Another potential audience could be ISCAR 2011...
From: email@example.com [mailto:firstname.lastname@example.org]
On Behalf Of Tony Whitson
Sent: Tuesday, September 15, 2009 1:07 PM
To: email@example.com; eXtended Mind, Culture, Activity
Subject: [xmca] Learning Sciences / Science of Education
This is something that I'm very interested in. I'm planning a paper for
narrow audience this winter, and a more ambitious paper for a wide
audience in Winter 2011. If others would be interested in a 2011 AERA
symposium, let's talk.
I'll see if I can put together a post tonight with some fragments &
bibliography that people might be interested in.
Meanwhile, I think there is a short answer, which of course is not the
I think a good deal of the impetus behind "Learning Sciences" comes from
the political hostility to Education faculty in favor of positive(istic)
psychology, as in Reid Lyons' statement that "If there was any piece of
legislation that I could pass, it would be to blow up colleges of
This has created an environment in which an Educational Psychologist
John Bransford, for example) would lose out in the funding for
to a Learning Scientist (like John Bransford, for example).
Folks in Seattle, Nashville, etc. see little cost in a name change that
keeps the dollars flowing. I'm not concerned about the name change, so
much, but I have continuing concerns about the enterprise in general.
On Tue, 15 Sep 2009, Mike Cole wrote:
Thanks Em-- And I googled Goswami neuromyths. Also very enlightening.
Goswami did early work with Ann Brown, former collaborator with us at
Now if we go back a step and look at the people who created the label
learning sciences, and their backgrounds, the shift from
psychology" to developmental sciences, the appearance recently of the
handbook of cultural developmental science, ......... what a tempest!
be a teapot in there somewhere. Simultaneous, fractilated paradigm
Does anyone have the luxury of being able to organize a science
interrogation of these movements? Seems really worthwhile.
On Tue, Sep 15, 2009 at 12:16 PM, Duvall, Emily <firstname.lastname@example.org>
Thanks Mike... :-)
In general I like Goswami's work; I find her discussion of
neuromyths compelling and have had my grad students do additional
research on some of them. I am also particularly interested in ways
try to negotiate across different fields. I've attached my favorite
Goswami and a nice intro to neuroeducation.
As a side note: Monica (Hansen, who frequently shows up on the
list serve and is one of my doc students) and I took a neuroscience
journal club/ seminar last spring and found ourselves trying to make
sense of the work that is done with regard to education. We are
another seminar right now and some of the folks who were in last
class are presenting journal articles in their field, but are trying
make the links to human experience, particularly education. It's been
interesting to discover how open minded the students and faculty
one of the computational neuroscience faculty has taken up some
reading as well as neuroeducation... of course Luria's work is a door
opener and a point of mutual interest.
On Behalf Of Mike Cole
Sent: Tuesday, September 15, 2009 9:41 AM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Neuroscience connections to learning and
No one picked up on your interest in neuroeducation, Emily. A lot of
read in this area strikes me as almost entirely without any
education, or human experience, as a culturally mediated,
process. Do you have a favorite general ref you could point us to
On Sun, Sep 13, 2009 at 8:50 AM, Duvall, Emily <email@example.com>
I thought some of you might one or both of these article summaries
interesting. The first really speaks to the new field of
with regard to cellular learning... the nice thing about the summary
it gives you an overview of learning at the cellular basis... very
and easy to understand. Plus an introduction to astrocytes... :-)
The second piece actually discusses re-learning, which has been a
What I personally find so interesting is the role of experience in
learning and relearning... I found myself thinking back to Shirley
Heath's work... it would be fun to go back to her work and look at
study through a neuroeducation lens.
1. Star-shaped Cells In Brain Help With Learning
Every movement and every thought requires the passing of specific
information between networks of nerve cells. To improve a skill or
learn something new entails more efficient or a greater number of
contacts. Scientists can now show that certain cells in the brain --
astrocytes -- actively influence this information exchange.
2. Forgotten But Not Gone: How The Brain Re-learns
Thanks to our ability to learn and to remember, we can perform tasks
that other living things can not even dream of. However, we are only
just beginning to get the gist of what really goes on in the brain
it learns or forgets something. What we do know is that changes in
contacts between nerve cells play an important role. But can these
structural changes account for that well-known phenomenon that it is
much easier to re-learn something that was forgotten than to learn
something completely new?
Emily Duvall, PhD
Assistant Professor Curriculum & Instruction
University of Idaho, Coeur d'Alene
1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
T 208 292 2512 | F 208 667 5275 firstname.lastname@example.org |
He only earns his freedom and his life, who takes them every day by
-- Johann Wolfgang Goethe