Members of the Task Force: Daniel Bullock, James Byrnes, Kevin Dunbar, Guineviere Eden, Julie Fiez, Kurt Fischer (co-chair), Daniel J. Franklin, John Geake (co-chair), Usha Goswami (co-chair), Sharon Griffin, Patricia Kuhl, Bruce McCandliss, Vinod Menon, Ennio Mingolla, Nora Newcombe, Tomas Paus, Kevin Pelphrey, Russ Poldrack, L. Todd Rose, Reed Stevens, Rosemary Tannock, Jennifer Thomson, and Lee A. Thompson.
The Future of Educational Neuroscience
Article first published online: 17 MAY 2010
© 2010 the Authors. Journal Compilation © 2010 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 4, Issue 2, pages 68–80, June 2010
How to Cite
Fischer, K. W., Goswami, U., Geake, J. and the Task Force on the Future of Educational Neuroscience (2010), The Future of Educational Neuroscience. Mind, Brain, and Education, 4: 68–80. doi: 10.1111/j.1751-228X.2010.01086.x
This article is based on a meeting at the National Science Foundation facility, in which a Task Force of researchers and educators considered the future of educational neuroscience and ways to catalyze its fruitful development. The views expressed in this article are those of the authors and do not necessarily represent the views of the National Science Foundation or the United States.
- Issue published online: 17 MAY 2010
- Article first published online: 17 MAY 2010
The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid the many myths and distortions in popular conceptions of brain and genetics. It should instead focus on integrating research with practice to create useful evidence that illuminates the brain and genetic bases as well as social and cultural influences on learning and teaching. Scientists and educators need to collaborate to build a strong research foundation for analyzing the “black box” of biological and cognitive processes that underpin learning.