Neuroeducation: neuroscience-based learning

In biology and neuropsychology laboratories, it is possible to study the functioning of basic mental processes: memory, decision-making, discrimination between different stimuli, etc.

All of these psychological functions tell us about how our brain adapts to the environment and allows us to learn from our experiences. But … what if we researched how our brains learn beyond labs? This is neuroeducation.

What is neuroeducation?

Neuroeducation is, counted and debated, a disciplinary bridge between neurology and educational sciences, In which educational psychology plays a key role.

It is a scientific development project that aims to unite the knowledge we have on the functioning of the brain with what we know about educational processes in the field. normally the area in which neuroeducation is focused is education in schools and academia.

The brain that learns

The foundation of neuroeducation is a concept called brain plasticity. Brain plasticity is the ability of the brain to change physically to adapt to stimuli and habits in a way that is useful to the individual. Every time we consolidate some form of learning, it leaves a mark on how neurons in the brain connect to each other.

Neuroeducation is used to examine the traces that educational processes leave in our brain and traces the relationships between this data and the behavior of the individual. In this way, the learning process is studied from a behavioral point of view. and which it corresponds to neurobiology.

Learning and emotion in neuroeducation

One of the great discoveries that have been made through neuroeducation is that learning and emotion are not two worlds separated from each other. We don’t learn by storing data coldly like a robot would, but in our nervous system, memories and emotions go hand in hand. In this way, meaningful learning becomes a key aspect of education, as it connects important data with pleasurable sensations and feelings that cause us to internalize them earlier.

This way, neuroeducation emphasizes the need to use an emotional approach both in the classroom and in any setting education in informal contexts in which we learn: family environment, workshops, work groups, sports teams, etc.

After all, the engine of learning is curiosity, something deeply emotional and tied to subjective concerns.

Neuroeducation and care

Attention times are another of the main psychological aspects studied from neuroeducation.In other words, the times when a person can focus their attention on an information channel without being distracted or tired.

The maximum time that most people can concentrate on a task is considered to be 40 to 45 minutes. Therefore, master classes that exceed this minute limit (most of them, by the way) are inefficient, because several minutes are wasted.

Attention issues, related to disorders such as ADHD, are also very relevant as they affect many people and with relatively simple strategies this part of the population could be helped to use their potential properly by orienting them. towards educational goals, especially during childhood. (which is a key vital stage in psychological development).

Thus, neuroeducation must also respond to people whose certain diagnoses reflect particular difficulties in acquiring certain skills, and attention problems are one of these battle fronts.

The future development of this area

As a discipline of bridge, neuroeducation still has a long way to goSo many new discoveries can be made from neuroscience and educational science.

In addition, it is not always easy to combine the knowledge that is achieved through both pathways, so the progress that can be made through neuroeducation is not always nimble or easy to make. This is why the potential of neuroeducation remains to be exploited.

On the other hand, it should be borne in mind that the cultural and social context always has an impact on the way we rent and the content that we memorize and integrate into our view of the world. It means researching learning we cannot give up analyzing in the environment and how we relate to it.

As a result, neuroeducation cannot focus its efforts only on purely biological elements, but must also take into account how the economy influences us, the type of people we interact with, the cultural and ideological elements that are dominant. , etc. .

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