14. Implications of Affective and Social Neuroscience for Educational Theory

  1. Kathryn E. Patten and
  2. Stephen R. Campbell
  1. Mary Helen Immordino-Yang EdD

Published Online: 21 SEP 2011

DOI: 10.1002/9781444345827.ch14

Educational Neuroscience

Educational Neuroscience

How to Cite

Immordino-Yang, M. H. (2011) Implications of Affective and Social Neuroscience for Educational Theory, in Educational Neuroscience (eds K. E. Patten and S. R. Campbell), Wiley-Blackwell, Oxford, UK. doi: 10.1002/9781444345827.ch14

Editor Information

  1. Simon Fraser University, Canada

Author Information

  1. Brain and Creativity Institute, University of Southern California, USA

Publication History

  1. Published Online: 21 SEP 2011
  2. Published Print: 2 SEP 2011

Book Series:

  1. Educational Philosophy and Theory Special Issue Book Series

Book Series Editors:

  1. Michael A. Peters

ISBN Information

Print ISBN: 9781444339857

Online ISBN: 9781444345827



  • affective and social neuroscience for educational theory;
  • advances in social and affective neuroscience;
  • affective neuroscience, neural underpinnings of social processing;
  • thinking and learning, in social and cultural contexts;
  • affective neuroscience, emotions motivating terrorists;
  • human nature, to nurture and be nurtured;
  • applying problem-solving skills of physics;
  • emotion (body and mind) in educational context;
  • affective and social neuroscience, body and mind workings;
  • revolution imminent in education, toward the Holy Grail


This chapter contains sections titled:

  • Advances in Social and Affective Neuroscience: Bringing Neuroscientific Evidence to Inform Educational Theory

  • Our Bodies, Our Minds; Our Cultures, Our Selves

  • Human Nature, Human Nurture

  • Emotion (Body and Mind) in Educational Context

  • Affective and Social Neuroscience and Educational Theory: A Plan for the Future

  • References