Boundary as Bridge: An Analysis of the Educational Neuroscience Literature from a Boundary Perspective |
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| Authors: | Catherine Beauchamp Miriam H Beauchamp |
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| Institution: | 1. School of Education, Bishop’s University, 2600 College St, Sherbrooke, Quebec, Canada, J1M 1Z7
2. Department of Psychology, University of Montreal, C.P. 6128 Succursale Centre-Ville, Montreal, Quebec, H3C 3J7, Canada
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| Abstract: | Within the emerging field of educational neuroscience, concerns exist that the impact of neuroscience research on education has been less effective than hoped. In seeking a way forward, it may be useful to consider the problems of integrating two complex fields in the context of disciplinary boundaries. Here, a boundary perspective is used as a lens for analyzing the results of a systematic review of the educational neuroscience literature. Recurring vocabulary used within the literature suggests indirect use of boundary principles, including the idea of connections and bridges between disciplines, inter-, multi-, and transdisciplinarity, and reference to tools (boundary objects) and people that may be useful in the evolving field of educational neuroscience. Analyzing the educational neuroscience literature through the lens of boundary principles indicates that the boundary between the two disciplines may itself be a bridging mechanism useful for the creation of a new discipline and new knowledge. |
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