Brain-Based Christian Education and Its Implications
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Recent developments in brain research and improvements in imaging technology have increased our understanding of the nature of the human brain. The brain research challenges the belief that teaching and learning process can be separated into the cognitive, affective, and psychomotor domains. Neuroscientific insights assert that each and every learner in the classroom has a unique brain and a great capacity to learn when exposed to relevant learning strategies. On the basis of brain theories, this article provides a brief overview of current brain research and reviews several central notions regarding the functions of the brain, and discusses the implications of the brain research in meeting the needs of learners and teachers in the church classroom.
Abstract
Recent developments in brain research and improvements in imaging technology have increased our understanding of the nature of the human brain. The brain research challenges the belief that teaching and learning process can be separated into the cognitive, affective, and psychomotor domains. Neuroscientific insights assert that each and every learner in the classroom has a unique brain and a great capacity to learn when exposed to relevant learning strategies. On the basis of brain theories, this article provides a brief overview of current brain research and reviews several central notions regarding the functions of the brain, and discusses the implications of the brain research in meeting the needs of learners and teachers in the church classroom.
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