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Issue 33 - January 2018

The Learning Brain and the Classroom

Edited by Alex Tillas, Byron Kaldis

During the last couple of decades, a number of public policy and university initiatives triggered a drastic increase in neuroscientific research. The advances in neuroscience increased public awareness and gave rise to a “brain turn” for many disciplines in the humanities. In turn, traditional thematic areas are being approached through a more brain-oriented perspective, while new collaborations across traditionally non-neighbouring disciplines are being established. For instance, the debate about knowledge acquisition has very recently taken a new form and researchers in fields as diverse as Cognitive Science, Neuroscience and Education have started to show interest in combining their efforts with an end of promoting a systematic account of improving current learning and educational practices.[read more]

                                                                                                                                

PAPERS    

Tom Feldges

Motivation and Experience Versus Cognitive Psychological Explanation.

[PDF]

Koji Tachibana

Neurofeedback-Based Moral Enhancement and Traditional Moral Education

[PDF]

David Gamez

Could Neurolecturing Address the Limitations of Live and Recorded Lectures?

[PDF]

Laura Candiotto

Boosting Cooperation. The Beneficial Function of Positive Emotions in Dialogical Inquiry

[PDF]

Alexandros Tillas

Hacking Our Brains for Learning

[PDF]

Danai Tselenti

Economies of Learning & Paying Attention: A Case Study

[PDF]

Ben Trubody

A Paradigm for Your Thoughts: A Kuhnian
Analysis of Expertise

[PDF]

Lynda Fitzwater

Theory and Practice in Art & Design Education and Dyslexia: The Emancipatory Potentials of a Neurodiversity Framework

[PDF]

Byron Kaldis

Concept Nativism and Transhumanism: Educating future minds

[PDF]