Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

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This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.


Music, cognition and education

While the prioritisation of science, technology, engineering and mathematics (STEM) is a logical step in the effort to develop curricula that meet the increasing technical demands of society, methods of training broad cognitive and pro-social skills such as communication, cooperation, attention and creativity are elusive, yet critical, to the development of a dynamic workforce and healthy society. A growing body of evidence suggests that the practice and study of music may be one such method. The present chapter examines ways in which the practice of music may support education by driving aspects of cognitive development while also calling attention to the fact that music learning, cognitive development and education themselves are inextricably connected to their socio-cultural context. This fact holds important implications both for scientific research on music and for appropriate implementation of music in K-12 curricula.


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