Mind, Brain, and Education Science (2010)
A formal bridge linking the fields of neuroscience, psychology and education is missing (Fischer, Daniel, Immordino-Yang, Stern, Battro & Koizumi, 2002; Goswami, 2006; Hall, 2005; Schall, 2004). As a result, Gardner, one of the major educational thought leaders of this generation, along with others in the field, “propose[d] the establishment of a class of professionals, ‘neuro-educators’” (Sheridan, Zinchenko & Gardner, 2007, p.11).
Neuroeducators are (a) teachers who know about the brain and how it learns best; and (b) neuroscientists and psychologists concerned with teaching practices. Teachers need MBE Science training because “[m]any teachers working in our classrooms were trained at universities when the coursework focused exclusively on how to teach rather than on how students learn,” (Erlauer-Myrah, 2006, p.16). Parallely, neuroscientists and psychologists need MBE Science training because their focus has been focused exclusively on learning, rather than teaching, mechanisms.
This book is for Mind, Brain, and Education scientists. In some instances this will mean teachers who are integrating cognitive neuroscience and psychological foundations into their practice. In other cases it will mean psychologists who seek to bridge the hard and soft sciences. In yet others it will mean neuroscientists who dare to bring laboratory findings into the classroom. While many educators, psychologists and neuroscientists will remain pure applicant-practitioners within their single field, there are a growing number of researcher-practitioners who straddle the three academic disciplines of education, psychology and cognitive neuroscience that wear the new Mind, Brain, and Education (MBE) hat. This book does not claim that work as a “purist” is any less valuable that work in the transdisciplinary field of MBE Science; it does, however, acknowledge the need for new professionals who speak the language, walk the talk, and can work seamlessly as MBE specialists as well.