Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While are based on hoaxes brain, neuroedumyths use neuroscientific concepts but state consequences for education that false. This article presents, first time, research among teachers. study applied innovative methodology Public Lectures’ Debates Analytics (P...

From my experience, it seems that teachers hold some of the ‘‘neuromyths’’ described in the literature (Della Sala, 1999; Goswami, 2004). In particular, a frequent teacher misconception is that since students preferentially use one type of processing, they can be divided into ‘‘left-brained’’ and ‘‘right-brained’’, that is processing language, logic and number, or forms, images, and spatial ele...

Neuroscience has experienced rapid growth in recent years, spurred in part by the U.S. government’s designation of the 1990s as “The Decade of the Brain” (Jones & Mendell, 1999). The rapid development of functional neuroimaging techniques has given researchers unprecedented access to the behaving brains of healthy children and adults. The result has been a wave of new insights into thinking, em...

In this review essay, Francis Schrag focuses on two recent anthologies dealing completely or in part with the role of neuroscience in learning and education: The Jossey-Bass Reader on the Brain and Learning, edited by Jossey-Bass Publishers, and New Philosophies of Learning, edited by Ruth Cigman and Andrew Davis. Schrag argues that philosophers of education do have a distinctive role in the co...