{"id":30757,"date":"2025-10-27T16:23:28","date_gmt":"2025-10-27T15:23:28","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=30757"},"modified":"2025-10-27T16:23:41","modified_gmt":"2025-10-27T15:23:41","slug":"connecting-neuroscience-with-education-critical-considerations","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/connecting-neuroscience-with-education-critical-considerations\/","title":{"rendered":"Connecting Neuroscience with Education. Critical Considerations"},"content":{"rendered":"

Free open PDF: https:\/\/brill.com\/display\/title\/72599<\/a><\/p>\n

 <\/p>\n

License Creative Commons <\/a><\/p>\n

Neuroscience in the classroom?<\/h2>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

A new open-access UNESCO manual explores the connection between neuroscience and education<\/strong> \u2014 a guide to understanding evidence-based education, debunking edumyths<\/em>, and confronting educational pseudoscience.<\/p>\n

In today\u2019s educational landscape, where pseudoscience is on the rise, many teachers remain uncertain about which methodologies are genuinely grounded in scientific evidence \u2014 and which rely instead on the so-called \u2018evidence\u2019 peddled by the latest snake-oil merchants. Social media and school corridors alike teem with myths and misconceptions about so-called \u2018neuroeducation\u2019 and with dubious \u2018neuro-hacks\u2019 supposedly inspired by generative Artificial Intelligence (AI). Against this backdrop, the publication of the UNESCO International Bureau of Education\u2019s volume Connecting Neuroscience with Education: Critical Considerations<\/em> stands out as an indispensable intellectual antidote.<\/p>\n

This concise open-access manual \u2014 the fruit of Donna Coch and David Daniel\u2019s impressive effort at synthesis \u2014 does not seek to impose ready-made formulas but to strengthen teachers\u2019 critical faculties. To begin with, and this is no small matter, its digital version is freely available. Be wary of those who attempt to profit from their professional insecurities in the classroom.<\/p>\n

Coch and Daniel\u2019s purpose is crystal clear: to equip educators \u2014 from early childhood to higher education \u2014 with the scientific tools needed to distinguish solid evidence from mere edumyths<\/em>, which, as H\u00e9ctor Ruiz (2023) aptly observed, run rampant through classrooms, often distorting educational practice and ultimately shaping the learning experiences of our young people. It may vary from one context to another, but teachers are by no means immune to pernicious ideologies or to pseudosciences and pseudotechnologies (Bunge, 2013; 2019): that is, bodies of knowledge or technological solutions presented as proven, true and justified when they are not \u2014 or offered to solve invented or non-existent problems, sometimes created by the very same people who later sell us the cure. A classic pattern, indeed.<\/p>\n

And please, do not turn into moral zombies, as Carissa V\u00e9liz (2021) might put it, merely because the book happens to be written in English. In the age of AI, requesting a translation into your preferred vernacular language is child\u2019s play. Its true value lies in its practical orientation: teaching how to think about educational research rather than prescribing what to think. Yet genuine understanding demands effort \u2014 reading in a language that is not your own, translating if necessary, rereading, reflecting, recalling and applying in order to internalise and make sense of it.<\/p>\n

 <\/p>\n

Scientific literacy as a tool for the educational front line<\/strong><\/p>\n

If pressed for time, start with the first chapter: \u201cUsing Research Evidence: Concepts Relevant to Educators\u201d. It should be compulsory reading for those who, even within academia, disregard scientific research in education. It won\u2019t appeal to the peddlers of half-truths, nor to those who twist arguments to suit their own ends and spread fallacies. Science has its limits, of course, but without it, education is left at the mercy of shamans, life coaches, self-help gurus (Delgado, 2014), and tree-huggers alike.<\/p>\n

Coch and Daniel explain how years of professional experience inevitably give rise to deep and operative mental models about teaching and learning. While essential to human heuristics, such models are susceptible to biases including belief perseverance, logical fallacies and confirmation bias. Daniel Kahneman (2011) explained this extensively when he popularised\u2014albeit in simplified form, as the Nobel laureate himself acknowledged\u2014the notions of System 1 (intuitive) and System 2 (rational) through which our brain typically operates. In practice, this means that teachers, often unwittingly, ignore evidence that challenges their established methods, allowing certain false notions \u2014 or neuromyths<\/em> \u2014 to take root in their classrooms. Self-criticism becomes extraordinarily difficult when we lack time to think, caught in the everyday whirlwind of school life.<\/p>\n

Adopting an evidence-based educational practice should be regarded as a standard of quality, just as it already is in medicine \u2014 as exemplified by the Spanish government\u2019s ConPrueba<\/em> campaign. Education should be no exception. We should all think carefully before embracing new methodologies or reforms devoid of empirical grounding (see Figure 1). Moreover, education inspectors ought to intervene whenever pseudoscientific practices enter classrooms and threaten students\u2019 futures. For, in the best-case scenario, such practices merely waste their precious time \u2014 and time, as we know, is gold.<\/p>\n

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Figure 1. Is it necessary to introduce changes in teaching?
Campaign by FECYT (2020) on evidence-based education. Source: Government of Spain, Ministry of Science and Innovation, FECYT. (Translated into English by the translator)<\/figcaption><\/figure>\n

 <\/p>\n

How, then, can teachers know whether a given proposal has genuine scientific support? They must learn to distinguish, for example, between correlational studies (which only suggest a relationship between variables \u2014 correlation does not imply causation), quasi-experimental designs and, most importantly, experimental research such as randomised controlled trials. Understanding the role of replication, control groups and methodological validity allows teachers to move from being passive consumers of information to becoming critical evaluators of educational theory and research (Ruiz, 2020). It empowers them to recognise when a methodology has sufficient evidential grounding to be applied with professionalism and ethical integrity \u2014 or, conversely, to walk out of a poorly designed training session, perhaps recommended by an inept management team or by the educational authorities themselves.<\/p>\n

At its core, this brief book seeks to foster a conceptual shift enabling teachers to integrate science into their mental models, transforming teaching into an informed, self-reflective yet flexible discipline. I shall not reveal more of its contents, for it is far better that readers discover, step by step and at their own pace, the critical insights Coch and Daniel (2025) offer on the relationship between neuroscience and education.<\/p>\n

Teachers, do not settle for what certain influencers \u2014 or footballers wearing tinted sunglasses \u2014 tell you about neuroscience. Be autonomous; learn to discern for yourselves the boundary between scientific reality and fantasy. In a world saturated with information, where shortcuts and magical solutions are continually promised to the complexity of the art (and science) of teaching, an act of rebellion \u2014 and of professionalism \u2014 is the adoption of the scientific method.<\/p>\n

This is not about stripping passion or emotion from the classroom, but about safeguarding your vocation and your craft through evidence. Stop being passive spectators of pedagogical fads: dismantle the edumyths<\/em>, be active and uncompromising in your resistance to magical thinking, and claim your rightful place as intellectual figures in the lives of your students. For your pupils\u2019 critical spirit depends, in no small part, on the cultivation of your own.<\/p>\n

\n

T\u00edtle<\/strong>: Connecting Neuroscience with Education. <\/em>Critical Considerations<\/em><\/a><\/span><\/p>\n

Authors<\/strong>: Donna Coch & David B. Daniel<\/p>\n

ISBN<\/strong>: 978-90-04-73531-6<\/p>\n

Publisher<\/strong>: De Gruyter Brill \/ UNESCO IBE<\/p>\n

Language<\/strong>: Ingl\u00e9s<\/p>\n

Number of pages<\/strong>: 80<\/p>\n

Publication date<\/strong>: octubre de 2025<\/p>\n

Web (free open PDF)<\/strong>: https:\/\/brill.com\/display\/title\/72599<\/a><\/p>\n

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References:<\/strong><\/h6>\n

Bunge, M. (2013). Pseudociencia e ideolog\u00eda.<\/em> Laetoli: Pamplona.<\/p>\n

Bunge, M. (2019). Filosofia de la tecnologia. <\/em>IEC-UPC: Barcelona.<\/p>\n

Coch, D. y Daniel, D. B. (2025). Connecting Neuroscience with Education: Critical Considerations. UNESCO IBE \/Brill. https:\/\/brill.com\/display\/title\/72599<\/a><\/p>\n

Delgado, E. (2014). Los libros de autoayuda, \u00a1vaya timo!<\/em> Laetoli: Pamplona.<\/p>\n

Kahneman, D. (2011). Pensar r\u00e1pido, pensar despacio.<\/em> Debate: Barcelona.<\/p>\n

Ruiz Mart\u00edn, H. (2020). \u00bfC\u00f3mo aprendemos?<\/em> Gra\u00f3-ISTF: Barcelona.<\/p>\n

Ruiz Mart\u00edn, H. (2023). Edumitos.<\/em> ISTF: Barcelona.<\/p>\n

V\u00e9liz, C. (2021). Moral zombies: why algorithms are not moral agents. AI & Society, <\/em>36(2), 487-497.<\/p>\n

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Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

Rights:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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