The credentials of brain‐based learning

The field of educational neuroscience is plagued with dubious “evidence-based” claims. Such biases include category mistakes—where a property is ascribed to an object that could not possibly have that such property, for instance “The brain is essentially curious” (Wolfe and Brandt, 1998)—and conflation—for instance conflating neurophysiological connections and connections made by learners between pieces of knowledge (Davis, 2004).

Davis, A. (2004). The credentials of brain‐based learning. Journal of philosophy of education, 38(1), 21-36.

Wolfe, P., & Brandt, R. (1998). What Do We Know from Brain Research?. Educational Leadership, 56(3), 8-13.