The Neuroscience of Adult Learning

This timely volume examines links between the emergingneurobiological research on adult learning and the adult educators'practice. Now that it is possible to trace the pathways of the braininvolved in various learning tasks, we can also explore whichlearning environments are likely to be most effective. Topicsexplored in The Neuroscience of Adult Learning include: basic brain architecture and "executive" functions of thebrain how learning can "repair" the effects of psychological traumaon the brain effects of stress and emotions on learning the centrality of experience to learning and construction ofknowledge the mentor-learner relationship intersections between best practices in adult learning andcurrent neurobiological discoveries Volume contributors include neurobiologists, educators, andclinical psychologists who have illuminated connections between howthe brain functions and how to enhance learning. Although the immediate goal of this volume is to expand thediscourse on adult teaching and learning practices, the overarchinggoal is to encourage adult learners toward more complex ways ofknowing. This is the 110th volume of New Directions forAdult and Continuing Education, a quarterly publicationpublished by Jossey-Bass.

Autorentext

Sandra Johnson and Kathleen Taylor are the authors of The Neuroscience of Adult Learning: New Directions for Adult and Continuing Education, Number 110, published by Wiley.

Zusammenfassung
This timely volume examines links between the emerging neurobiological research on adult learning and the adult educators' practice. Now that it is possible to trace the pathways of the brain involved in various learning tasks, we can also explore which learning environments are likely to be most effective. Topics explored in The Neuroscience of Adult Learning include:

• basic brain architecture and "executive" functions of the brain
• how learning can "repair" the effects of psychological trauma on the brain
• effects of stress and emotions on learning
• the centrality of experience to learning and construction of knowledge
• the mentor-learner relationship
• intersections between best practices in adult learning and current neurobiological discoveries
  Volume contributors include neurobiologists, educators, and clinical psychologists who have illuminated connections between how the brain functions and how to enhance learning.

Although the immediate goal of this volume is to expand the discourse on adult teaching and learning practices, the overarching goal is to encourage adult learners toward more complex ways of knowing.

This is the 110th volume of New Directions for Adult and Continuing Education, a quarterly publication published by Jossey-Bass.

Inhalt
1 Key aspects of how the brain learns. 2 Neuroscience and adult learning.

3 Fear and learning : trauma-related factors in the adult education process.

4 Brain self-repair in psychotherapy: implications for education.

5 The role of meaning and emotions in learning.

6 Experience, consciousness, and learning: implications for instruction.

7 Meaningful learning and the executive functions of the brain.

8 The neuroscience of the mentor-learner relationship.

9 Brain function and adult learning: implications for practice.