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* We use most of our brains most of the time, not some restricted 10% brain usage. This is because our | * We use most of our brains most of the time, not some restricted 10% brain usage. This is because our brains are densely interconnected, and we exploit this interconnectivity to enable our | ||
brains are densely interconnected, and we exploit this interconnectivity to enable our | |||
primitively evolved primate brains to live in our complex modern human world. | primitively evolved primate brains to live in our complex modern human world. | ||
* Although brain imaging delineates areas of higher (and lower) activation in response to | * Although brain imaging delineates areas of higher (and lower) activation in response to particular tasks, thinking involves coordinated interconnectivity from both sides of the brain, not separate left- and right-brained thinking. High intelligence requires higher levels of inter-hemispheric and other connected activity. | ||
particular tasks, thinking involves coordinated interconnectivity from both sides of the | |||
brain, not separate left- and right-brained thinking. High intelligence requires higher | |||
levels of inter-hemispheric and other connected activity. | |||
* The brain’s interconnectivity | * The brain’s interconnectivity | ||
includes the senses, especially vision and hearing. We do not learn by one sense alone, | includes the senses, especially vision and hearing. We do not learn by one sense alone, hence VAK learning styles do not reflect how our brains actually learn, nor the individual differences we observe in classrooms. | ||
hence VAK learning styles do not reflect how our brains actually learn, nor the | |||
individual differences we observe in classrooms. | |||
* Neuroimaging studies do not support | * Neuroimaging studies do not support | ||
multiple intelligences; in fact, the opposite is true. Through the activity of its frontal | multiple intelligences; in fact, the opposite is true. Through the activity of its frontal cortices, among other areas, the human brain seems to operate with general intelligence, applied to multiple areas of endeavour. | ||
cortices, among other areas, the human brain seems to operate with general intelligence, | |||
applied to multiple areas of endeavour. | |||
* Studies of educational effectiveness of applying | * Studies of educational effectiveness of applying | ||
any of these ideas in the classroom have failed to find any educational benefits. (...) teachers should | any of these ideas in the classroom have failed to find any educational benefits. (...) teachers should seek independent scientific validation before adopting brain-based products in their classrooms. A more sceptical approach to educational panaceas could contribute to an enhanced professionalism of the field. | ||
seek independent scientific validation before adopting brain-based products in their | |||
classrooms. A more sceptical approach to educational panaceas could contribute to an | |||
enhanced professionalism of the field. | |||
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== 5. Résumé (facultatif) == | == 5. Résumé (facultatif) == | ||
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Version du 4 avril 2013 à 10:58
Neuromythologies in education
1. Références
- Référence complète APA : Geake, J. (2008): Neuromythologies in education, Educational Research, 50:2, 123-133
- Auteur(s) : John Geake
- Revue : Educational Research
2. Copies
- Copie en ligne :
- Copie locale : Fichier:Geake 2008.pdf
- Copie physique :
3. Mots-clés
4. Abstract
- We use most of our brains most of the time, not some restricted 10% brain usage. This is because our brains are densely interconnected, and we exploit this interconnectivity to enable our
primitively evolved primate brains to live in our complex modern human world.
- Although brain imaging delineates areas of higher (and lower) activation in response to particular tasks, thinking involves coordinated interconnectivity from both sides of the brain, not separate left- and right-brained thinking. High intelligence requires higher levels of inter-hemispheric and other connected activity.
- The brain’s interconnectivity
includes the senses, especially vision and hearing. We do not learn by one sense alone, hence VAK learning styles do not reflect how our brains actually learn, nor the individual differences we observe in classrooms.
- Neuroimaging studies do not support
multiple intelligences; in fact, the opposite is true. Through the activity of its frontal cortices, among other areas, the human brain seems to operate with general intelligence, applied to multiple areas of endeavour.
- Studies of educational effectiveness of applying
any of these ideas in the classroom have failed to find any educational benefits. (...) teachers should seek independent scientific validation before adopting brain-based products in their classrooms. A more sceptical approach to educational panaceas could contribute to an enhanced professionalism of the field.