Timeline Mind, Brain and Education by Tracey Tokuhama

1. 1700s
First Industrial Revolution
1500-1600 CE
Age of Enlightenment
1300-1500 CE
Renaissance
500-1300 CE
Middle Ages
100-600 CE
Late Antiquity
480-100 BCE
Classical Hellenistic, and Roman Period
800-500 BCE
Ancient civilizations. Archaic Period
3000-800 BCE
Ancient Times
1960s
Counter culture movement
1900-1920s
New Imperialism. New Culture Movement in China
1930-1950s
Third Industrial Revolution (First Digital)
1800s
Second Industrial Revolution
1980s
1970s
1990s
2000-2001
Second Digital Age
2004-2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
Fourth Industrial Revolution (Connectivity)
2002-2003
© Tracey Tokuhama-Espinosa 2019 with support from David Daniel, Sashank Varma, Michael Thomas, Sylvia Bunge, Nienke van Atteveldt, Curtis Kelly, Marie Edita Kaye, and Cynthia Borja
EDUCATIONHEALTHBRAINMIND
M B
H E
DECADE OF THE BRAIN
MIND, BRAIN, (HEALTH) AND EDUCATION SCIENCE
M B
H E
The Five Pillars of the
Mind: Redesigning
Education to Suit the
Brain
(Tokuhama-Espinosa)
Neuroethics in
Educational
Technology: Keeping
the Brain in Mind
When Developing
Frameworks for
Ethical
Decision-Making
(Parsons, Lin &
Cockerham)
Bridging Cognitive,
Affective, and Social
Neuroscience with
Education (Richaud,
Filippetti &
Mesurado)
“Educational
Neuroscience:
Exploring Cognitive
Processes that
Underlie Learning”
(Antonenko)
“Rethinking Learning
in the Rapid
Developments of
Neuroscience,
Learning
Technologies, and
Learning Sciences”
(Lin, Parsons &
Cockerham)
“Understanding
Fractions: Integrating
Results from
Mathematics
Education, Cognitive
Psychology, and
Neuroscience”
(Obersteiner, Dresler,
Bieck, & Moeller)
“Microbiome–
Microglia
Connections Via The
Gut–Brain Axis”
(Abdel-Haq,
Schlachetzki, Glass &
Mazmanian)
Cultural neuroscience
combined with
affect-cognition
studies: “Emotions,
Social Activity and
Neuroscience: The
Cultural-Historical
Formation of
Emotion” (Burkeitt)
The term Positive
Psychiatry used for
the first time in the
literature “Positive
Psychiatry:
Neuroscience of
Brain Health and
Resilience” (Cassidy
& Cassidy)
“A Systematic
Review of Genetic
Influence on
Psychological
Resilience” (Niitsu,
Rice, Houfek,
Stoltenberg, Kupzyk
& Barron)
The term Radical
Neuro-Constructivism
coined
(Tokuhama-Espinosa)
“Brain Science: A
Meta-Discipline for
Education” (Hoy)
MBE Curriculum Design
Neuroethics
Mental Health and Well-being
Mind, Brain and Technology
5th conference of the
Neuroscience and
Education SIG of the
European Association
for Research on
Learning and
Instruction (EARLI),
London
Master’s in Brain and
Cognition, Universitat
Pompeu Gabra,
Barcelona
“Blockchain for
Education: Lifelong
Learning Passport”
(Gräther, Kolvenbach,
Ruland, Schütte,
Torres & Wendland)
The Mind, the Brain
and Complex
Adaptive Systems
(Morowitz)
“Sharing Successes
and Hiding Failures:
‘Reporting Bias’ In
Learning and
Teaching Research”
(Dawson & Dawson)
7th International
Mind, Brain, and
Education Society
(IMBES) Conference,
Los Angeles, CA
Neuromyths:
Debunking False
Ideas About the Brain
(Tokuhama-Espinosa)
Reader, Come Home:
The Reading Brain in
a Digital World
(Wolf)
Inventing Ourselves:
The Secret Life of the
Teenage Brain
(Blakemore)
“Psychobiotics” and
the Science of How
Gut Bacteria Can
Affect the Human
Brain” (Enck &
Campbell)
“Mind, Brain and
Education: First
Seminar in Africa”,
South Africa
2018: Reimagine
Education conference
in San Francisco, CA
“The New Genetics
of Intelligence” (Plom
& Strumm)
5th Reimagine
Education
conference, San
Francisco, CA
University of London
Centre for
Educational
Neuroscience “How
the Brain Works”
(Michael Thomas)
“Cosmetic
Neurology: The
Controversy Over
Enhancing
Movement,
Mentation, and
Mood” (Russo)
International MBE Cooperation
Probiotics
Bias
Cosmetic Neurology
The Reading Mind: A
Cognitive Approach
to How the Mind
Reads (Willingham)
“The Sleep-Deprived
Human Brain”
(Krause, Simon,
Mander, Greer,
Saletin,
Goldstein-Piekarski,
& Walker)
Second International
Delphi panel on
Mind, Brain, and
Education science
(Tokuhama-Espinosa)
The New Art in the
Science of Teaching
(Marzano)
Constructions of
Neuroscience in Early
Childhood Education
(Vandenbroeck, Jan
De Vos, Wim Fias,
Mariett Olsson, Penn,
Wastell & White)
Research in Mind,
Brain, and Education
(Schwartz &
Paré-Blagoev [Ed.],
2017)
OECD publication
recommending
governments
changes teacher
college curriculum to
include more
neuroscience and
technology (Guerriro,
2017)
Educational
Neuroscience,
Educational
Psychology, and
Classroom Pedagogy
as a System
From the Laboratory
to the Classroom
(Cooney, Horvath,
Lodge & Hattie)
“Dispelling the Myth:
Training in Education
or Neuroscience
Decreases but Does
Not Eliminate Beliefs
in Neuromyths”
(Macdonald,
Germine, Anderson,
Christodoulou &
McGrath)
“Big Data and the
Industrialization of
Neuroscience: A Safe
Roadmap For
Understanding the
Brain?” (Frégnac)
“From Regions to
Connections and
Networks: New
Bridges Between
Brain and Behavior”
(Mišić & Sporns)
“The Independent
Influences of Age and
Education on
Functional Brain
Networks and
Cognition in Healthy
Older Adults” (Perry,
Wen, Kochan,
Thalamuthu, Sachdev
& Breakspear)
Sleep hygiene
Complexity theory
Block Chain Accreditation of Learning
Data Privacy Issues
6th International
Mind, Brain, and
Education Society
(IMBES) Conference,
Toronto, Canada
“The Principles and
Practices of
Educational
Neuroscience:
Comment on
Bowers”
(Howard-Jones,
Varma, Ansari,
Butterworth,
DeSmedt, Goswami,
Laurillard, & Thomas)
4th conference of the
Neuroscience and
Education SIG of the
European Association
for Research on
Learning and
Instruction (EARLI),
Amsterdam
“Educational
Neuroscience:
Challenges and
Opportunities”
(Tandon & Chatterjee
Singh)
Deans For Impact
agree that teachers
need more
Neuroscience and
more Technology
“Mind, Brain, and
Education: A
Discussion of
Practical, Conceptual,
and Ethical Issues”
(Ansari)
Gut-Brain Axis, The
Grain Brain, Whole
Life Plan (Perlmutter
with Loberg)
“Mind, Brain, and
Education: A
Transdisciplinary”
Field” (Knox)
2016: 3rd Reimagine
Education conference
in Philadelphia, PA
“Precision Education
Initiative: Moving
Towards Personalized
Education” (Hart)
Grit: The Power of
Passion and
Perseverance
(Duckworth)
“Where is
Educational
Neuroscience?”
(Bruer)
“Neural Correlates of
Performance
Monitoring During the
Transition to Young
Adulthood” (Knežević,
Veroude, Jolles, &
Krabbendam)
“A Bridge Too Far –
Revisited: Reframing
Bruer’s
Neuroeducation
Argument for Modern
Science of Learning
Practitioners”
(Horvath &
Donoghue)
Increased Transdisciplinarity
Data-drive Educational Decisions
Medical Model for Teacher Education
Grit and Resilience
Educational
Neuroscience: Its
Position, Aims and
Expectations (van der
Meulen, Krabbendam
& de Ruyter)
“No Brain Left
Behind:
Consequences of
Neuroscience
Discourse for
Education” (Busso &
Pollack)
“Brain Science and
Early Years Policy:
Hopeful Ethos or
‘Cruel Optimism’?”
(Edwards, Gillies &
Horsley)
“Mindfulness is
Associated with
Intrinsic Functional
Connectivity
Between Default
Mode and Salience
Networks” (Doll,
Hölzel, Boucard,
Wohlschläger &
Sorg)
npj Science of
Learning journal
published and an
open-source
reference on the
learning sciences
The npj Science of
Learning Community
is founded to offer
synthesized versions
of scientific articles
for educators
Emotions, Learning
and the Brain
(Immordino-Yang)
Neuro Tribes
(Silberman)
National Public Radio
launches “Hidden
Brain” podcast
Johns Hopkins Mind,
Brain and Teaching
Ed.D. program
established, online
format
Centre for Neurosci-
ence in Education
created community
page for the public
understanding of
science
George Lucas
Educational
Foundation
“Encouraging
Neurodiversity in
Your Makerspace or
Classroom” (Waters)
“Mind, Brain, and
Education: A Decade
of Evolution”
(Schwartz)
2015: 2nd Reimagine
Education conference
in Philadelphia
“The Potential
Relevance of
Cognitive
Neuroscience For the
Development and
Use of
Technology-Enhanced
Learning”
(Howard-Jones)
Brain Culture:
Shaping Policy
Through
Neuroscience (Pykett)
“Brain-based
Learning and
Educational
Neuroscience:
Boundary Work”
(Edelenbosch &
Kupper)
Open platforms on MBE and the Learning Sciences
Maker Spaces Movement
Mindfulness
Neuro Tribes
Universities in existential crisis
3rd Conference of the
Neuroscience and
Education SIG of the
European Association
for Research on
Learning and
Instruction (EARLI),
Göttingen
Japan Association
For Language
Teaching (JALT)
Special Interest
Group on Mind, Brain,
and Education
The Potential
Relevance of
Cognitive
Neuroscience For the
Development and
Use of
Technology-Enhanced
Learning
(Howard-Jones, Ott,
van Leeuwen &
DeSmedt)
How Neuroscience is
Affecting Education
(Wellcome Trust
Foundation)
The Education and
Neuroscience
Initiative (Wellcome
Trust Foundation)
Consciousness and
the Brain:
Deciphering how the
brain codes our
thoughts (Dehaene)
1st Reimagining
Education
Conference held
Philadelphia, PA,
USA
“Plasticity as a
Framing Concept
Enabling
Transdisciplinary
Understanding and
Research in
Neuroscience and
Education” (García
Carrasco, Hernández
Serrano & Martín
García)
5th International
Mind, Brain, and
Education Society
(IMBES) Conference,
Fort Worth, TX
Free 3D Brain Apps
“The Latin American
School on Education
and the Cognitive and
Neural Sciences:
Goals and Challenges”
(Bruer)
OECD Symposium on
“Teachers as
Learning Specialists
– Implications for
Teachers'
Pedagogical
Knowledge and
Professionalism”
National Geographic
Issue dedicated to
The New Science of
the Brain
“Neuroscience and
Education: Prime
Time to Build The
Bridge” (Signman,
Peña, Goldin &
Ribeiro)
Harvard University
offers doctoral Ph.D.
program in Mind,
Brain, and Education
“Do You Know Your
Brain? A Survey on
Public Neuroscience
Literacy at the
Closing of the
Decade of the Brain”
(Herculano-Houzel,
2002)
Neuroscience and Educational policy construction
Neuroscience and Technology debate
Teachers as Learning Scientists
Broader societal interest in the brain
4th International
Mind, Brain, and
Education Society
(IMBES) Conference,
Quito, Ecuador
Launch of the
International Journal
on Cognitive
Research in Science,
Engineering and
Education
Making Classrooms
Better: 50 practical
applications of Mind,
Brain, and Education
science
(Tokuhama-Espinosa)
“Neuroscience for
Educators: What Are
They Seeking, and
What Are They
Finding?” (Hook &
Farah)
Beginning of the
Human Brain Project.
Obama announces
“Brain Research
through Advancing
Innovative
Neurotechnologies
(BRAIN) Initiative”
Explain the Brain
website list from the
Society For
Neuroscience to help
teachers understand
neuroscience,
including the
Zoomable Brain Atlas
“Neuroscience and
Learning: Implica-
tions for Teaching
Practice” (Guy &
Byrne)
Educational
Neuroscience
(Mareschal,
Butterworth &
Tolmie)
“Infusing
Neuroscience into
Teacher Professional
Development”
(Dubinsky, Roerig &
Varma)
“Cultural
Neuroscience:
Progress and
Promise” (Chiao,
Cheon,
Pornpattanangkul,
Mrazek & Blizinsky)
“Mind, Brain and
Education as a
Framework for
Curricular Reform”
(Larrison)
“Neuroethics,
Neuroeducation, and
Classroom Teaching:
Where the Brain
Sciences Meet
Pedagogy”
(Hardiman, Rinne,
Gregory &
Yarmolinskaya)
Visible Learning And
The Science of How
We Learn 2013:
(Yates & Hattie)
“An Agenda For
Neuroeducation:
Relating
Psychophysiological
and Behavioral Data
Across Time Scales
of Learning” (Mercier
& Charland)
“The Human Nervous
System: A
Framework for
Teaching and the
Teaching Brain”
(Rodriguez)
“Teaching and
Learning From a
Cognitive Scientific
View: Interpersonal
and Interpersonal
Understanding of
Education”
(Watanabe)
STEM and STEAM initiatives
Practical Applications of MBE in schools
Educational Apps
2nd conference of
the Neuroscience
and Education SIG of
the European
Association for
Research on Learning
and Instruction
(EARLI ), London
2012: “Neuromyths
in Education:
Prevalence and
Predictors of
Misconceptions
among Teachers”
(Dekker, Lee,
Howard-Jones, &
Jolles)
First issue of Trends
in Cognitive
Neuroscience
launched
“Evolutionary
Perspectives on
Mind, Brain, and
Education”
(Howard-Jones)
“Boundary as Bridge:
An Analysis of the
Educational
Neuroscience
Literature from a
Boundary
Perspective”
(Beaucamp, &
Beaucamp)
“Neuroethics,
Neuroeducation, and
Classroom Teaching:
Where the Brain
Sciences Meet
Pedagogy”
(Hardiman, Rinne,
Gregory &
Yarmolinskya)
Vanderbilt launched
the nation’s first
educational
neuroscience
doctoral program
“Neuroscience
Implications for
Education and
Lifelong Learning”
(Frith)
“Neuroscience and
Education: Issues and
Challenges for
Curriculum” (Clement
& Lovat)
Neuroscience in
Education: The Good,
the Bad and the Ugly
(Della Sala &
Anderson [Ed.])
Connectograms,
graphical
representations of
connectomics; all of
the white matter
fiber connections in
the human brain
(Irimia, Chambers,
Torgerson, Van Horn,
2012)
BrainFacts.org was
developed by the
Society For
Neuroscience and
others to help
Educators
When Can You Trust
the Experts? How to
tell good science
from bad in
education
(Willingham)
The Whole-Brain
Child (Siego &
PayneBryson)
Who’s In Charge?
Free Will in the Brain
(Gazzaniga)
Whole-Brain and Education
Rise in studies on neuromyths
Policy statements from MBE
More conferences, more academic programs, more funding
3rd International
Mind, Brain, and
Education Society
(IMBES)
Cognitive
Neuroscience of
Attention (Posner)
“Why Mind, Brain,
and Education
Science is the" New"
Brain-Based
Education”
(Tokuhama-Espinosa)
Educational
Neuroscience:
Initiatives and
Emerging Issue
(Pattern & Campbell)
Making Thinking
Visible: How to
Promote
Engagement,
Understanding, and
Independence for All
Learners (Ritchhart,
Church & Morrison)
“Position Statement
on Motivations,
Methodologies, and
Practical Implications
of Educational
Neuroscience
Research: fMRIi
Studies of the Neural
Correlates of Creative
Intelligence” (Geake)
“Directions for Mind,
Brain, and Education:
Methods, Models,
and Morality” (Stein
& Fischer)
“Mind, Brain, and
Education: The Birth
of a New Learning
Science” (Ferrari &
McBride)
First Annual Brain
Days (FABs) 1-11, in
Japan, the
Philippines, Macau,
& Korea Conference,
San Diego, CA
“What Does the
Brain Have to Do
With Learning?”
(Worden, Hinton &
Fiischer)
“Understanding
Complexity in the
Human Brain”
“Early Language
Learning and
Literacy:
Neuroscience
Implications for
Education” (Kuhl)
Neuroscience:
Implications For
Life-Long Learning
(Module)
“Progressive
Education Standards:
A Neuroscience
Framework”
(O’Grady)
Whole-child movement
Life-long Learning
MOOCs
Domain Area Research
Social Emotional Learning
“Neuroscience and
the Future of Early
Childhood Policy:
Moving from Why to
What and How”
(Shonkoff & Levitt)
First conference of
the Neuroscience and
Education SIG of the
European Association
for Research on
Learning and
Instruction
(EARLI),Zurich.
“A Model For Bridging
the Gap between
Neuroscience and
Education”
(Tommerdahl)
Mind, Brain, and
Education Science: A
Comprehensive
Guide to the New
Brain-Based Teaching
(Tokuhama-Espinosa)
Mind, Brain, &
Education:
Neuroscience
Implications for the
Classroom (Sousa (Ed.])
The New Science of
Teaching and
Learning: Using the
best of Mind, Brain,
and Education
Science in the
Classroom
(Tokuhama-Espinosa)
Human Behavior,
Learning, and the
Developing Brain:
Atypical development
(Coch, Dawson &
Fischer)
“I Am My
Connectome“ Ted
Talk by Sebastian
Seung
“Human
Neuroplasticity and
Education” (Battro &
Dehaene)
Why Students Don’t
Like School
(Willlingham)
Networks of the
Brain (Sporn)
Reading in the Brain:
The New Science of
How We Read
(Dehaene)
“Linking Mind, Brain,
and Education to
Clinical Practice: A
Proposal for
Transdisciplinary
Collaboration”
(Ronstadt & Yellin)
A call for
“Neuroscience
Education for PreK-12
Teachers” (Dubinsky)
Making Learning
Whole: How Seven
Principles of Teaching
Can Transform
Education (Perkins)
MBE begins to influence Policy Decisions
Educational guides for teachers about
neuroscience-supported interventions
The Connectome
Project was launched
Learning Styles
(visual, auditory,
kinesthetic) myth
debunked (Pashler,
McDaniel, Rohrer)
Conference:
“Neuroeducation:
Findings and
Challenges for
Educators and
Researchers from the
2009 John Hopkins
University Summit”
Introducing
Neuroeducational
Research:
Neuroscience,
Education and the
Brain from Contexts
to Practice
(Howard-Jones)
2nd International
Mind, Brain, and
Education Society
(IMBES) Conference,
China
Johns Hopkins Mind,
Brain and Teaching
Master’s [online
format in 2010] and
Ed.D. program
established
“Mind, Brain, and
Education: Building a
Scientific Ground-
work for Learning
and Teaching”
(Fischer)
“Can the Differences
Between Education
and Neuroscience be
Overcome by Mind,
Brain, and
Education?”
(Samuels)
“Building Mind,
Brain, and Education
Connections: The
View From the Upper
Valley” (Coch,
Michlovitz, Ansari &
Baird)
“Thinking about
Mechanisms is
Crucial to Connecting
Neuroscience and
Education” (Coch &
Ansari)
“Using and Misusing
Neuroscience in
Education-Related
Research”
(Christodoulou & Gaab)
“Need For
Infrastructure to
Connect Research
with Practice in
Education” (Fischer &
Daniel)
“Neuroscience of
Learning Arithmetic -
Evidence from Brain
Imaging Studies”
(Zamarian, Ischebeck
& Delazer)
Connectome Project launched
Neuroeducation and Educational Neuroscience used
interchangeably with Mind, Brain, and Education science
First doctoral thesis
on Mind, Brain, and
Education science
(Tokuhama-Espinosa)
American
Educational Research
Association creates
SIG 14 on Brain,
Neurosciences, and
Education
Stanford University’s
Center for
Interdisciplinary
Brain Sciences
Research created
“Dynamic Cycles of
Cognitive and Brain
Development:
Measuring Growth In
Mind, Brain, And
Education” (Fischer)
“The Seductive
Allure of
Neuroscience
Explanations”
(Weisberg,
Goodstein, Rawson &
Gray)
University College of
London Educational
Neuroscience degree
program
“Mind, Brain, and
Education and
Biological Timing”
(Golombek &
Cardinali)
“Scientific and
Pragmatic Challenges
for Bridging
Education and
Neuroscience”
(Varma, McCandliss
& Schwartz) Proust and the Squid:
The Story of Science
and the Reading
Brain (Wolf)
“Learning as Problem
Design versus
Problem Solving:
Making the
Connection Between
Cognitive
Neuroscience
Research and
Educational Practice”
(Ablin)
The Educated Brain:
Essays in
Neuroeducation
(Battro, Fischer & Lena)
“Understanding
Mind, Brain, And
Education As a
Complex, Dynamic
Developing System:
Measurement,
Modeling, and
Research” (van Geert
& Steenbeek)
First thesis on Mind, Brain, and Education science
The reading brain
New societies embrace link between neuroscience and education
Mind, Brain,
Education Journal
(Editors: Kurt Fisher
and David Daniel)
2007: Mind, Brain,
and Education journal
is Recognized by the
Association of
American Publishers
as Best New Journal
“Why Mind, Brain,
and Education? Why
Now?” (Fischer,
Daniel,
Immordino-Yang,
Stern, Battro &
Koizumi)
First International
Mind, Brain, and
Education Society
(IMBES) Conference,
San Antonio, TX,
USA
Founding of the International Mind,
Brain, and Education Society
Founding Members (Executive): Kurt
Fisher, David Daniel, Antonio Battro,
Usha Goswami, Hideaki Koizumi,
Juliana Paré-Blagoev, Donna Coch.
(Advisors): Daniel Cardinali, Antonio
Damasio, Kevin Dunbar, John
Gabrieli, Howard Gardner, Tami
Katzir, Kenneth Kosik, Pierre Léna,
Bruce McCandliss, Laura-Ann
Petitto, David Rose, Ann Rosenfeld,
Courtney Ross, Manfred Spitzer, Paul
van Geert, Maryanne Wol, Namhee
Wu
Mind, Brain, and
Education in Reading
Disorders (Fischer,
Holmes Bernstein &
Immordino-Yang
[Eds.])
The Jossey-Bass
Reader on the Brain
and Learning (Fischer
& Immordino-Yang,
[Ed.])
“Getting to the Heart
of the Brain: Using
Cognitive
Neuroscience to
Explore the Nature of
Human Ability and
Performance”
(Kalbfleisch)
Human Behavior,
Learning, and the
Developing Brain:
Typical Development
(Coch, Fischer &
Dawson)
“We Feel, Therefore
We Learn: The
Relevance of
Affective and Social
Neuroscience to
Education”
(Immordino-Yang &
Damasio)
The Number Sense
(Deahaene)
The Brain That
Changes Itself
(Doidge)
Preparing Teachers
for a Changing
World: What
Teachers Should
Learn and Be Able to
Do
(Darling-Hammond &
Bransford)
Educating the Human
Brain (Posner &
Rothbart)
“A First Course in
Mind, Brain, and
Education” (Blake &
Gardner)
Neurodiversity
(Glannon)
Neurodiversity
(Jureccic)
Birth of Mind, Brain, and Education science (distinct
from Educational Neuroscience and Neuroeducation)
Neuroplasticity
Neurodiversity
First International
Delphi survey on
Mind, Brain, and
Education
(Tokuhama-Espinosa)
The Brain Science
Podcast was
launched Neuroethics (Illes)
Mindsets: The New
Psychology of
Success (Dweck)
“Neuroscience and
Education: From
Research To
Practice?” (Goswami)
The Neuroscience of
Human
Relationships:
Attachment and the
Developing Social
Brain (Cozolino)
2006: “Bridges Over
Troubled Waters:
Education and
Cognitive
Neuroscience”
(Ansari & Coch)
2006: “Constructing
21st-century Teacher
Education”
(Darling-Hammond)
2006: “Overlapping
and Nonoverlapping
Brain Regions for
Theory of Mind and
Self reflection in
Individual Subjects”
(Saxe, Moran, Scholz
& Gabrieli)
“Age-related
Changes in Brain
Activity Across the
Adult Lifespan”
(Grady, Springer,
Hongwanishkul,
McIntonsh &
Wincocur)
“Brain-compatible
Learning: Fad or
Foundation?
Neuroscience Points
to Better Strategies
for Educators, but
Sorting Out Claims
on Brain-Based
Programs is
Essential” (Wolfe)
“Is Neuroscience a
Learning Science?”
(Varma, Schwartz &
McCandliss)
First International Delphi survey on Mind, Brain, and Education science
Mindsets
Theory of Mind in the Brain
Life-long Learning
2004: “Cognitive
Neuroscience:
Implications For
Education?” (Geake)
2004: Academic
programs in the field
founded at the
University of
Cambridge’s Program
in Psychology and
Neuroscience in
Education
2004: Soul Made
Flesh (Carl Zimmer)
2004: Right-brain,
left-brain neuromyth
debunked (Geake;
Goswami)
2004: Academic
programs in the field
founded at the
Transfer Centre for
Neuroscience and
Learning in Ulm,
Germany new
Master’s degree
2004: Scientific
American, the oldest
continuously
publishing magazine
in the US launches
Scientific American
Mind to teacher the
general public about
the brain
2004: “Neuroscience
and Education”
(Goswami)
2004: Sleep-dependent
learning and memory
consoledation
established by Walker
and Stickgold
2004: Gut-Brain Axis
introduced
(Konturek, Konturek,
Pawlik &
Brzozowski;
Riediger, Zuend,
Becskei, & Lutz)
2005: The Learning
Brain: Lessons For
Education (Blakemore
& Frith)
2005: Begin of the
debate on “the
bilingual edge” for
executive functions
2005: Academic
programs in the field
founded in Europe:
Bristol University’s
Centre for
Neuroscience and
Education
and The Learning Lab
in Denmark
2005: Academic
programs in the field
founded in the United
States: University of
Texas at Arlington
and University of
Southern California
2005: Academic
programs in China:
Beijing Normal
University and
Southeast University
in Nanjing
2005: Delusions of
Gender (Fine)
debunks gender
specialization of
brains (Fine)
2005: Habits of Mind
(Costa & Kallick)
Increased public interest in the
brain. New programs in MBE
Mind-Body Balance and
Gut-Brain Axis
2002: Understanding the
Brain: Towards a New
Learning Science (OECD)
2002: Cognitive Neuroscience:
The Biology of the Mind (1st
ed). (Gazzaniga, Ivry &
Mangun)
2002: First
Conference on
Neuroethics
2002: “Do You Know
Your Brain? A Survey
on Public
Neuroscience
Literacy at the
Closing of the
Decade of the Brain”
2003: Nature via
Nurture (Ridley)
2003: “The Visual
Word Form Area:
Expertise for Reading
in the Fusiform
Gyrus” (McCandliss,
Cohen & Dehaene) 2003: Brain Literacy
For Educators and
Psychologists
(Berninger &
Richards)
2002: Revision of
Bloom’s Taxonomy 2003: Making
Thinking Visible
(Perkins)
Cognitive Neuroscience
Neuroethics
2000: How People Learn: Brain,
Mind, Experience, and School
published by the National
Research Council and Division of
Behavioral and Social Sciences
and Education
2000: From Neurons
to Neighborhoods:
The science of Early
Childhood
Development
(Shonkoff & Phillips
[Eds.])
2000: Eric Kandel
received the Nobel
Prize in Medicine for
identifying memory
storage in neurons
based on his
research in molecular
neurobiology
2001: Harvard
University launched
its Master’s Program
in Mind, Brain, and
Education
Digital Natives,
Digital Immigrants
(Prensky)
2001: “Characterizing
the Neural
Mechanisms of Skill
Learning and
Repetition Priming”
(Poldrak & Gabrieli)
2001: Mechanisms
of Cognitive
Development:
Behavioral and
Neural Perspective
(McClelland &
Siegler)
2001: “Brain Based
Teaching: Fad or
Promising Teaching
Method” (Winters)
2001: Brain Matters:
Translating Research
into Classroom
Practice (Patricia
Wolfe)
First academic programs in Mind, Brain,
and Education science, Educational
Neuroscience, Neuroeducation
No Child Left Behind
1990: First article on
“Emotional
Intelligence”
(Salovey & Mayer)
1995: Emotional
Intelligence: Why It
Can Matter More
than IQ (Goleman)
1991: Launch of The
Journal of the
Learning Sciences
1992: Giacomo
Rizzolatti describes
mirror neurons
In 2014 Special issue
on “Mirror Neuron
Research: Past,
Present and Future”
(Ferrai & Rizzolatti):
as of yet, no
accepted model
1996: Antonio
Damasio published
on the “somatic
marker hypothesis of
emotions, cognition,
and decision-making”
1997: Finding Flow:
The Psychology of
Engagement with
Everyday Life
(Csikszentmihalyi)
1998: Understanding
By Design (Wiggins
& McTighe)
1990s: Functional
Magnetic Resonance
Imaging (fMRI) scans
developed with BOLD
(bloodoxygen level
dependent) contrast
by Seiji Ogawa
1990: “The
Neuroscience of
Education: More
Research Is Needed
Before Application”
(McCall, 1990)
1996-2000:
Crosscultural
neuropsychology
gave way to cultural
neuroscience.
“Culture and the Self:
Implications For
Cognition, Emotion
and Motivation”
(Markus & Kitayama,
1991)
1994: “The Body
Keeps Score:
Memory and the
evolving
psychobiology of
posttraumatic stress”
(book: 2014)
(Van der Kolk)
1995: Event-related
optical signal (EROS)
developed by
Gabriele and Monica
Fabiani
1995: Radical
Constructivism: A
Way of Knowing and
Learning (von
Glaserfeld)
1997: How The Mind
Works (Steven
Pinker)
1998: Martin
Seligman introduces
concept of “positive
psychology” to
American
Psychological
Association
1999: Diffuse optical
imaging (DOI using
near-infrared
spectroscopy (NIRS)
was developed by F.F.
Jöbsis starting in
1977 and perfected
in 1999
1996-2001:
Establishment of
sleep-dependent
neural plasticity (e.g.,
Peigneux, Laureys,
Delbeuck & Maquet,
2001), including naps
(Mednick, Nakayama
& Stickgold, 2003)
1999: First Learning
& the Brain
Conference held in
Boston
1990: First Ted Talk launched
by Richard Saul Wurman
1999: The Myth of
the First Three Years:
A New Understand-
ing of Early Brain
Development and
Lifelong Learning
(Bruer)
1999: “In Search of
...Brain-Based
Education” (Bruer)
1999: “Assessing the
Decade of the Brain”
(Jones & Mendell)
1999: The Hole in the
Wall Project (Sugata
Mitra): Selforganizing
groups of children
can teach themselves
to learn often better
and faster than
schools
The “Decade of the Brain”
Cognitivism
Emotional Intelligence
Relationship between Affect and Cognition
Caution about Neuroscience
in Education
Positive Psychology
1997: “Education and
the Brain: A Bridge
Too Far” (Bruer)
1998: “The
Educational
Relevance of
Research in Cognitive
Neuroscience”
(Byrnes & Fox) 1999: The
Mathematical Brain
(Butterworth)
1983: Birth of
Internet Protocols
and “networks of
networks”
1985: The Man Who
Mistook His Wife For
a Hat (Oliver Saks)
1987: The Tree of
Knowledge: The
Biological Roots of
Human
Understanding
(Maturana & Varela)
1980s: Single Photon
Emission Computed
Tomography (SPECT)
neuroimaging developed
based on original work by
Kuhl and Edwards in 1963
1988: “Cognitive
Load During Problem
Solving: Effects on
Learning" suggested
by John Sweller: The
brain requires energy
for working memory
and attention to
function well. Led to
the myth of
multitasking being
debunked in 2008
(Crenshaw; Rosen)
1983: Frames of Mind
(Howard Gardner):
Groundbreaking
Multiple Intelligences
Theory
1983: Human Brain
and Human Learning
(Hart): Designing an
educational
experience without
knowledge of the
brain is like
designing a glove
without knowledge
of the hand
Internet
Multiple Intelligence Theory
Cognitive Load Theory
First mention of “brain-based
learning”
1971: “Resiliency”
used for first time
related to adverse
childhood effects on
learning (Wener)
1974: Baddley
introduces the
concept of “working
memory” (processes)
as different from
“short-term” (items)
memory
1975: First mention
of “cognitive control”
later known as
Executive Functions“
(Posner)
1978: The Integrated
Mind (Gazzaniga &
LeDoux, 1978)
1970: The first
Marshmallow Test
was published:
“Attention in Delay
of Gratification”
(Mischel & Ebbesen)
1976: The term
Cognitive
Neuroscience was
coined by George
Miller and Michael
Gazzaniga
1970s: Computer
Axial Tomography
(CAT scans)
developed by Allan
McLeod Cormack and
Godfrey Newbold
Hounsfield
1970s Magnetic
Resonance Imaging
(MRI) developed by
Sir Peter Mansfield,
Paul Lauterbur and
Raymond Damadian
1970: The Bisected
Brain (Michael S.
Gazzaniga)
1971: Society For
Neuroscience first
annual meeting
1975: How The Brain
Works (Leslie A Hart)
1978: Social
constructivism
introduced (Mind in
Society, Vygotsky);
introduction of
Vygotsky’s “Zone of
Proximal
Development”
1978: “The New
‘Brain’ Concept of
Learning”
(Leslie A. Hart)
Improved neuro imaging and technology
Society for Neuroscience founded
Term “Cognitive Neuroscience” coined
Resiliency
1964: The first
Psychobiology
Department in the
US was founded at
UC Irvine.
1966: The first
Department of
Neuroscience
founded at the
Harvard Medical
School
1962: Thought and
Language (originally
“Thought and Word”)
(Vygotsky)
1961: Positron
Emission Tomography
(PET) developed by
James Robertson and
his associates. First
PET scans of the
human brain
produced about 1978.
1962: Higher Cortical
Functions in Man by
Alexander Luria, the
“father” of
neuropsychological
assessment
1968: Magnetoen-
cephalography (MEG)
developed by David
Cohen
1969: The Mind of a
Mnemonist: A Little
Book about a Vast
Memory
1960: Jerome
Bruner’s Spiral
Curriculum theory in
The Process of
Education
1960s: Berkeley Free
School Movement
1969: Freedom to
Learn (Rogers &
Freiberg)
1965: Operation Head
Start began prompted
by studies showing
the influence of early
life experiences on
future school learning
1969: Sesame Street
created
Discovery- and Inquiry-based Learning
Beginning of Translational Research from Medicine
to Education
Complexity Theory
1936: First frontal
lobotomy by Walter
Freeman and James
Watts
1937: Wilder Graves
Penfield and Edwin
Boldrey’s conception
of the Cortical
Homunculus
1938: B.F. Skinner:
Operant conditioning
shown in “Skinner
Box”
1943: "A Theory of
Human Motivation"
(Maslow)
1949 Donald Hebb suggests the
concept that “neurons that fire
together wire together" in
Organization of Behavior: A
Neuropsychological Theory
Bloom’s Taxonomy (1956)
1959: “Intelligence,
Brain Function and
the Theory of Mind”
(Donald O. Hebb)
1950 Karl Lashley’s
“In Search of the
Engram”
Operant conditioning
Mastery Learning
Beginning of the study
of cognitive processes
in the brain
René Descartes
(1596–1650) replaced
the Platonic concept
of a tripartite soul
with a single soul
that he called "the
mind"
c. 1508 “The Brain
and Cranial Nerves”
drawn by Leonardo
da Vinci
1543: Andreas
Vesalius’ “Base of
the Brain”
1635: The Boston
Latin School was
founded as the first
public school in the
United States
Christopher Wren’s
engravings for
Thomas Willis’ (1664)
Cerebri anatome (The
Anatomy of the
Brain)
John Locke’s Some
Thoughts Concerning
Education (1693)
established the link
between
developmental
psychology and
education
1687: Principles of
the scientific method
laid out in Sir Isaac
Newton’s
Philosophiæ
Naturalis Principia
Mathematica
1791: Immanuel
Kant’s taxonomy on
the cognitive
processes of the
mind in his book,
Critique of Pure
Reason
1749: David Hartley
publishes
Observations of Man,
the first English work
using the word
"psychology"
1744: suggested use
of electroconvulsive
therapy for mental
illness (Zuschrift an
Seine Zuhörer by
Kruger)
Johann Heinrich
Pestalozzi
(1746-1821)
promoted "Learning
by head, hand and
heart"
1796: Phrenology
was a popular
pseudoscience
Jean-Jacques
Rousseau wrote
Emile (1762),
proposing one of the
first childcentric
visions of education
Philosophy + Psychology + Education
Wilhelm Wundt
wrote the Principles
of Physiological
Psychology
(1873–1874)
1859: Origin of
Species, by Charles
Darwin and the
Theory of Evolution
1883: Francis Galton
first discussed the
idea of Nature vs.
Nurture
1890: Psychoanalysis
born (Sigmund Freud)
1894: Angleo Moss
develops human
circulation balance to
measure blood flow
during emotional and
intellectual activity
1819: Ventriculography
(x-rays of ventricular
system) developed by
Walter Dandy
1838 Cell Theory
finally accepted
Laterization Theory
impulsed by discovery
of Broca’s Area (1862)
and Wernicke’s Area
(1874). These areas
were later recognized
as key “hubs” within
networks rather than
where language itself
is located.
1890: William James
wrote Principles of
Psychology
1884: Francis Galton
coined the term
Eugenics and first
debated heritable
intelligence theories
1885: Ebbinhaus
Forgetting Curve
1896: Mark Baldwin
(The Baldwin Effect),
A New Factor in
Evolution showed the
impact of learned
behavior on evolution
through natural
selection
1873 Golgi stains of
cells
1886 Wilhelm His
and August Forel
proposed that the
neuron and its
connections might be
an independent unit
within the nervous
system
1888 Ramón y Cajal:
all brains have
neuronal circuits
1891 Wilhelm
Waldeyer coined the
term “neuron” and
introduced the
“neuron doctrine”
First formalized
school houses
1852: Horace Mann
argued for universal
public education in
the United States
1840: The term
“kindergarten”
(“garden of children”)
was coined by
Friedrich Fröbel
William James Talks
to Teachers (1899)
Theory of Evolution
Birth of Eugenics
First consideration of Epigenetics
Psychoanalysis
1901: Ivan Petrovich
Pavlov established
classical
conditioning
1906: The Integrative
Action of the
Nervous System
(Sherrington)
1908: Korbinian
Brodmann’s cortical
map
1913: John B.
Watson Behaviorism
1907: Montessori
Method of Education
1905: First
intelligence test
(Alfred Binet and
Theodore Simon)
1924: First human
Electroencephalography
(EEG) documented by
Hans Berger 1907 John Dewey’s
Lab School
established
1927: Egas Moniz
developed cerebral
angiography to
image blood vessels
in and around the
brain
Classical conditioning
Behaviorism
Specialization of academic fields
Localizationalism of brain functions
Printing Press (broader and deeper communication)
Jehan Yperman, the first Dutch
medical writer, identified three
functional areas of the brain
including the front responsible
for discrimination of visual,
gustatory and olfactory senses,
the middle for intelligence and
hearing, and the posterior for
memory De Cyrugie (1310)
Printing presses
common by the 14th c.,
which improved
communication
Magnus Hundt
(1449-1519) published
anatomical illustrations
depicting brain covering
special senses, and
ventricular systems
(Antropologium de
hominis dignitate, natura,
et proprietatbus: de
elementis, partibus, et
membris humani corpis)
c. 1490: Leonardo da
Vinci, “Sagittal and
Horizontal Sections
of the Human Head
compared with an
Onion”
Closure of the
Academy of Athens by
Justhian I in 529 CE
Story-telling and
parables main form
of instruction
Augustine (354-430 BC): the "cell
doctrine of brain functioning" (the
faculties of mind were contained
within the ventricular system of
the brain)
Galen (129-200 BC) On the
Doctrines of Hippocrates and
Plato: cerebellum as the area
involved in motor functions
and the cerebrum as the area
involved in sensory
processing
Unification of religion and science
Oral tradition, informalFirst mention of the word
“brain” in Egyptian
hieroglyphics found in the
Edwin Smith Surgical Papyrus
(c.1700 BC)
Aristotle (384-322
BCE), Plato’s student,
indicated that
sensory input was
the foundation of all
knowledge. First book
on psychology, De
Anima (350 BCE)
In Hippocrates’s
(460-370 BCE) view,
there are four
humours: the brain
was not only
considered the seat
of intelligence,
sensory perception
and motor control but
it was also regarded
as the source of
pleasure and pain,
the origin of
emotions, and the
font of moral
judgment and
aesthetic experiences
Plato (428-348 BCE),
Socrates’s student:
the brain was a
"mental wax"
387 BCE Plato’s founding of
The Academy of Athens
Socrates (470-399
BCE), first moral
philosopher and
father of one of the
most renowned
educational
methodologies, the
Socratic Method
The Greeks
Alcmaeion (500 BCE)
was the first to
identify the brain as a
source of human
consciousness, and
subscribed to what is
now called “the brain
hypothesis” or
“encephalocentrism
theory”
Taosim (500-200BCE), and its main
writings, I Ching (The Book of Changes),
and Tao Te Ching (The Way to Virtue)
suggested that human behavior should
be better aligned with nature and
natural systems. Its symbol, the Yin and
the Yang, portray this desirable balance
Nepali-born Buddha
(“The Awakened” or
“Enlightened One”)
(c. 563/480 – c.
483/400 BCE) taught
about the Middle
Way (later known in
Socrates’ time as
“everything in
moderation”).
Became one of the
earliest references to
the mind-body
balance and
influence on learning
Confucius (551-479
BCE) and his ideas
captured postmortem
in Hundred Schools
of Thought
(6th-221BCE) planted
the seeds of early
reflective thinking
and core concepts of
Theory of Mind.
Confucius is said to
have been a student
of Lao Tzu and to
have studied Buddha
Transdisciplinarity (joint study of Philosophy, Education and Medicine)
Golden Age of Chinese Philosophy
First universities
Scientific Method
Church Doctrine
based on St.
Augustine’s writings
on the brain: Ideas
began in cell one
(imagination), were
manipulated in cell
two (reasoning), and
then stored in cell
three (memory)
Ali Ibn Abbas/Haly
Abbas (949-982 BC):
The Perfect Book of
the Art of Medicine
including a chapter
on neurology,
explaining cranial
nerves and cranial
sutures
c. 965 - c. 1040 Al-Haytham
(Latinized as Alhazen) “inventor
of scientific method”
The first universities in the world
(Karueein [859 BC] in Morocco;
Oxford [1096 BC] in the UK;
Bologna [1088 BC in Italy]),
looked similar to churches in
Europe, and mosques in the
Middle East
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