Education 2.0: genetically-informed models for school and teaching

Timothy C. Bates

in Neuroscience in Education

Published in print April 2012 | ISBN: 9780199600496
Published online May 2012 | e-ISBN: 9780191739187 | DOI:
Education 2.0: genetically-informed models for school and teaching

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Neuroscience indicates that children's minds are made up of multiple genetically and psychologically distinct mechanisms underlying learning; that children differ in the functioning of these systems; and that much of this difference is genetic is origin and general in nature, with limits to brain plasticity. This chapter presents a systems framework linking these basic biological bases to the lifespan thriving which school is intended to foster. The systems model suggests that the principal outcome of neuroscience research will be to focus attention on how non-neuroscientific choices impact learning: teacher selection and training, teaching methods, and curriculum. The chapter concludes by suggesting that much of education is based on different answers to the research questions posed here than those flowing from current neuroscience. To maximize the capability of all children, it is important to achieve consilience between what we know about the mind and what educationalists do.

Keywords: neuroscience; children's minds; systems model; teaching; learning; education

Chapter.  14129 words.  Illustrated.

Subjects: Neuroscience

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