The era of technology is bent upon manufacturing brains capable of holding too much knowledge and information. Talented minds infused with right spirit of entrepreneurship will make positive spillovers in the society is the fundamental idea. Consequently, knowledge and information has turned out to be the sole human resources capable of boosting economic, social, cultural enhancement of society. So nations championing quality education pump out mammoth share of national resources into education and its reformation.
Ever since the system of formal education came into extant, the classroom or learning environment has been the nucleus of any educational ecosystem which permeated the entire fabric of a society. The classroom where the transformation of knowledge from the teacher to the student took place was at the receiving end of all educational policies and reforms a society practiced. The structural set up (and the symbiotic relationship between teacher and student too) where the act of teaching and learning took place (ie class room) was the innermost layer of an educational system.
But novel findings in neuroscience recognize a subtler region in this system and invite the attention of teachers and educatorsists towards it. This subtler region that neuroscience discovered is nothing but unique, concrete, mechanisms involved in the learner's brain. This does not mean that educational systems of former years were oblivious to the supremacy of brain in the process of learning and policies, reforms and teaching strategies followed by those systems were imperfect to the functional operations of human brain. The point is, until recently nobody was aware of the exact nature of influence of brain on the process of learning. Educationists and psychologists had only vague idea of esoteric nature of the human brain engaged in the act of learning. But today neuroscience is capable of decrypting and documenting even the subtlest movement in the brain that accompanies each and every process of learning.
Theories of learning beginning from Palvov to BF Skinner to Albert Bandura related on concepts like reinforcement, motivation, reward, punishment etc to explain how learning took place and how it can be enhanced in class room setting. Teaching methods that came in tandem with the research findings based on these theories in educational psychology catered to the ideals of optimal learning environment and teachers committed themselves to figure out what helped a student to invest his head and heart into the learning experiences and harvest maximum from his class room hours. These attempts of teachers could not look beyond the predefined objectives like behavior modification, strengthening association between stimuli and perception, memory enhancement, concept formation, application of knowledge in required situations, habit formation etc. Classrooms where the teachers had not any clue to what happened in the brain of the learner during the execution of predesigned learning plans literally lacked any concrete evidences that supported efficiency of teaching strategies and methods adopted in the contexts of teaching.
Neuroscience exhorts modern teachers to get prepared for a more meticulous, concrete exploration of learning situations. For example, it requests …