Larrison, Abigail L.

Abstract: A growing collaboration between psychologists, neuroscientists, and educators has culminated in the emergence of a new academic discipline known as Mind, Brain and Education (MBE). MBE differs from previous efforts, such as educational neuroscience, in that it is focused on the problem of how we might bring findings from the learning sciences into the classroom. As such MBE is placed squarely in the classroom, and works through engaging teachers as primary participants. Hence, MBE must work through an awareness of the systems of education and within the current context of educational policy and practice if it is to find a firm grounding in educational reform. In many ways the goals of MBE are in alignment with the voices of educational leaders across the globe. Pedagogical approaches referred to as neuropedagogy or neuroeducation, emphasize the development of high level cognitive capacities, such as critical thinking and creativity and address the connection between motivation, emotions, sleep, stress, circadian rhythms and development in learning processes. The primary purpose of this study was to define the emerging field of MBE with respect to its goals, vision and potential to serve as a significant framework for education reform. Because the basic constructs of the field are still being developed, interviews with expert members of the MBE community, including academic researchers, consultants and other educational leaders were conducted using a grounded theory approach. The definition of MBE was highly complex, but contained central elements relevant to reform. Special attention to developing a curricular model of MBE resulted in a vision of a holistic approach centered on developmental and individual needs of the students. To further investigate the possible impact of neuroeducation on student outcomes, two existing curricular models--Waldorf and International Baccalaureate, were examined as examples of programs of neuropedagogy/neuroeducation. Findings indicated that examining curricular models currently in use holds promise for understanding the impact of the principles of neuroeducation on student outcomes and development and can serve as a first step towards developing a proof of concept for the field.

Key words: Education, Educational neuroscience, Education reform, Holistic education, Mind, Brain and Education, Neuroeducation

总 结：

1、越来越多的心理学家之间的合作,神经学家和教育家终于出现的一个新的学科称为心灵,大脑和教育(MBE)，MBE不同于先前的努力,比如教育神经科学,它关注的问题我们如何将学习科学发现进教室。

2、MBE必须通过一个系统的认识教育和教育政策和实践在当前情形中，在教育改革的基础上，找到一个稳定的方式去执行。

3、在许多方面MBE的目标是符合教育领导人在全球范围内的声音。教学方法称为“neuropedagogy”或“neuroeducation”,强调高水平认知能力的发展,如批判性思维和创造力和地址之间的关系动机、情绪、睡眠、压力、昼夜节律和开发在学习过程。

4、本研究的主要目的是定义MBE的新兴领域的目标愿景和潜在作为重要的教育改革的框架。因为这一领域的基本结构仍在发展,采访专家MBE协会的成员,包括学术研究人员,顾问和其他教育领导人进行了使用扎根理论的方法。

来源：University of California, San Diego. Jan 2013, ISBN: 9781267994080, 455p.