3/2/24, 6:51 PM Neuromythologies in education: Educational Research: Vol 50, No 2

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Neuromythologies in education

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Educational Research 
Volume 50, 2008 - Issue 2: Education and Neuroscience: Evidence, Theory and Practical Application

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Articles

Neuromythologies in education
John Geake 
Pages 123-133 | Received 18 Jul 2007, Accepted 10 Dec 2007, Published online: 29 May 2008

 Cite this article  https://doi.org/10.1080/00131880802082518

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Abstract

Background: Many popular educational programmes claim to be ‘brain-based’, despite

pleas from the neuroscience community that these neuromyths do not have a basis in
scientific evidence about the brain.

Purpose: The main aim of this paper is to examine several of the most popular
neuromyths in the light of the relevant neuroscientific and educational evidence.
Examples of neuromyths include: 10% brain usage, left- and right-brained thinking, VAK
learning styles and multiple intelligences

Sources of evidence: The basis for the argument put forward includes a literature review
of relevant cognitive neuroscientific studies, often involving neuroimaging, together with
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several comprehensive education reviews of the brain-based approaches under

scrutiny.

Main argument: The main elements of the argument are as follows. We use most of our
brains most of the time, not some restricted 10% brain usage. This is because our brains
are densely interconnected, and we exploit this interconnectivity to enable our
primitively evolved primate brains to live in our complex modern human world.
Although brain imaging delineates areas of higher (and lower) activation in response to
particular tasks, thinking involves coordinated interconnectivity from both sides of the
brain, not separate left- and right-brained thinking. High intelligence requires higher
levels of inter-hemispheric and other connected activity. The brain's interconnectivity
includes the senses, especially vision and hearing. We do not learn by one sense alone,
hence VAK learning styles do not reflect how our brains actually learn, nor the individual
differences we observe in classrooms. Neuroimaging studies do not support multiple
intelligences; in fact, the opposite is true. Through the activity of its frontal cortices,
among other areas, the human brain seems to operate with general intelligence, applied
to multiple areas of endeavour. Studies of educational effectiveness of applying any of
these ideas in the classroom have failed to find any educational benefits.

Conclusions: The main conclusions arising from the argument are that teachers should
seek independent scientific validation before adopting brain-based products in their
classrooms. A more sceptical approach to educational panaceas could contribute to an
enhanced professionalism of the field.
 Keywords: neuromyths brain-based cognitive neuroscience education

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