Learning brains: educational neuroscience, neurotechnology and neuropedagogy.
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| Title: | Learning brains: educational neuroscience, neurotechnology and neuropedagogy. |
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| Authors: | Williamson, Ben1 (AUTHOR) ben.williamson@ed.ac.uk, Pykett, Jessica2 (AUTHOR), Kotouza, Dimitra1 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Mar2026, Vol. 34 Issue 2, p515-535. 21p. |
| Subject Terms: | *Educational technology, Neurotechnology (Bioengineering), Neuroplasticity, Neurosciences, Computational neuroscience |
| Abstract: | Educational neuroscience seeks to conceptualise the neural underpinings of learning and other educational outcomes, as a route to proposing brain-based pedagogic interventions. As educational neuroscience has begun deploying new neurotechnologies, it has generated diverse data-driven conceptualisations of the 'learning brain'. The data-intensive technological and methodological apparatuses used in educational neuroscience support the configuration of multiple 'learning brains' as the basis for neuropedagogic interventions: (1) a 'plastic' brain, (2) a 'synchronized' brain, (3) an 'engaged' brain, and (4) a 'computational' brain. Various sociotechnical arrangements of instrumentation, information, incubation, imagination and implementation that constitute contemporary neurotechnological instantiations of educational neuroscience are analysed. The core argument is that the neuro-informational malleability of the datafied learning brain is being mobilised to strengthen educational neuroscience as a source of expertise in brain-based pedagogies. This has novel implications for determining what education scientifically is and normatively should be, and for proposed 'neurogovernance' interventions. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Educational neuroscience seeks to conceptualise the neural underpinings of learning and other educational outcomes, as a route to proposing brain-based pedagogic interventions. As educational neuroscience has begun deploying new neurotechnologies, it has generated diverse data-driven conceptualisations of the 'learning brain'. The data-intensive technological and methodological apparatuses used in educational neuroscience support the configuration of multiple 'learning brains' as the basis for neuropedagogic interventions: (1) a 'plastic' brain, (2) a 'synchronized' brain, (3) an 'engaged' brain, and (4) a 'computational' brain. Various sociotechnical arrangements of instrumentation, information, incubation, imagination and implementation that constitute contemporary neurotechnological instantiations of educational neuroscience are analysed. The core argument is that the neuro-informational malleability of the datafied learning brain is being mobilised to strengthen educational neuroscience as a source of expertise in brain-based pedagogies. This has novel implications for determining what education scientifically is and normatively should be, and for proposed 'neurogovernance' interventions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2025.2521458 |
