Professor Charles Hulme - æresdoktorforelesning
Tittel på forelesningen er:
Is neuroscience a useful guide to developing educational interventions?
In recent years excitement has been generated by advances in brain imaging which promise to give an increased understanding of the relationship between brain mechanisms and human thought and behaviour. Neuroimaging, in turn, has fuelled the development of a new field of Educational Neuroscience which seeks to use insights from neuroscience to guide educational practice. However, extrapolating from brain mechanisms to educational practice is likely to be “a bridge too far“ (Bruer, 1997). In contrast I will argue that that we need to identify cognitive level explanations for how children learn key educational skills (such as reading and arithmetic). Such cognitive explanations, in turn, have direct implications for designing effective methods of teaching and theoretically are vital for gaining a better understanding of the causes of children’s learning difficulties.