ABSTRACT: Educational innovation involving valid neuroscientific concepts is a relatively new phenomenon and the challenges involved are considerable, but it can be expected that progress in this area will accelerate...
with the growth of scientific understanding of the brain and mind. This report attempts to identify where changes are likely to occur by 2025. It deals first with those changes that are probable through neuroscience and education working together, reviews educational issues associated with neuroscience that may arise even in the absence of such positive collaboration, and then briefly considers the effect of such changes on the professional development of teachers.
While these first three sections deal with what may happen by 2025, the rest of the report is concerned with what is improbable by 2025. This includes a section on advances that may occur in the far distant future but, based on our current state of knowledge, appear unlikely to occur by 2025. The final section reviews the many neuromyths in education. This is included because such concepts are known to influence educators’ expectations of what to expect from neuroscience in the coming years but, lacking a valid scientific basis, are not likely to give rise to future innovation.
TOP KEYWORDS: brain, education, innovation, neuroscience
ABSTRACT: Thinking about biology and education is tricky because considering the two together involves causes and consequences at many different levels – from molecules to minds. At the moment, we...
understand the former much better than the latter, and we expect this to remain the case for the next decades. The difficulties, and possibilities, can be appreciated by beginning with molecules, and working up the levels of organisation.
TOP KEYWORDS: genes, biology, brain, genome