Mind, brain, and education: A discussion of practical, conceptual, and ethical issues

Abstract

Recent years have seen a tremendous growth in efforts to connect rapidly growing insights into how the brain learns to the field of education. Different names have been given to such efforts, including “Educational Neuroscience” and “Mind, Brain, and Education.” The aim of this chapter is to discuss these recent efforts and to provide an overview of the conceptual, practical, and ethical challenges faced by these novel, transdisciplinary efforts. To do so, the chapter begins with an overview of some examples of recent research efforts to connect research on Mind, Brain, and Education (MBE). To do so, the chapter begins with an overview of some examples of recent research in the emerging field of Mind, Brain and Education. Specifically, the chapter reviews evidence from the study of the neurocognitive processes of typical and atypical reading development in an effort to illustrate the merit of MBE. This is followed by a discussion of the conceptual and practical challenges that MBE needs to consider, such as the level at which evidence from the study of neurocognitive processes can influence education and how neuroscientists and educators can play complementary roles in the construction of the field. Against this background, the chapter considers ethical challenges, including the need to effectively and accurately communicate evidence, to carefully consider the commercialization of neuroscience, including the use of brain stimulation, to enhance cognitive functions and for classroom application.