0:00:05.920,0:00:06.481 (Lia Commissar) Hi! This morning 0:00:06.497,0:00:08.768 I'm going to talk about education and[br]neuroscience, 0:00:08.768,0:00:10.641 both generally as a field [br]that's developing 0:00:10.957,0:00:14.203 but also, the specific work [br]that we've been doing in this field. 0:00:15.164,0:00:21.330 The Wellcome Trust -- OK -- 0:00:21.453,0:00:23.245 the Wellcome Trust, for those of you[br]who don't know, 0:00:23.245,0:00:26.252 is the second largest charitable [br]foundation globally, 0:00:26.252,0:00:27.508 with the aim of improving health. 0:00:27.570,0:00:31.571 And it does that by funding lots of[br]bio-medical research, but also 0:00:31.571,0:00:33.783 by funding work in the social science[br]and humanities, 0:00:33.783,0:00:36.674 funding lots of education work,[br]doing lots of engagement work 0:00:36.938,0:00:40.332 and also lots of policy work. 0:00:40.332,0:00:43.954 So I'm going to talk through a few things[br]this morning. 0:00:43.954,0:00:46.676 Firstly, what has neuroscience got to do[br]with education? 0:00:47.021,0:00:50.307 What impact does it have on education[br]at the moment? 0:00:50.369,0:00:53.949 The work that we've been doing and then,[br]thinking about the future. 0:00:53.949,0:00:58.430 So, what has neuroscience got to do[br]with education? 0:00:58.430,0:01:01.477 Well, if education is about [br]learning something, 0:01:01.477,0:01:03.637 be it knowledge or a skill, 0:01:03.637,0:01:05.644 and neuroscience is the study of [br]the nervous system and the brain, 0:01:05.644,0:01:08.114 then they're pretty linked, in my opinion. 0:01:08.191,0:01:13.580 And it's not new to kind of talk about[br]the brain, in relation to education. 0:01:13.580,0:01:42.340 People have been discussing this, critiquing it, debating it for lots of years. There is lot of research papers out there with titles such as "A Bridge too far", "Its a Prime time to build a bridge", "A two-way path is possible", "Booting the bridge from by thence". So lots of people have been talking about this bridge but not many people have been building it. And, this is kind of understandable because its probably only really in the last 10 years that neuroscience is, the understanding from neuroscience has evolved significantly that we can start to think about how it may have implications for the classroom. And, this is really exciting and there is lots of potential and its really understanding, you can understand why teachers, why policy makers, why technologists wants to start applying some of these ideas to education. But my word of warning that will go throughout this presentation really is about waiting and doing the research and finding out whether these things are actually going to be helpful and impactful in the classroom. And the other thing that I must say just before i go on is that i am not saying in any way that neuroscience alone is the answer and its going to solve all our problems or can tell us everything about the classroom, that's a very complex ecosystem. But, neuroscience is kind of a new-ish field where we can start using that alongside psychology, alongside educational research and alongside teacher's knowledge to build something really good for the future and see if we can start improving learning in the class room. 2.51