Get access

The Teaching Brain and the End of the Empty Vessel

Authors


Address correspondence to Vanessa Rodriguez, Harvard Graduate School of Education, Longfellow Hall, Room 213, 13 Appian Way, Cambridge, MA 02138, United States; e-mail: vanessa_rodriguez@mail.harvard.edu

Abstract

I am excited to present this special section that explores the teaching brain. The goal of the series is to facilitate a transition in the lens on teaching from an empty vessel to a phenomenon as dynamic, variable, and context-dependent as learning. This transformation will likely push all of us to reevaluate our understanding and research on teaching. Over the coming year, each issue will provide several articles that seek to shed light on a different aspect of this burgeoning new area of research. This issue opens the series with a piece designed to lay out the conceptual framework and evidence base for a new way to think about teaching: the teaching brain. Next, Michael Chazan gives an archeological grounding for the existence of teaching in the earliest ancestors of Homo sapiens. Sidney Strauss and Margalit Ziv then describe how teaching is a fundamental human cognitive ability. Together, these articles begin to create a paradigm shift in the definition of teaching. We look forward to an exciting journey.

Ancillary