‘Liking’ vs ‘wanting’. A neuroscientific view on classroom motivation

One way in which educational neuroscience research can have an immediate and direct effect on modern education is through evaluating whether the theories and techniques which are currently used in schools are plausible, given the neuroscientific and cognitive evidence. This rather humble, constraining role is in contrast to the popular image of neuroscience as a shiny new tool with which to revolutionise classroom instruction (and as a result is far less likely to attract any funding). Still, I see it as a crucial first step in providing practical applications linking the lab and the classroom coherently. As an example, let’s take the case of motivation. Do common ideas about motivation in the classroom coherently reflect what we know about motivation in the brain?

Source: ‘Liking’ vs ‘wanting’. A neuroscientific view on classroom motivation

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