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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- A nice Philosophy of Mind summary
- 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?
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- A Life of Meaning (Reason Not Required) – What is the nature of our relationship with reason?
- Can you name this cognitive bias?
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- Teaching philosophy improves standardised scores
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- 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?
- Some important tools of critical thinking
- 1,500 Animal Species Practice Homosexuality
- Science and Truth
- Pride in the past isn't necessarily a lost cause
- Hidden Premise
- Putting a brake on tolerance
- Psychology and Psychics - Why some people think they are psychic.
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- A Critical Thinking Matrix
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- Death Has Many Names
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- The exploitation of US college athletes | Tim Nevius
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