A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2017; you can also visit the original URL.
The file type is application/pdf
.
Implications of Affective and Social Neuroscience for Educational Theory
2011
Educational Philosophy and Theory
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
doi:10.1111/j.1469-5812.2010.00713.x
fatcat:cmb6dnikp5exnokbipsmm4lraq