Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-19T09:45:12.038Z Has data issue: false hasContentIssue false

1 - Introduction: Mind, brain, and education in theory and practice

from Part I - The mind, brain, and education triad

Published online by Cambridge University Press:  22 September 2009

By
Antonio M. Battro ,
Kurt W. Fischer  and
Pierre J. Léna
Edited by
Antonio M. Battro ,
Kurt W. Fischer  and
Pierre J. Léna
Antonio M. Battro
Affiliation:
Pontifical Academy of Sciences and National Academy of Education Buenos Aires
Kurt W. Fischer
Affiliation:
Graduate School of Education Harvard University
Pierre J. Léna
Affiliation:
Pontifical Academy of Sciences Observatoire de Paris University of Paris VII
Antonio M. Battro
Affiliation:
National Academy of Education, Argentina
Kurt W. Fischer
Affiliation:
Harvard University, Massachusetts
Pierre J. Léna
Affiliation:
Université de Paris VII (Denis Diderot)
Get access

Summary

As the entomologist chasing butterflies of bright colors, my attention was seeking in the garden of gray matter, those cells of delicate and elegant forms, the mysterious butterflies of the soul, whose fluttering wings would someday – who knows? – enlighten the secret of mental life.

Santiago Ramón y Cajal (Recuerdos de mi vida, 1981)

Many scientists and educators feel that we are advancing toward new ways of connecting mind, brain, and education (MBE). This feeling arises, in part, because the disciplines related to the cognitive sciences, neurobiology, and education have made considerable advances during the last two decades, and scholars in the disciplines are beginning to seek interactions with each other (Fischer, Bernstein, & Immordino-Yang, 2006). Moreover, the increased connectivity among these disciplines has been enhanced by the growth of communication and information in the globalized world. The “digital environment” of our planet is a new phenomenon in evolution and in history (Battro, 2004), as Rita Levi-Montalcini describes in the preface to this book. We are lucky to live in a time when changes in education can rapidly reach and enrich the lives of millions. This opportunity invites us to foster the coordinated work of scientists, teachers, and students of many nations, races, and religions in the new transdisciplinary field of mind, brain, and education (Léna, 2002, and Koizumi, this volume).

One name for this effort is neuroeducation (Bruer, this volume), which emphasizes the educational focus of the transdisciplinary connection.

Type
Chapter
Information
The Educated Brain
Essays in Neuroeducation
 , pp. 3 - 19
Publisher: Cambridge University Press
Print publication year: 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Battro, A. (2002). The computer: a tool for the brain. In The Challenges of Science: Education for the 21st Century. Pontifical Academy of Sciences. Scripta varia. Vatican.
Battro, A.(2004). Digital skills, globalization and education. In Suárez-Orozco, M. and Qin-Hilliard, D. Baolian (eds.), Education, Culture, and Globalization in the New Millennium. Berkeley, CA: University of California Press.Google Scholar
Dawson, G. and Fischer, K. W. (1994) (eds.) Human Behavior and the Developing Brain. New York, NY: Guilford Press.Google Scholar
Dawson-Tunik, T. L. and Stein, Z. (In press). Cycles of research and application in science education. In Fischer, K. W. and Katzir, T. (eds.), Building Usable Knowledge in Mind, Brain, and Education. Cambridge, UK: Cambridge University Press.
Fischer, K. W., Bernstein, J. H., and Immordino, M. H. (2006). Mind, Brain, and Education in Reading Disorders. Cambridge, UK: Cambridge University Press.Google Scholar
Fischer, K. W. and Rose, S. P. (1994). Dynamic development of coordination of components in brain and behavior: A framework for theory and research. In Dawson, G. and Fischer, K. W. (eds.), Human Behavior and the Developing Brain (pp. 3–66). New York: Guilford Press.Google Scholar
Gage, F. H. (2003). Brain, repair yourself. Scientific American, 289(3), 47–53.CrossRefGoogle ScholarPubMed
Gazzaniga, M. S. (ed.) (2003). The New Cognitive Neurosciences. Cambridge, MA: MIT Press.Google Scholar
Griffin, S. A., Case, R., and Siegler, R. S. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In McGilly, K. (ed.). Classroom Lessons, (pp. 25–50). Cambridge, MA: MIT Press.Google Scholar
Léna, P. J. (2002). Science education in France: La main à la pâte. In The Challenges of Science: Education for the 21st Century. Pontifical Academy of Sciences. Scripta varia, Vatican.
Neville, H. J. and Bruer, J. T. (2001). Language processing: How experience affects brain organization. In Bailey, D. B. Jr., Bruer, J. T., Symons, F. J., and Lichtman, J. W. (eds.), Critical Thinking about Critical Periods (pp. 151–172). Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Ramón, y Cajal, S. (1981). Recuerdos de mi vida: Historia de mi labor científica. Madrid: Alianza Editorial; (1937) Recollections of My Life. Philadelphia: American Philosophical Society.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×