| Figures | ||
| 4.1 | Feedback. | 53 |
| 5.1 | Narrative construction of meaning. | 63 |
| 5.2 | Dimensions of skilled craftworkers’ self-concept. | 73 |
| 5.3 | Machining as a cultural activity. | 74 |
| 8.1 | The three levels of wisdom, starting with the neurobiological level, to the intrapersonal and interpersonal level. | 129 |
| 8.2 | The brain may be a small world network, which maximises resiliency and efficiency for cognitive processes. | 137 |
| 9.1 | Jeste’s (2009, 2013) neuroscientific model of wisdom. | 145 |
| 9.2 | Working towards a convergent neuroscientific model of wisdom. | 151 |
| 9.3 | Neural networks in the brain (adapted from Saadat et al., 2018). | 153 |
| 9.4 | Attentional scaling. | 155 |
| 9.5 | Teaching for wisdom in university: ‘Philosophies of Life’ course (The Center for Contemplative Mind in Society [CMind], 2021; concept & design by Maia Duerr; illustration by Carrie Bergman; CC BY-SA 4.0, https://creativecommons.org/licenses/by-sa/4.0/). | 162 |
| 9.6 | Proposed model of wisdom development (HAROLD = hemispheric asymmetry reduction in older adults; PASA = posterior anterior shift with aging). | 165 |
| 10.1 | Accumulative or intersectional knowledge? Research in mind, brain, and education learning sciences (from Tokuhama-Espinosa, 2019). | 179 |
| 10.2 | Steps to ensure quality evidence in education (from Tokuhama-Espinosa, 2020). | 183 |
| 10.3 | The multi-level analyses of the learning sciences (from Tokuhama-Espinosa, 2017). | 185 |
| 10.4 | The transdisciplinary field of mind, brain, health, and education (from Tokuhama-Espinosa, 2019). | 185 |
| 10.5 | Transdisciplinary thinking (from Borja & Tokuhama-Espinosa, 2021, adapted from Darian-Smith & McCarty, 2016, p. 5; used with permission of the authors). | 186 |
| 10.6 | The learning sciences (from Tokuhama-Espinosa, 2019). | 188 |
| 10.7 | Evidence sources for teaching from the learning sciences. | 191 |
| 10.8 | 40 pedagogies supported by evidence from the learning sciences. | 198 |
| 11.1 | A series of images of Nico’s brain. | 211 |
| 11.2 | Nico’s picture made with the help of his laptop. | 212 |
| Inspired by Ramón y Cajal, Nico painted the neurons as “the butterflies of the soul”. | 213 | |
| 11.4 | Nico’s copy of the famous painting by Claude Monet “Impression, soleil levant”. | 214 |
| 11.5 | Clicking before speaking. | 215 |
| 11.6 | Children on horseback with their own laptops in a rural school of Uruguay. | 216 |
| 11.7 | A perspective of a classical building representation using Logo. | 217 |
| 11.8 | Reading my brain activity in the cell phone at a meeting of the International School on Mind, Brain and Education, Ettore Majorana Foundation and Centre for Scientific Culture, Erice, Italy (courtesy of Hideaki Koizumi, Hitachi, http://mbe-erice.org). | 220 |
| 11.9 | Who is the teacher? A first lesson in a school of Nigeria with the OLPC program. | 224 |
| 12.1 | A preservice teachers’ concept map on the concept of dissolving (from Shaker-ElJishi, 2014). | 238 |
| 12.2 | A post instruction concept map of a student teacher on the concept of dissolving. | 239 |
| Tables | ||
| 3.1 | Distribution of reading achievement, 4th grade. | 24 |
| 3.2 | Learning poverty rates, c. 2016 (percent of children not reaching proficiency by late primary school age). | 27 |
| 3.3 | A path for reducing learning poverty in MENA. | 28 |
| 7.1 | Categorising types of learning. | 104 |
| 10.1 | Taxonomy of evidence in the learning sciences. | 190 |
| 12.1 | Vygotsky’s (1986) three types of concept development. | 233 |
in New Science of Learning
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Issa Saleh
Issa Saleh
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Myint Swe Khine
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