Implications of Affective and Social Neuroscience for Educational Theory

Autor/in	Immordino-Yang, Mary Helen
Titel	Implications of Affective and Social Neuroscience for Educational Theory
Quelle	In: Educational Philosophy and Theory, 43 (2011) 1, S.98-103 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2010.00713.x
Schlagwörter	Evidence; Learning Theories; Educational Theories; Neurology; Neuropsychology; Cognitive Processes; Cognitive Psychology; Cognitive Science; Emotional Development; Meta Analysis; Affective Behavior; Social Development + Suchen Sie Ihr Suchwort? Evidenz; Learning theory; Lerntheorie; Educational theory; Theory of education; Bildungstheorie; Neurologie; Neuropsychologie; Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Kognitionswissenschaft; Gefühlsbildung; Meta-analysis; Metaanalyse; Affective disturbance; Active behaviour; Affektive Störung; Soziale Entwicklung
Abstract	The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these topics in educational theory has largely not had the benefit of biological evidence to date. In this article, I lay out two general, complementary findings that have emerged from the past decade of neuroscience research on emotion and social processing, with a view to beginning a dialogue about the meaning of these findings for educational theory. First, emotion and cognition are intertwined, and involve interplay between the body and mind. Second, social processing and learning happen by internalizing our subjective interpretations of other people's beliefs, goals, feelings and actions, and vicariously experiencing aspects of these as if they were our own. Together, these two results from neuroscience could have important implications for the design of learning environments; to discover these will require reconciling established educational learning theories with the current neurobiological evidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10