This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach.
One way to consider "Mind, Brain, and Education Science" is to think of MBE as a “baby” born to adolescent parents….
. One of the parent disciplines, cognitive neuroscience, was “born” itself about 25 years ago. Education for the masses is also a relative latecomer to the global stage, only becoming truly universalized in the late 1890s.  Psychology is a contemporary of the goal of universal education, being just slightly older in foundation. In 2010, this makes education and psychology about 125 years old each......
MBE science: a three-way “marriage” ...
Three “young” disciplines intersected and their product was Mind, Brain, and Education science….
…As well as being a transdisciplinary discipline, MBE science is a cross-cultural entity. The discipline was conceptualized literally around the world at almost the same time in numerous countrie..
...Samuels :“Transdisciplinarity...is an approach ideally suited for finding complex solutions to complex problems” (p. 46).According to Samuel, (2009)solutions to problems in education today require the more sophisticated and complex approach offered by MBE science.
Challenges in Teaching and in Becoming a Mind, Brain, and Education Scientist...
"... two questions at the heart of the educational mission:
How do we know what we know? And by what warrant can we call our knowledge true? Our answers ...are continually communicated in the way we teach and learn” (Palmer, 1997, pp. 50–51).
... Whether you are a teacher, neuroscientist, or psychologist—or someone working in a related field—you are invited to join this paradigm shift in thinking about the way we educate. ... A new take on old problems needs open minds.
A growing number of ...educators, psychologists, and neuroscientists straddle the three academic fields of education, psychology, and cognitive neuroscience that wear the new MBE hat.
THE Three characteristics absolutely required….of all new MBE scientists.: …
First, They are “willing to share knowledge with those outside their discipline rather than just their peers” in their original disciplines of formation. This means (1) neuroscientists who are willing to share their findings with educators, for example, (2) psychologists who stimulate research questions in the neurosciences, and (3) educators who suggest research questions in psychology.
…….for a concept to be accepted in the new discipline, educators, psychologists, and neuroscientists must confirm their hypotheses not only in their own disciplines, but also within the other two.
MBE science is the formal bridge linking the fields of neuroscience, psychology, and education that has been missing for decades.
We need teachers who know about the brain and how it learns best, and we need neuroscientists and psychologists who can envision the application of their work in school settings. Why? Because education is full of complex problems that have not been addressed successfully enough through pedagogical approaches alone.....
....Education has never had so many tools at its disposal to improve the teaching and learning processes. These are exciting times for everyone in the discipline.
Neuroscience and psychology nurture our understanding of how the brain learns and help us identify the best teaching practices possible.
Although the tools of the trade are important, the greatest single change occurring, thanks to MBE science, is THE TRANSFORMATION OF THE TEACHER ROLE INTO A CATALYST FOR SOCIETAL CHANGE.
[Excerpt]: "Maybe it was inevitable that one of the new massive open online courses would crash. After all, MOOCs are being launched with considerable speed, not to mention hype. But MOOC advocates might have preferred the collapse of a course other than the one that was suspended this weekend, one week into instruction: "Fundamentals of Online Education: Planning and Application."
Technology and design problems are largely to blame for the course's problems. And many students are angry that a course about online education -- let alone one offered by the Georgia Institute of Technology -- wouldn't have figured out the tech issues in advance, or been able to respond quickly once they became evident. Many of the problems related to the course's use of Google Docs to sign up for group discussions."
When talking to faculty about their teaching, I often use the phrase “agile teaching” to describe a certain kind of on-the-fly responsiveness to student learning needs in the classroom. In the educational development work I do, helping faculty and graduate students to become more reflective and intentional teachers, I find that I need a similar kind of agility.
I never know what resources, ideas, or experiences I’ll be called upon to share with a colleague as we talk about teaching. As a result, I find myself learning about all sorts of things that might come in handy in a consultation or workshop one day. This blog is where I make sense of these things and document what I’ve learned for later use. So, in a sense, it’s a record of the “agile learning” I do as part of my professional life."
“MIT has long believed that anyone in the world with the motivation and ability to engage MIT coursework should have the opportunity to attain the best MIT-based educational experience that Internet technology enables. OpenCourseWare’s great success signals high demand for MIT’s course content and propels us to advance beyond making content available. MIT now aspires to develop new approaches to online teaching.” said MIT President Susan Hockfield
[Excerpt]: "What does this emerging landscape of educational delivery models look like? I have categorized the models not just in terms of modality—ranging from face-to-face to fully online—but also in terms of the method of course design (see Figure 1). These two dimensions allow a richer understanding of the new landscape of educational delivery models. Within this landscape, the following primary models have emerged: ad hoc online courses and programs, fully online programs, School-as-a-Service, educational partnerships, competency-based education, blended/hybrid courses and the flipped classroom, and MOOCs (see Figure 2)."
"It's hard to know when it will happen but at some point this will be transformative. The first stage is when it does what was being done before but better. That's what is happening now. But we're going to where we don't need to have two semesters, classes of same length, grading on the basis of things called exams. You can't think of another industry where a list of top 10 providers is perfectly correlated to what it was in 1960."
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