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    Response to Dougherty & Robey on neuroscience and education: Enough bridge metaphors – interdisciplinary research offers the best hope for progress

    Thomas, Michael S.C. (2019) Response to Dougherty & Robey on neuroscience and education: Enough bridge metaphors – interdisciplinary research offers the best hope for progress. Current Directions in Psychological Science , ISSN 0963-7214. (In Press)

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    Abstract

    Dougherty and Robey (D&R) argue that the idea that neuroscience can have a direct impact in the classroom is ‘a bit far-fetched’ (p.401), following other commentators such as Bishop, 2014, and Bowers, 2016; and that investment of limited research funds in the cognitive and social psychological sciences is more worthwhile. In this commentary, I argue that for education, interdisciplinary research offers the best hope of progress at the interface of the learning sciences; and that we should reject arguments that isolate scientific disciplines and pit them against each other.

    Metadata

    Item Type: Article
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Educational Neuroscience, Centre for
    Depositing User: Michael Thomas
    Date Deposited: 11 Feb 2019 10:53
    Last Modified: 31 Jul 2019 16:08
    URI: http://eprints.bbk.ac.uk/id/eprint/26175

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