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Editorial by Kristiina Kumpulainen: Neuroscience and lifelong Learning

Although the role of the brain in learning seems somewhat self-evident, formal dialogue between neuroscience, lifelong learning and education is a relatively new phenomenon. Yet, in every phase of human learning, from the embryo stage to later life, there are educational issues whose understanding requires understanding of the brain and its function.

Over the past few years, science has made substantial advances in understanding the brain. Emerging knowledge of the brain is set to radically influence how we can understand and support lifelong learning in its rich and diverse settings. This new knowledge of the brain may have a significant impact on our thinking of learning as well as how to best support it via educational practices. The dialogue about the ways in which this knowledge should be harnessed in educational decision-making relating to lifelong learning and its practices has only just recently begun.

The integration of neuroscience and education can potentially provide education with new insights into learning and how to best support it across the lifespan. It is also important for employers to increase their knowledge of the ways in which to support the cognitive skills, capacities, and fitness, as well as the mental well-being of their workforce. Stress, sleep, space, task-management and creativity are highly important issues when creating optimal working conditions for all.

Efforts for the promotion of dialogue and collaborative research in educational neuroscience are evidenced in different parts of Europe where networks and research centres are being established. These efforts are also highlighted in the present issue of LlinE. In addition, more and more seminars, workshops and conferences are being organized to promote international discussion on neuroscience in education, leading to knowledge exchange and knowledge creation.

All these efforts seem to share a unified set of goals as they aim to:
• produce a common language and understanding of learning, education and the brain across the human lifespan;
• advance the emergence of a multidisciplinary research paradigm on neuroscience, learning and education; and
• create opportunities for interdisciplinary projects and networks for neuroscience, learning and education to better address questions surrounding lifelong learning, its policies and practices.

I sincerely hope that the present issue of LLinE -‘Educating with the brain in mind’ -together with other related publications and venues will advance this exciting and, yet, challenging field.

Professor Kristiina Kumpulainen
Editor-in-Chief of LLinE
Director of CICERO Learning
University of Helsinki