Chapter 16: Critical Neurophilosophy, Indigenous Wisdom and the Cat-Fawn Connection

If one were to select a field of study that would most likely offer transformational educational opportunities for humans to escape their self-made ecological crises, and if social neuroscience were offered as an obvious option, I am confident that many people would select it as a very promising field. Eco-psychology might be part of that field.

If one were to perform an internet search for the words “brain, science, and education,” one might be told that more than five million English search results include some combination of these words.¹ The first of many entries in such a search are all about “brain-based teaching and learning.” These entries refer to numerous books, articles, and organizations that offer services, such as the website, “Educational Evidence Portal,” sponsored by the Center for British Teachers. The Center’s opening article, entitled “Brain Science: Teaching and Learning,” claims: