Many disciplines and areas of knowledge end up joining together. This is what happens with neurology and education . The synthesis of the two areas follows an obvious reason: knowledge of the human brain can be very useful for the creation of new pedagogical strategies. Neuroeducation
When our mind is the protagonist of the entire learning process, it is natural to propose an educational model that takes into account the organ that serves as the basis for mental processes, the brain.
The current educational system continues to use traditional schemes. Thus, memory learning is enhanced, in which the teacher teaches and the student learns by assimilating knowledge without knowing where they come from or what they are for.
General principles of neuroeducation
- – The brain has emotional structures and this circumstance directly affects any teaching-learning process.
- – Any learning is directly related to a complex network of neuronal stimuli, determined in turn by the action of neurotransmitters.
- – When the educational context manifests the boredom and apathy of the student, this indicates that the teacher was unable to arouse the curiosity of his students. In other words, the student’s brain was not stimulated correctly.
- – The different brain mechanisms have three general dimensions: the cognitive system , the emotional system and the instinctual system. This means that the student really wants to learn when the three systems are properly encouraged by the teacher.
The role of the emotional brain in teaching
For centuries the educational system has given great importance to everything related to rationality and intellect. However, brain studies emphasize that emotions located in the limbic system are very important when it comes to stimulating learning. In this sense, we study a subject with interest and motivation in cases where we experience a certain emotional connection with it. Neuroeducation
Neuroeducation represents a paradigm shift in 21st century classrooms
Teachers should not limit themselves to transmitting knowledge, but rather become a researcher who analyzes the educational experiences of their students.