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Applying Findings from Neuroscience to Education in Practice and Educational Policy-Making

Posted on 10 September 2018 by Hyemin Han

In this blog post, the last post of my post series, I intend to outline, by means of concrete examples, how findings from neuroscience can contribute practically to the improvement of education. As a prior teacher in moral education in Korean secondary schools, I was interested in how to effectively promote students’ motivation to engage
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Identifying Core Psychological Processes with Neuroimaging Experiments to Improve Education in Practice

Posted on 27 August 2018 by Hyemin Han

Following my previous post for this blog, in this post I discuss why examining psychological processes related to teaching and learning can provide useful insights about how to improve education. Many educators might think that they have their own tacit knowledge about how to make their classroom activities effective and that their knowledge is well grounded
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Improving moral education through neuroscience

Posted on 13 August 2018 by Hyemin Han

Thanks to the rapid development of science and technology, scholars interested in morality now have more sophisticated ways to do their research. To date, relatively simple methods, such as the interview and self-report questionnaire, have been available to study morality among human subjects. However, achievements in the field of neuroscience may provide researchers with more
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Forgiveness: A Consoling and Troubling Virtue

Posted on 30 July 2018 by Elizabeth Gulliford

On the evening of April 22nd 1993 Stephen Lawrence was murdered in a racially motivated attack. The nineteen year old had been waiting for a bus in Eltham, South East London with his friend, Duwayne Brooks, when he was struck down and stabbed by a group of white youths. The attackers inflicted grave injuries on
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