings on the anatomical, physiological, and functional properties of the brain have stimulated debates on whether such findings provide meaningful contribution to education. In this article, I examine one aspect of the interface between neuroscience and education: “brain‐compatible” strategies. Although some of these strategies such as providing a balanced diet in a child's early years are based on sound empirical data, others are based on shakier grounds. In particular, strategies regarding environmental enrichment and stress reduction in the classroom are based on questionable interpretations of the data. Because research in neuroscience is still in its infancy, it is not surprising some early attempts in translating research to practice involve a degree of over‐generalisation. At this stage, it may be more beneficial to focus on neuroscience findings that relate to educationally relevant processes. Attention, learning, and memory are all fundamental processes studied in both disciplines. Research in neuroscience offers not only additional knowledge about such processes but also tools and methods that will allow us to refine our theories and, eventually, practice.     

Released Time Religious Education: A Primer

Released time religious education has a long history in the United States, but not all programs have been successful, and others have not even been legal! In this article, the legal history and cases involving religious education are explored with particular emphasis on the three prong Lemon test (named for one of the litigants). Practical suggestions for maintaining a robust, legal released time religious education program are also included.     

A Framework for Religious Education

Religious education is not compulsory for pupils in special schools and its curriculum content is not laid down in the National Curriculum but Erica Brown believes that the spiritual and religious development of all pupils with special educational needs must be encouraged. She is director of special educational needs, The National Society, Church House, Westminster, responsible for in-service training for church schools in England and Wales, and editor of RESPECT, a bi-annual journal for teachers of RE to pupils with special educational needs.     

The Role of Positive Emotions in Education: A Neuroscience Perspective

Humans are inherently emotional creatures due to our social nature, and emotions are able to influence how well we learn and even affect academic outcomes. Emotions are rarely a chief concern in educational settings, and we will discuss the mechanisms underlying how emotions are processed in the brain and how they influence the key aspects of learning—attention, memory, and motivation. The brain mechanisms of emotional and cognitive relationships are then detailed in order to provide some context within the modern developments of neuroscience. This will help to clarify the relationship between emotions and cognition, and hope to put forward a theoretical map based on neuroscience that helps us to better understand the pivotal role of emotions in students' cognitive activities and ultimately their performance. Various strategies, based on research findings, aimed at creating more positive learning environments are then put forward.     

The Brain and Learning: Resources for Religious Educators

Knowing something about the human brain and how it works is vital for those who engage in the educational ministry of the church. This article reviews several resources providing important information about the brain, including insight as to the ways in which this information connects with teaching and learning practice in the church. Focusing on works that are accessible and useful for those not trained in the language and framework of the neurosciences, the article seeks to aid religious educators in expanding their knowledge about brain-compatible learning.     

Why Right‐Brain Teaching is Half‐Witted: A Critique of the Misapplication of Neuroscience to Education

Educational tools claiming to use “right‐brain techniques” are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of hemisphericity (idea that people are “left‐brained” or “right‐brained”) is a neuromyth that was debunked in the scientific literature 25 years ago. This article challenges the validity of “right‐brain” teaching, highlighting the fact that neuroscientific research does not support its claims. Providing teachers with a basic understanding of neuroscience research as part of teacher training would enable more effective evaluation of brain‐based claims and facilitate the adoption of tools validated by rigorous independent research rather than programs based on pseudoscience.