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 28 (4), pp. 337-340. ISSN 0963-7214.
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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 Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Research Centres and Institutes: | Educational Neuroscience, Centre for |
| Depositing User: | Michael Thomas |
| Date Deposited: | 11 Feb 2019 10:53 |
| Last Modified: | 02 Aug 2023 17:48 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/26175 |
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