Abstract: For several decades, myths about the brain — neuromyths — have persisted in schools and colleges, often being used to justify ineffective approaches to teaching. Many of these myths are biased distortions of scientific fact. Cultural conditions, such as differences in terminology and language, have contributed to a ‘gap’ between neuroscience and education that has shielded these distortions from scrutiny. In recent years, scientific communications across this gap have increased, although the messages are often distorted by the same conditions and biases as those responsible for neuromyths. In the future, the establishment of a new field of inquiry that is dedicated to bridging neuroscience and education may help to inform and to improve these communications.
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- The power of categorical logic
- What exactly is the scientific method and why do so many people get it wrong?
- Paralympic athletes faster than olympic athletes — what does this tell us about difference?
- Logic: if + then = why? How can we understand the power of logic?
- How do we ensure we are exposed to new ideas? A parody with bite.
- A Life of Meaning (Reason Not Required) – What is the nature of our relationship with reason?
- Can you name this cognitive bias?
- By what measures can we value human life?
- Teaching philosophy improves standardised scores
- Are we in control of our own decisions?
- Neuroscience and education: myths and messages
- Free will is not as free as we think – and that’s ok.
- Where’s the Proof in Pseudoscience?
- Science in the lead?
- Plato and Aristotle from ‘The School of Athens’
- Three essays about France's response to the veil (hijab, burqa, etc.)
- Six 'Uniquely Human' Characteristics Now Found in Animals
- International Baccalaureate Theory of Knowledge essay titles
- Universal intelligence: One test to rule them all
- Philosophical Health Check
- Philosophy Graduate Abilities
- Socratic questioning
- Portal: Mind and brain
- Tips on Writing a Philosophy Paper/Essay
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- Donald Trump, Our A.I. President
- The Meaning of Our Confederate ‘Monuments’
- Ai Weiwei: How Censorship Works
- Who Is a ‘Criminal’?
- What ‘Snowflakes’ Get Right About Free Speech
- Has Trump Stolen Philosophy’s Critical Tools?
- Was Bo Diddley a Buddha?
- Who Is the Victim in the Anna Stubblefield Case?
- Our Delight in Destruction
- Trump’s Method, Our Madness
- Acceptable In Amsterdam
- News: June/July 2017
- Philosophy Incarnate
- The Passionate Bertrand Russell
- The Philosophy of Creativity edited by Elliot Paul and Scott Barry Kaufman
- Bertrand Russell on The Value of Philosophy for Life
- Russell Now!
- “To be happy, one must first not be unhappy”
- The Philosopher as Historian
- The Philosopher & The Scientist
- If you want a better world, help people relax
- ‘Good work’ open to all
- A weekend with refugees in Calais
- Wanted: Creativity and Empathy hubs
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- Government digital strategy – more politics needed
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- Illustrating Mental Illness
- U.S. Alzheimer's Deaths Jump 54 Percent; More Dying at Home
- Humans Are Not the Only Creatures Who Mourn
- In "Drop Out Club" Doctors Counsel Each Other on Quitting the Field
- For the Illiterate Adult, Learning to Read Produces Enormous Brain Changes
- Virtual Reality May Reveal New Clues About Autism Social Difficulties
- Interviews May Lead Us Astray When Hiring Someone
- When Hatred Goes Viral: Inside Social Media's Efforts to Combat Terrorism
- Special Report: The Psychology of Terrorism
- Are Cats Responsible for "Cat Ladies"?
- How to find a wonderful idea | OK Go
- A secret weapon against Zika and other mosquito-borne diseases | Nina Fedoroff
- This is what democracy looks like | Anthony D. Romero
- Why I speak up about living with epilepsy | Sitawa Wafula
- Poverty isn't a lack of character; it's a lack of cash | Rutger Bregman
- Walking as a revolutionary act of self-care | T. Morgan Dixon and Vanessa Garrison
- Why school should start later for teens | Wendy Troxel
- A climate solution where all sides can win | Ted Halstead
- What makes life worth living in the face of death | Lucy Kalanithi
- 3 principles for creating safer AI | Stuart Russell
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