Paul A. Howard-Jones (2014) argues that more interdisciplinary collaboration between neuroscience and education may help to “spot” Neuromyths identify and to address misunderstandings as they arise, and may help to develop concepts and messages that are both scientifically valid and educationally informative. A new field focused on such collaboration is now emerging, although it is too new for its many proponents to have settled on a name for it — ‘Brain, Mind and Education’, ‘Neuroeducation’ and ‘Educational Neuroscience’ being current contenders. Afield dedicated to the interaction between neuroscience and education will not only inform educational approaches but also may encourage scientific insight regarding the relationship of neural processes to the complex behaviours that are observed in the classroom (ibid).
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