A multiperspective approach to neuroeducational research

Paul A. Howard-Jones*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

20 Citations (Scopus)


There is increasing interest in research that combines neuroscientific and educational perspectives on learning, but significant philosophical issues divide these perspectives. This article examines the value of such neuroeducational research and how concepts from different perspectives may be interrelated through a 'level of actions' model. This model, which encourages a multiperspective approach, may be helpful in avoiding some of the worst transgressions of sense-making in constructing concepts that span neuroscience and education. Application of the model is explored in the context of teaching strategies intended to foster creativity, and its affordances and limitations are discussed.

Original languageEnglish
Pages (from-to)24-30
Number of pages7
JournalEducational Philosophy and Theory
Issue number1
Publication statusPublished - 1 Feb 2011


  • Brain
  • Learning
  • Neuroeducational research
  • Neuroscience


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