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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]



Tom Feldges

Motivation and Experience Versus Cognitive Psychological Explanation.


Koji Tachibana

Neurofeedback-Based Moral Enhancement and Traditional Moral Education


David Gamez

Could Neurolecturing Address the Limitations of Live and Recorded Lectures?


Laura Candiotto

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


Alexandros Tillas

Hacking Our Brains for Learning


Danai Tselenti

Economies of Learning & Paying Attention: A Case Study


Ben Trubody

A Paradigm for Your Thoughts: A Kuhnian
Analysis of Expertise


Lynda Fitzwater

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


Byron Kaldis

Concept Nativism and Transhumanism: Educating future minds