More than one decade had been long since John Bruer began his criticism to the education based on the brain, in which express that education should not begin from the neuroscience, it should begin from the teaching and learning according the developments of the sciences.
Recently discovers about brain as neurogenesis (the production of new neurons in the human brain), have gotten meaningful tests describing that education is close with brain activities and from that is easy the way to learn and how people got better teaching techniques.
However, if education based on the brain is defined as: “the strategies commitments which are the principles of the brain comprehension” so is teacher’s responsibility decide reasonably what kind of strategies to use in order to improve the brain and its high capabilities to get an optimum teaching – learning process. In the same way, Bruer says that:”Brain is in all school’s work. Ignore it would be something irresponsible”. That’s why brain is complete stretch to learning-teaching process.
Some critics say that knowledge branches as the psychiatry, psychology, cognitive sciences and other, are not relate with brain-based activities, which is complete absurd to Bruer, because if you put apart the brain from those disciplines, those wouldn’t be disciplines.
Now, the brain based learning could not be exclusive from neuroscience, it has to be study first by a multidisciplinary view. This learning process, is daily affected by multiples factors (stress, nutrition, social conditions) in the school, but is the teacher’s responsibility to reduce those factors.
An important factor in the cognitive process, is the physical activity, in this case, when this is reduce or totally eliminate from the school curriculum, it is eliminate in first place of the learning process in the classroom and daily students routine. This relation is co-relating to the neurogenesis part. However, the physical activity should be volunteer, it means, should not be an obligation for students when they are going to do it because it makes a conflict feeling which affects the cognitive process too.
The brain based learning, had been deeply studied in the last decade, even countries as Canada, Japan, Australia, South Korean, England, Southafrica, New Zeeland, Argentina and other, have developed excellent investigation work about it. The most important universities (from those countries) are the pioneers about cognitive science and neuroscience in education, which allows a productive advance in the learning – teaching technique, being an active consequent and active reference.
In conclusion, the brain based learning is not an easy topic to discuss about. The advantages and disadvantages of its studies and its applying in the new schools, is an empiric effort to all those who are looking for new strategies to improve the education. It’s a debate between all the people who agree and disagree that education and learning, as human been activities are totally close to brain activities.
Recently discovers about brain as neurogenesis (the production of new neurons in the human brain), have gotten meaningful tests describing that education is close with brain activities and from that is easy the way to learn and how people got better teaching techniques.
However, if education based on the brain is defined as: “the strategies commitments which are the principles of the brain comprehension” so is teacher’s responsibility decide reasonably what kind of strategies to use in order to improve the brain and its high capabilities to get an optimum teaching – learning process. In the same way, Bruer says that:”Brain is in all school’s work. Ignore it would be something irresponsible”. That’s why brain is complete stretch to learning-teaching process.
Some critics say that knowledge branches as the psychiatry, psychology, cognitive sciences and other, are not relate with brain-based activities, which is complete absurd to Bruer, because if you put apart the brain from those disciplines, those wouldn’t be disciplines.
Now, the brain based learning could not be exclusive from neuroscience, it has to be study first by a multidisciplinary view. This learning process, is daily affected by multiples factors (stress, nutrition, social conditions) in the school, but is the teacher’s responsibility to reduce those factors.
An important factor in the cognitive process, is the physical activity, in this case, when this is reduce or totally eliminate from the school curriculum, it is eliminate in first place of the learning process in the classroom and daily students routine. This relation is co-relating to the neurogenesis part. However, the physical activity should be volunteer, it means, should not be an obligation for students when they are going to do it because it makes a conflict feeling which affects the cognitive process too.
The brain based learning, had been deeply studied in the last decade, even countries as Canada, Japan, Australia, South Korean, England, Southafrica, New Zeeland, Argentina and other, have developed excellent investigation work about it. The most important universities (from those countries) are the pioneers about cognitive science and neuroscience in education, which allows a productive advance in the learning – teaching technique, being an active consequent and active reference.
In conclusion, the brain based learning is not an easy topic to discuss about. The advantages and disadvantages of its studies and its applying in the new schools, is an empiric effort to all those who are looking for new strategies to improve the education. It’s a debate between all the people who agree and disagree that education and learning, as human been activities are totally close to brain activities.
Reference:
Eric P. Jensen (2008) “A Fresh Look at Brain-Based Education”
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