The Educated Brain

Antonio M. Battro is a member of the National Academy of Education, Argentina, and the Pontifical Academy of Sciences. Kurt W. Fischer is Charles Warland Bigelow Professor of Education and Human Development, and Director of the Mind, Brain, and Education Graduate School of Education, Harvard University. Pierre J. Léna is Emeritus Professor of Astrophysics at the Université Paris VII and a member of the Pontifical Academy of Sciences.

• Foreword: towards a new pedagogic and didactic approach Rita Levi-Montalcini; Part I. The Mind, Brain, and Education Triad: 1. Introduction: mind, brain, and education in theory and practice Antonio M. Battro, Kurt W. Fischer and Pierre J. Léna; 2. Historical considerations on brain and self Fernando Vidal; 3. Building bridges in neuroeducation John T. Bruer; 4. Mind, brain, and consciousness Jürgen Mittelstrass; 5. Understanding mind, brain, and education as a complex, dynamic developing system: measurement, modeling, and research Paul van Geert and Henderien Steenbeek; Part II. Brain Development, Cognition, and Education: 6. Epigenesis and brain plasticity in education Wolf Singer; 7. Chronoeducation: how the biological clock influences the learning process Daniel P. Cardinali; 8. Dynamic cycles of cognitive and brain development: measuring growth in mind, brain, and education Kurt W. Fischer; 9. Brain mechanisms and learning of high level skills Michael I. Posner, Mary K. Rothbart and M. Rosario Rueda; 10. Developing the brain: a functional imaging approach to learning and educational sciences Hideaki Koizumi; Part III. Brain, Language, and Mathematics: 11. A triptych of the reading brain: evolution, development, pathology, and its intervention Maryanne Wolf; 12. Reading and the brain: a cross-language approach Usha Goswami; 13. Cortical images of early language and phonological development using near infrared spectroscopy Laura-Ann Petitto; 14. Cerebral constraints in reading and arithmetic: education as a 'neural recycling' process Stanislas Dehaene.

"...this book serves the important function of launching a new interdisciplinary field that had been slipping through the neuroscience and education nettings. It certainly makes a significant contribution to our understanding of how brain function affects education, from the lab to the classroom..." --Diego A. Golombek, Department of Science and Technology, National University of Quilmes, The American Journal of Psychology