Educational Neuroscience

Educational Neuroscience

Educational Neuroscience

Educational Neuroscience


Educational Neuroscience provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions.
  • Encourages interdisciplinary perspectives in educational neuroscience
  • Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally
  • Promotes a theoretical and empirical base for the subject area
  • Explores a range of methods available to researchers
  • Identifies agencies, organizations, and associations facilitating development in the field
  • Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language


Kathryn E. Patten & Stephen R. Campbell

This book provides an overview of a number of recent initiatives in a new area of research that is coming to be known as educational neuroscience. Educational neuroscience, as a first approximation, variously involves syntheses of theories, methods, and techniques of the neurosciences, as applied to and informed by educational research and practice. Contributions to this book were sought from principals involved in initiatives pertaining to educational neuroscience with common foci on 1) motivations, aims and prospects; 2) theories, methods, collaborations; and 3) challenges, results, and implications, both potential and actual, resulting from these initiatives. Contributors were asked to write position statements with special emphasis on the motivations, methodologies, and practical implications of their particular initiatives for educational philosophy and theory, as well as for educational research and pedagogy.

What emerges in this book is an indication of the wide range of initiatives related to educational neuroscience. This book presents a wide variety of initiatives and methodologies, as well as common goals, concerns and issues. Many topics raised herein are endemic to the emergence of a new discipline: for instance, a need for more coherent terminology, a struggle to identify and establish theoretical and philosophical foundations, a quest for practical empirically-based models, and a requirement for standards of ethical practice. Amplifying problems in establishing the new discipline of educational neuroscience is its cross-disciplinary nature and its consequential need to combine a variety of resources, methodologies, and results. in order to include as wide a variety of responses as possible, authors truncated their submissions to present brief overviews of their perspectives, purposes, portents, and projects. the authors examine a variety of concerns, issues, and directions relating to educational neuroscience; as well as revealing a need to establish theories, models, ethics, methodologies and a common language.

Stephen Campbell, an educational philosopher and researcher in mathematics education at Simon Fraser University, opens this book by considering the nature of educational neuroscience. in so doing, he identifies its proper object of study as the ‘mindbrain’. Campbell advocates a radical theory of embodied cognition that takes as a foundational assumption that any and all changes in subjective experience necessarily entail associated changes in brain and body behavior. Accordingly, he has been expanding his empirical research in mathematics education to include methods and techniques of psychophysiology and cognitive neuroscience in his studies of mathematical cognition and learning.

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