Historia y Humanidades

Neuroscience and education: towards the construction of interactive bridges

S. Benarós, S.J. Lipina, M.S. Segretin, M.J. Hermida, J.A. Colombo [REV NEUROL 2010;50:179-186] PMID: 20146191 DOI: https://doi.org/10.33588/rn.5003.2009191

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Volumen 50 | Number 03 | Nº of views of the article 14.949 | Nº of PDF downloads 3.058 | Article publication date 01/02/2010

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ABSTRACT

INTRODUCTION The debates on the potential interdisciplinary association between neuroscience and education began approximately three decades ago. In order for the integration of neuroscientific and educational knowledge to impact on learning and teaching it would imply the consideration of the emergence of several cognitive and emotional processes during development, and the possibility to influence them through specific interventions.

AIM To examine epistemological and methodological implications and bridging requirements in the interaction between neuroscience, cognitive psychology and education. DEVELOPMENT. A dynamic interdisciplinary bridging consists in the identification and reduction of different epistemological, methodological, technological and practical gaps between those disciplines. Furthermore, the consideration of complex phenomena, such as human development and learning processes in terms of multiple levels of analysis, may contribute to the enrichment of a critical dialogue, but also to generate genuine integrated interventions. Historical and current conceptual perspectives attempting to bridge neuroscience and education are described.

CONCLUSIONS At present, interdisciplinary efforts between neuroscience and education are at a preliminary stage. In this context, bridging requires conceptual and methodological approaches that consider the complexity of developmental and learning phenomena and the participation of actors from different fields, instead of unique bridges. This paper intends to consider several basic principles aimed at developing a dynamic integration that assesses the complexity of development, learning and teaching processes. KeywordsCognitive development Cognitive psychology Epistemology Interdiscipline Learning Levels of analysis CategoriesNeurociencia básica Neuropsicología

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Historia y Humanidades

Neuroscience and education: towards the construction of interactive bridges