NEUROSCIENCE VS. NEURODIDACTICS EVOLVING ACADEMIC HIGHER EDUCATION

Abstract

The great advances in the field of neuroscience have allowed us to approach the brain and its functioning from many different perspectives. We find in this way areas such as neuroanatomy, neurochemistry, neuropsychology focused on the study of brain structure, its anatomy and the general functioning of the nervous system. This has allowed neuroscience to be applied to different areas of human life, including education. This circumstance has given rise to a branch of study that attempts to relate the functioning of the brain to learning and the development of competencies, while considering all those emotional aspects and the learning process appropriate for the brain. This is how the discipline known as neurodidactic arises, focused on the learning processes of the human being that attends to the brain processes necessary for knowledge to occur. Learning lexical means learning it in all areas and facets (meaning, pronunciation, writing), we must understand it, memorize it, know how to relate it and assimilate it so that it remains stored in the mental lexicon. But the passage from Neuroscience to the forefront of science is not only due to the spectacular scientific advances, but also to the large number of key questions about the biology of the nervous system that remain unanswered, which make it a field especially attractive for research. Indeed, we face the difficult challenge of understanding how an organism works in a unitary way and how it develops its more complex and elaborate activities.