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Author: Kurt W. Fischer,Pierre J. Léna,Antonio M. Battro
ISBN13: 978-0521876735
Title: The Educated Brain: Essays in Neuroeducation
Format: azw docx lrf azw
ePUB size: 1450 kb
FB2 size: 1714 kb
DJVU size: 1884 kb
Language: English
Category: Social Sciences
Publisher: Cambridge University Press; 1 edition (March 10, 2008)
Pages: 280

The Educated Brain: Essays in Neuroeducation by Kurt W. Fischer,Pierre J. Léna,Antonio M. Battro

Introduction: Mind, brain, and education in theory and practice ANTONIO M. BATTRO, KURT W. FISCHER, AND P I E R R E J. L É N A. 1. 3. FERNANDO VIDAL. 20. Building bridges in neuroeducation JOHN T. BRUER. Part II 6. xxi. Historical considerations on brain and self. J ü r g e n M I t t e L s t r a s s. 5.

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Antonio M. Fischer, Pierre J. Léna. com/books/about/The Educated Brain. html?hl ru&id YMxtzo JpWwC. Kurt W. Fischer is Charles Warland Bigelow Professor of Education and Human Development, and Director of the Mind, Brain, and Education Graduate School of Education, Harvard University. Pierre J. Lna is Emeritus Professor of Astrophysics at the Universit Paris VII and a member of the Pontifical Academy of Sciences. Библиографические данные.

Essays in Neuroeducation. Author: Antonio M. Battro,Kurt W. Fischer,Pierre J. Publisher: Cambridge University Press.

Kurt W. Fischer, Antonio M. Battro, Pierre J. Lena.

Antonio M. Léna The Educated Brain: Essays in Neuroeducation. The first part of the book examines closely the history of the environmental justice movement and the scholarly literature to date, with a discussion about how the issue made the public agenda in the first place. The second part of the book is a unique quantitative analysis of the relationship among race, class, political mobilization, and environmental harm at three levels- state, county, and city. Despite the initial skepticism of the authors, their study finds both race and class to be significant variables in explaining patterns of environmental harm.

The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences.
Reviews: 2
The content of this book is really good (written by key authors from the 'neuro-education' field).
Unfortunately, when I received the book, the paper was all 'wrinkled' (i.e. result from the drying of a wet book).
While it is usually impossible to trace a field of study to its inception, the gathering summarized in this volume, edited by Battro. Fischer and Lena, approximates such an event. It is no doubt that the recent technological development and subsequent research contributed to this conclave and resulting outcome. However, the researchers represented gave the field of neuroeducation the push needed to make it a reality. At least one program in a major university traces its beginnings to this conference. The complexity of cognitive development and brain development are met head on and the research sets the "gold" standard for future research. The relationships of the mind, brain and education triad are described philosophically, in terms of cognitive psychology as well as with findings from neuroimaging. The pedological implications are spelled out in the chapters. Reading and Several authors clearly state that the intentions of their research is not meant to negate the recommendations found in brain based techniques. Instead, they are attempting to document measurable, physiological changes as a result of educational efforts. Such an endeavor will contribute much to enhancing educational techniques.
This book is not for the novice. It does, however, provide a springboard for the more sophisticated reader to peruse the findings from a myriad of specialists in one volume. The fact that the neurosciences are not developed to the point of being a panacea is mentioned several times. At the same time, it is demonstrated through data that there are a number of major contributions that can be made to the educator who chooses to explore and implement these findings.