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?
- 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?
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- By what measures can we value human life?
- Teaching philosophy improves standardised scores
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- Neuroscience and education: myths and messages
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- Science in the lead?
- Australian Skeptics
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- Philosophy Ideas
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- The Anchoring Effect
- Bayesian Inference (Homo Bayesianis)
- Stanford Encylcopedia of Philosophy
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- Philosophy of Religion - Unit Exam
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