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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)
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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

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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
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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

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