Is educational neuroscience a legitimate area of knowledge which can help teachers and students, or is it mostly "neurobabble" as some articles in the Melbourne Age and in The Conversation have recently suggested?
The authors of both these articles correctly point out that there is an increasing amount of brain-based language in education discussions. And also that much of the 'brain' and 'neuro' language being used has little scientific basis.
But that does not mean all discussion of the role of neuroscience in education should be dismissed as useless "neurobabble". In fact educational neuroscience is now a recognised scientific discipline which is being studied in some of the world's leading universities including Stanford, Columbia and Vanderbilt in the USA and Cambridge University in the UK.