Brain-Based Education.
Besides Bruer talks about that, the theories of the brain- based education connected with the neuroscience is a mythology and believe in that is an absolutely joke, just because he doesn’t found a realistic connection between them and be able to associate them in a practical classroom.
Besides Bruer talks about that, the theories of the brain- based education connected with the neuroscience is a mythology and believe in that is an absolutely joke, just because he doesn’t found a realistic connection between them and be able to associate them in a practical classroom.
Jensen by the other hand said, that educators must be
concern and discuss all the disciplines and issues that are implicated in the education
world, because the brain has to do with everything that educators and students
do at school. Jensen also believes and explains that brain-based education is
about knowing why a particular teaching strategy is used instead of another and
why the teacher said, “here is what I do what I do”, because it is about the
professionalism and integrity of the person who teaches. The interaction at the
school suggests that everything that happens in it affects the brain. Among the
connections that educators can make, and the human brain can grow neurons,
social conditions influence our brain, stress and its affects is an issue for
educators and students, our brain is influenced by the environment, exercise
and nutrition doing some effects on it.
These
connections are similar to some of the twelve (12) principles brain research as
described by Caine and Caine, whom claim to
have deduced twelve principles from brain science that hold strong implications
for education and those can be linked to specific educational practices: The brain is a complex adaptive system; The brain
is a social brain; The search for meaning is innate; The search for meaning
occurs through patterning; Emotions are critical to patterning; The brain
processes parts and wholes simultaneously; Learning involves both focused
attention and peripheral perception; Learning always involves conscious and
unconscious processes; We have at least two (2) different types of memory: a
spatial memory system and a set of systems for rote learning; We understand and remember best when facts and
skills are embedded in natural, spatial memory and Learning is enhanced by
challenge and inhibited by threat.
Brain,
changes from experience to experience and educators should use evidence from
all disciplines to enhance students’ brain; this evidence helps teachers to do
a better job. Brain-Based Learning is a multidisciplinary approach that it’s in
early stages. That is why Jensen said that “at this point, brain-based
education is a “field”, consisting of people including scholars, consultants,
neuroscientists, and staff developers”. Also add that in one point brain-based
learning matures, it will become a “domain”, which will include a “clear set of
values, qualities and criteria for acceptance and validity.”
Finally
as the author said educators need to relate with their environment and the social
part if they want that education be the best for them and the next generation,
because brain research does not “prove anything”.
