The Mind, Brain and Education International Movement
Institutions that study learning have begun a multidisciplinary renaissance in how they approach improvements in educational research and practice. Across the world, from large research institution programs such as the Harvard Graduate School of Educationís Mind, Brain and Education Program to our own Minot State University, a mid-sized Midwestern teachersí college of the »cole Normale (Normal School) tradition, faculty are combining medical, psychological and developmental knowledge bases to more holistically investigate how the mind/brain learns, particularly in real-world contexts. The International Mind, Brain and Education Society has designed a new journal, Mind, Brain and Education, to bring useful information from this growing initiative to a global audience.
Closer partnerships are being formed between researchers and professional educators to collaboratively examine how these combined knowledge bases, and in particular new neuroscience findings, may most appropriately be applied to empower a range of learners. Applied research school models are being revisited to see how we may transform lab schools or professional development schools to incorporate interactive mind/brain research. In such partnerships students, teacher candidates, interns, teachers, parents, faculty and researchers work together, in much the same way medical schools work with hospitals and health centers. This renaissance of thinking moves beyond the factory training model of extrinsic school improvement; to a professional, intrinsic model of learner empowerment, which is generative and recursive from within, operating in vivo. This transformative mindset has tremendous potential to more effectively serve the unique needs of varied students in a range of contexts.