Professor, Director, School of Education, Uttarakhand Open University, Haldwani, Uttarakhand, India
This article explores the frontiers opened up by the new researches in neuroscience. It tries to examine what possible linkages these findings have with classical theories of learning and knowledge. The potential contributions of neuroscience to educational practice continue to accumulate. These are, of course, no magic answers that make the complex process of teaching and learning successful all the time. Although a few students can learn on their own, most of them rely heavily on the instructional talents of their teachers to learn information and skills. For them, the quality of their learning rarely exceeds the quality of teaching
Living Brain, Learning Brain, Medical research, Neuroscience
