The transdisciplinary field of Mind, Brain, and Education (MBE) developed over the past twenty years out of overlap in the established fields of cognitive neuroscience and developmental psychology, In recent years, pedagogy -- the method and practice of teaching -- became the third component in answer to a "so what" response to research about learning and learners. The challenge became communication between research and researchers with education and educators. For years, neuromyths such as right-brain/left-brain or water as a way to hydrate the brain, entered into the classroom without standing and without effect. This led to frustration among educators who believed they were being provided applicable information from current research. Without the time, access to resources, and training, educators were unable to validly connect with the research in an iterative manner to address real issues with learning and learners. Research suffered because it remained removed from the expertise of teachers and, even in cases of lab-schools, remained removed from the guidance teachers could provide. The new science of teaching and learning, seen in MBE, elevates the professional practice of teaching, validates research on pedagogy, and improves the experience of learning.
Who Are MBE Scientists?
In some instances this label will mean teachers who are integrating cognitive neuroscience and psychological foundations into their practice. In other cases it will mean psychologists who seek to bridge the hard and soft sciences. In yet others it will mean neuroscientists who dare to bring laboratory findings into the classroom. While many educators, psychologists, and neuroscientists remain pure practitioners within their single discipline, a growing number of others straddle the three academic fields of education, psychology, and cognitive neuroscience that wear the new MBE hat. (Tokuhama-Espinosa, 2011)