Educational neuroscience –
experiences from Learning Lab Denmark and the traditional
university system
Theresa Schilhab
GNOSIS Research Centre
DPU
Research field: how implicit knowledge facilitates explicit knowledge
tsc@dpu.dk
University of Aarhus
Denmark
How
Does
Are
might
the
abstract
brains
non-verbal
cognition
of boys
processes
and
depend
girlsfacilitate
educationally
on linguistic
verbal
immersion?
different?
knowledge?
Two domains - two perspectives
Education
&
Neuroscience
• My background
• Research at LLD and later traditional university system as post.doc. and
research manager
• Recommendations - the reconciliation
My background
Childhood interest = animal minds
•
Neurobiologist in electrophysiology - the molecular basis
of nonassociative learning in invertebrates
– You can do philosophizing while taking a shower, however
doing experiments depends on training and skills
– Theoretical neuroscientist William Calvin:
more experienced
about
intelligence
• The
Philosophy
studies for 4writers
years (BA
in philosophy)
ason
IQthe
researchers,
steer
clear of the Cinword.
• such
Ph.D.
development
of consciousness
Many
of my man.
fellow neuroscientists avoid
prehistoric
consciousness as well (some physicists, alas, have
been all to happy to fill the vacuum with beginner’s
• Recruited to Learning Lab - alternative learning initiative
mistakes).
– Can you actually talk about learning from a biological
perspective?
Calvin, W. H. How brains think. (New York: BasicBooks, 1996: p. 2).
Learning Lab Denmark period
• From 2001-2005 (LLD), 2005-2007 (DPU) and 2007- (University of Aarhus)
• Conditions in Denmark since 2001
– Merkantile administration of the educational system. From day-care to
Led by professor,
philosophertoHans
Siggaard
2001-2007.
kindergarden
grammar
school,
highschool and university.
– Example: it is mandatory for teachers to generate individual study plans for
Established as a research institute by the Danish Government in 2001 and integrated into the
students
Danish University of Education in 2006, the Learning Lab Denmark is a laboratory for research
A switch in the belief in the teacher as a skilled authority to an employee under
into learning and•competence
development in the knowledge society. Engaged in close
profound administration
collaboration with partners from many sectors and communication is a key element.
• A great demand for ‘effective knowledge’ - catchphrase:
The staff had a background in education, sociology, mathematics, chemistry, biology and
neuropsychology.
”Viden der virker”
Requires documentary proofs
The NCL group
consistedTHAT
of consortium
KNOWLEGDE
WORKS leader, a post doc neuropsychologist, a post doc
neurobiologist and a Ph.D. candidate from psychology. 4 people.
Lesson learned –
avoid import of neuroscience results into educational science
• Brain research appears promising, but:
– Neuroscience per se does not address the pedagogical world
– Laboratory work vs. field work
• Situated cognition • Ex. Comparative psychology
– Naturalistic fallacy
• What is, is different from what ought to be
Avoid import of neuroscience results into the pedagogical context
Brain science in pedagogy must depend on both sciences
Traditional university –
normalisation and obstacles within the system
– No tradition for natural sciences in Danish Pedagogical contexts (no inherent appreciation)
• Fightings for acceptance of biology as a material contribution
– No understanding of how to abide by empirical standards
• ”This is a dry university”
– Internal funding was parallelled to number of classes taught, however the education was
not established, so I was urged to reorient my research interests.
– Ph.d. students were rejected because there were no supportive Ph.D. schools.
– My applications for external funding in official funds (the Danish Council for Independent
Research) were tossed around between administrators and finally turned down because
they were in no mans land. - Loss of staff.
Why is it like that?
Traditionally a science in the domain of the humanities
’hostile takeover’
Fear of brainbased learning as a sociobiological, positivistic enterprise
Scandinavian ideas of inclusion and the democratic ideal
Ideas of equality (ex. multiple intelligence)
External support –
the public and educational practioners were extremely receptive
Summer schools
Presentations in educational institutions
Books, papers, open university lectures, interviews, consultants
BUT
– The public as well as educational practitioners are not trained to understand
the context of neuroscientific results
– Knowledge is popular science journalism - beermat knowledge
– The lack of neuroscientists with pedagogical insight to comment and secure
scientific standards creates myths
•
•
In Denmark:
Humble and self-critical
Faulty interpretations
– avoid financial interests prevail
Gender separation in schools
Black market
Boysopportunities
(and girls) arefor
stigmatised
’scientific frauds’
Recommendations –
reconciliation of educational science and neuroscience
• Implementation of a mixed scientific field EDUCATIONAL NEUROSCIENCE
in educational institutions
– Courses at graduate and post graduate levels
– to start introducing the blended kind of reasoning in students who will
become cultural bearers of the field.
• Laboratory facilities to sustain empirical work at the institution
• Funding opportunities
– and perhaps selective seed money for an introductory period of time
• Lecturers and researchers should be knowlegeable in reasoning in both
scientific disciplines, humanities and the natural sciences.
– Critical mass