Science and Educators must work together for our children.

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Science and Educators must work together for our children.

Post by segarama » Fri Nov 04, 2005 6:35 pm

November 4, 2005
It is extremely important that educators and those in science work together to better deliver the best information for our students.

I was forturnate to hear Kenneth S. Kosik, M.D. speak at the LEARNING AND THE BRAIN CONFERENCE, October 26-29 held at the Harvard University Faculty Club and Hyatt Regency Cambridge, MA.

Dr. Kosik is the Co-Director, Neuroscience Research Institute, UCSB - and Director of Kosik Laboratory of Cellular Neurobiology at the Harvard Institute of Medicine. Please read his welcoming letter:
Thank you,

Kenneth S. Kosik, M.D.
Harvard Medical School &
University of California, Santa Barbara

"Welcome to this online community. This membership site celebrates what seems all too obvious, but is often forgotten: educators and neuroscientists share a great many goals. Neuroscience is delving into realms that have pre-occupied educators for years, such as learning and memory, the emotional development of children, the basis of musical talent, bilingual experiences, and dyslexia to name only a few areas of mutual interest.

What emerges from the labs of brain scientists is the raw material that educators must evaluate carefully. Neuroscience data does not come with a how-to manual for the classroom, and so it falls to the educator to determine how this wealth of new information will best be translated. The translational task is not easy; it is full of pitfalls. While the scientist reports the results of an experiment, drawing conclusions from those results is the challenge as we know all too well when contending with the often contradictory findings about healthy diets.

Because neuroscience is such a rich field with information ripe for the picking, educators need to establish what will constitute the standards in their field for evaluating and accepting new teaching methods and curricular adjustments. When the findings of neuroscientists are uncritically transferred to the classroom, students can suffer from the premature and inappropriate application of neuroscientific data. On the other hand, the failure to change our schools in the face of overwhelmingly clear data is equally remiss. And indeed, there are areas where the data is clear such as the beneficial effects of physical education on scholastic performance, the ability to acquire a second language at an early age, and the detrimental effects of sleep deprivation on academic performance.

We hope this online community will lead to more collaborations between educators and neuroscientists to promote new research in schools, new ideas toward learning, and a sharing of science-based strategies so no child is left behind. "

Quoted from the Learning and the Brain Presentation Manual: Public Information Resources, Inc., A Partner of the Dana Alliance for Brain Initiatives' Brain Awareness Week Campaing. http://WWW.EDUPR.COM

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