MIND, BRAIN, AND EDUCATION Volume 1—Number 3 © 2007 the Authors

ABSTRACT — This report summarizes fi ndings from a study of educators ’ views on the role of the brain in education. Responses were sought using questionnaires ( n = 189), fol-lowed by a smaller number of in-depth interviews ( n = 11). Results show a high level of enthusiasm for attempts to inter-relate neuroscience and education, although conceptualiza-tions about what this entails differ widely. Findings suggest that communication with practitioners may become a key factor infl uencing the success of attempts to enrich classroom practice with scientifi c understanding about the brain and mind. BACKGROUND In the opening issue of this journal, Fischer et al. (2007) made the important point that “ research must move beyond the ivory tower into real-life settings … ” and that “ answering any key questions about mind, brain, and education requires reciprocal interaction between scientifi c research and practi-cal knowledge of educators and caregivers. ” An important component of such interaction is a commitment to under-stand the perspective of those participating. During 2005 and 2006, we led two complementary initiatives intended to support the emerging interaction between neuroscience and education: a seminar series and a consultation with educators. The seminar series was entitled “ Developing Collaborative Frameworks for Neuroscience and Education ” ( Howard-Jones, 2007). Six 1-day seminars were held in locations across the United Kingdom, and an invited audience of teachers, psycholo-gists, neuroscientists, and policy makers heard presentations and took part in discussions on the subject of interrelating neuro-science and education. Discussions were held in small groups (with representatives from all the different stakeholder groups included) and were guided by provocative questions such as “ By what routes should neuroscience enter the classroom? ” During this part of the seminar, delegates were encouraged to share their views in an atmosphere of mutual respect. After each event, discussants contributed to producing summaries that helped clarify the issues that arose (available a