Katarina Gvozdic

Neuroscience in education

Many pedagogical recommendations have been inspired by the rise of neuroscience, to the point that it is sometimes difficult to discern the myth from reality: do screens alter our brains? Are some students truly "visual", "auditory" or "kinesthetic"? Can we learn while sleeping? Is it too late to learn, past a certain age? Is it in the MRI that Education 2.0 will be created? Anyone who has already thought about these issues will feel concerned by the book Neuroscience in Education, published in French by Éditions Retz on October 25, 2018.

This book addresses the introduction of cognitive sciences into educational setting. This is done by decrypting "neuromyths" - erroneous beliefs about the functioning of the brain - which benefiting from the growing popularity of neuroscience are spread among educators and the public. These neuromyths are at the origin of many unfounded and even harmful pedagogical recommendations. Each chapter of the book articulates around a neuromyth, and the authors - researchers and scholars - take on the actual contribution of neuroscience in education: they highlight the tangible contributions of the discipline, while moderating the expectations that would follow from this pedagogical revolution. Avoiding a blind neurophilic craze as well as systematic neurobashing, the book adopts a critical posture through the analysis of published research, in order to unravel the scientific facts behind fallacious shortcuts, enlightened recommendations of the miraculous method, and even untangle myths from reality.

Les neurosciences en éducation de Emmanuel Sander, Hippolyte Gros, Katarina Gvozdic et Calliste Scheibling-Sève. Paris : Editions Retz, 2018.

ISBN : 978-2-7256-3583-5