The Educated Brain: Essays in Neuroeducation

doi:10.1017/CBO9780511489907

The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods, and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences.

"...this book serves the important function of launching a new interdisciplinary field that had been slipping through the neuroscience and education nettings. It certainly makes a significant contribution to our understanding of how brain functionaffects education, from the lab to the classroom..."
--Diego A. Golombek, Department of Science and Technology, National University of Quilmes, The American Journal of Psychology

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Contents

Frontmatter
pp i-viii
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Contents
pp ix-x
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List of figures
pp xi-xii
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List of tables
pp xiii-xiv
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List of contributors
pp xv-xvi
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Preface
pp xvii-xx
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Foreword: Towards a new pedagogical and didactic approach
pp xxi-xxiv
- By Rita Levi-Montalcini, Pontifical Academy of Sciences Institute of Neurobiology Rome
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Part I - The mind, brain, and education triad
pp 1-2
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1 - Introduction: Mind, brain, and education in theory and practice
pp 3-19
- By Antonio M. Battro, Pontifical Academy of Sciences and National Academy of Education Buenos Aires, Kurt W. Fischer, Graduate School of Education Harvard University, Pierre J. Léna, Pontifical Academy of Sciences Observatoire de Paris University of Paris VII
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2 - Historical considerations on brain and self
pp 20-42
- By Fernando Vidal, Max Plank Institute for the History of Science Berlin
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3 - Building bridges in neuroeducation
pp 43-58
- By John T. Bruer, The James McDonnell Foundation St. Louis
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4 - Mind, brain, and consciousness
pp 59-70
- By Jürgen Mittelstrass, Pontifical Academy of Sciences Center of Philosophy and Science Theory University of Konstanz
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5 - Understanding mind, brain, and education as a complex, dynamic developing system: Measurement, modeling, and research
pp 71-94
- By Paul Van Geert, Faculty of Behavioral and Social Sciences Department of Psychology University of Groningen, Henderien Steenbeek, Faculty of Behavioral and Social Sciences Department of Psychology University of Groningen
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Part II - Brain development, cognition, and education
pp 95-96
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6 - Epigenesis and brain plasticity in education
pp 97-109
- By Wolf Singer, Pontifical Academy of Sciences Max Planck Institute for Brain Research Frankfurt
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7 - Chronoeducation: How the biological clock influences the learning process
pp 110-126
- By Daniel P. Cardinali, Department of Physiology, School of Medicine University of Buenos Aires
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8 - Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education
pp 127-150
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9 - Brain mechanisms and learning of high level skills
pp 151-165
- By Michael I. Posner, Department of Psychology University of Oregon, Mary K. Rothbart, Department of Psychology University of Oregon, M. Rosario Rueda, Department of Psychology University of Oregon
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10 - Developing the brain: A functional imaging approach to learning and educational sciences
pp 166-180
- By Hideaki Koizumi, Advanced Research Laboratory Hitachi Ltd Japan
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Part III - Brain, language, and mathematics
pp 181-182
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11 - A triptych of the reading brain: Evolution, development, pathology, and its intervention
pp 183-197
- By Maryanne Wolf, Center for Reading and Language Research Tufts University
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12 - Reading and the brain: A cross-language approach
pp 198-212
- By Usha Goswami, Faculty of Education University of Cambridge
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13 - Cortical images of early language and phonetic development using near infrared spectroscopy
pp 213-231
- By Laura-Ann Petitto, Department of Psychology University of Toronto Scarborough
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14 - Cerebral constraints in reading and arithmetic: Education as a “neuronal recycling” process
pp 232-247
- By Stanislas Dehaene, Collège de France Paris
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Index
pp 248-256
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The Educated Brain

Essays in Neuroeducation

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Contents

Frontmatter
pp i-viii

Contents
pp ix-x

List of figures
pp xi-xii

List of tables
pp xiii-xiv

List of contributors
pp xv-xvi

Preface
pp xvii-xx

Foreword: Towards a new pedagogical and didactic approach
pp xxi-xxiv

Part I - The mind, brain, and education triad
pp 1-2

1 - Introduction: Mind, brain, and education in theory and practice
pp 3-19

2 - Historical considerations on brain and self
pp 20-42

3 - Building bridges in neuroeducation
pp 43-58

4 - Mind, brain, and consciousness
pp 59-70

5 - Understanding mind, brain, and education as a complex, dynamic developing system: Measurement, modeling, and research
pp 71-94

Part II - Brain development, cognition, and education
pp 95-96

6 - Epigenesis and brain plasticity in education
pp 97-109

7 - Chronoeducation: How the biological clock influences the learning process
pp 110-126

8 - Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education
pp 127-150

9 - Brain mechanisms and learning of high level skills
pp 151-165

10 - Developing the brain: A functional imaging approach to learning and educational sciences
pp 166-180

Part III - Brain, language, and mathematics
pp 181-182

11 - A triptych of the reading brain: Evolution, development, pathology, and its intervention
pp 183-197

12 - Reading and the brain: A cross-language approach
pp 198-212

13 - Cortical images of early language and phonetic development using near infrared spectroscopy
pp 213-231

14 - Cerebral constraints in reading and arithmetic: Education as a “neuronal recycling” process
pp 232-247

Index
pp 248-256

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The Educated Brain

Essays in Neuroeducation

Book description

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Contents

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Accessibility standard: Unknown

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