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Teaching Humans
Excerpts: How could an international group of scientists communicate that there is superb
developmental evidence that speaks directly to educational concerns, whereas brain science cannot yet
do so? It summarizes knowledge about child development and early learning, the benefits of embedding
learning in meaningful social contexts, the importance of active rather than passive learning, the need
for sensitive and responsive environments, and the need for concern about how, not just what, children
learn. We hope that this declaration (www.jsmf.org/declaration) will become a focal point for the
discussion of evidence-based educational practice.
The Brain/Education Barrier, Kathryn Hirsh-Pasek , John T. Bruer, 07/09/07, Science: 1293.
http://www.sciencemag.org/cgi/content/full/317/5843/1293
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Excerpts: How could an international group of scientists communicate that there is superb
developmental evidence that speaks directly to educational concerns, whereas brain science cannot yet
do so? It summarizes knowledge about child development and early learning, the benefits of embedding
learning in meaningful social contexts, the importance of active rather than passive learning, the need
for sensitive and responsive environments, and the need for concern about how, not just what, children
learn. We hope that this declaration (www.jsmf.org/declaration) will become a focal point for the
discussion of evidence-based educational practice.
The Brain/Education Barrier, Kathryn Hirsh-Pasek , John T. Bruer, 07/09/07, Science: 1293.
http://www.sciencemag.org/cgi/content/full/317/5843/1293
Next
Teachbot Teaches Humans