The purpose of my blog posts over the past several weeks (1,2,3,4) has been to explore the emerging sub-field of neuroanthropology and its application to pedagogy and educational reforms. Neuroanthropology is an anthropological approach to studying the human brain. Like cultural neuroscience, it looks to culture as one aspect of the human environment shaping brain development through epigenetics and neuroplasticity. Whereas neuroscience methodology is top-down, inferences generalized from the laboratory; anthropology, especially cultural anthropology, has proceeded in a bottom-up, ethnographic approach, primarily through fieldwork (Wajman, 2018) While some of my research has focused on anthropological critiques of neuroscience, I find the most useful approaches for education to be where findings from anthropology and neuroscience are mutually supportive, or inform each other, in providing exciting ways to view education that are equitable and emancipatory.
Leonardo da Vinci
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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