Applications of neuroscientific research in education

The urge for building a better brain and developing a better cognitive reserve as well as enhancing a much healthier mental and intellectual profile in individuals on a general basis and in the educational environments on a particular basis through implementation of applications and madalities of neuroscientific research grounded in interdisciplinary dialectics, which is characterized by a global conjuncture and brought about by the pedagogical and epistemic challenges of the 21st century, has been proved to be perennial and quintessential. Educational Neuroscience is an inter-disciplinary field which has begun to emerge in an attempt to respond to such a demand. For this reason this doctoral dissertation,can be considered to be a preliminary attempt based on an interdisciplinary as well as a meta-disciplinary perspective regarding the principles and paradigms of educational neuroscience; in order to provide a more accurate,healthier and effective adaptation of the neuroscientific research, a holistic approach based on Islamically - oriented self referential values and postulates was propounded for developing and promoting a more effective learning environment and construct a quintessential epistemology, as well as casting ample light on the statement of the problem put forth in the dissertation. The methodology and the theoretical framework of our dissertation are grounded in and incorporated with an interdisciplinary and meta disciplinary paradigm. In addition, a great emphasis has been made on the development of multiple literacies and multiple forms of intelligences, and a number of behavioral, cognitive self-regulatory skills and strategies that can be utilized for contributing to mental and intellectual development. In order to develop a plethora of cognitive toolkits for improving a better educational well-being through the implementation of applications and modalities designed for a much more sustainable curriculum development in tandem with various mental, intellectual requirements, a number of different neuro-pedagogical, neuro-epistemological and neuro-phenomenological paradigms, postulates and premises, which were incorporated into our dissertation, have been introduced. Keywords:pedagogy, education, curriculum development, neuroscience, multiple literacies, multiple intelligences, interdisciplinary studies