Learning, the Brain and the Mind

Current projects related to the theme:
Brain, Learning and Education Network
Senior Talent - Senior Knowledge at Work

In 2007 CICERO Learning focused particularly on learning and the brain. The conferences brought together internationally distinguished scholars, experts and other respected practitioners from educational and working life settings to discuss and jointly explore recent research knowledge and questions surrounding the field of learning, education and the brain. Further information about the events and their materials including webcasts of all keynote presentations can be found at the 'past events' website.

Although the role of the brain in learning seems somewhat self-evident, formal dialogue between neuroscience, learning and education is a relatively new phenomenon. Over the past few years, science has made substantial advances in understanding the brain. Emerging knowledge of the brain is set to radically influence how we can understand and support lifelong learning in its rich and diverse settings. This new knowledge of the brain may have a significant impact on our thinking of learning as well as how to best support it via educational practices.

In every phase of human learning, from the embryo stage to later life, there are educational issues whose understanding requires understanding of the brain and its function. How can neuroscience
   • contribute to our knowledge about learning and the learning
   needs of individuals – be it children, young people, adults or
   the elderly?
   • advance our knowledge and understanding about learning in
   informal and formal settings, including the school and workplace?
   • guide educational practices and policies that can support
   knowledge creation, competence building, creativity and well-
   being of unique individuals across the lifespan?

The dialogue about the ways in which neuroscientifice knowledge should be harnessed in educational decision-making in relation to lifelong learning and its practices have only just recently begun. Now, it seems important to advance the emergence of a multidisciplinary research paradigm on neuroscience, learning and education and create opportunities for the creation of interdisciplinary projects and networks for neuroscience, learning and education to better address questions surround lifelong learning, its policies and practices.

Research focuses under this theme include the biological, neurological, philosophical, psychological and social processes of learning.

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