How does the educational research community react towards the Learning Sciences and Brain research project?
The response from the education community to the work we have been carrying out in the Brain and Learning project has, so far, been divided essentially from the different groups: – policy makers are most interested in our work, and our publication “Understanding the Brain: Towards a new Learning Science” was well received (it has been translated into four languages apart from the official OECD languages of French and English); – the educational researchers are the most reticent group, on the one hand wary of science testing longstanding theory and practice, and on the other generally skeptic about what brain science can offer to educational practice; – practitioners – especially teachers – have shown to be especially open and ready to incorporate new ideas emerging from recent scientific findings into their methods of teaching, and also for helping them to cope with students who have specific “brain-related” disorders in their classrooms (such as dyslexia and dyspraxia) who are not exc
