Journal article

A Bridge Too Far - Revisited: Reframing Bruer's Neuroeducation Argument for Modern Science of Learning Practitioners

Jared C Horvath, Gregory M Donoghue

Frontiers in Psychology | FRONTIERS MEDIA SA | Published : 2016

Abstract

In Education and the Brain: A Bridge Too Far, John Bruer argues that, although current neuroscientific findings must filter through cognitive psychology in order to be applicable to the classroom, with increased knowledge the neuroscience/education bridge can someday be built. Here, we suggest that translation cannot be understood as a single process: rather, we demonstrate that at least four different 'bridges' can conceivably be built between these two fields. Following this, we demonstrate that, far from being a matter of information lack, a prescriptive neuroscience/education bridge (the one most relevant to Bruer's argument) is a practical and philosophical impossibility due to incommen..

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Grants

Awarded by ARC-SRI: Science of Learning Research Centre


Funding Acknowledgements

ARC-SRI: Science of Learning Research Centre (project number SR120300015).