Antonio Víctor Martín García

Plasticity as a framing concept enabling transdisciplinary understanding and research in neuroscience and education

This article examines the emerging literature on the need for a synergy between neuroscience and educational sciences, identifying several differences in approach and methods that hinder the connecting processes between these two disciplines. From this review a transdisciplinary framework is presented which is based on the systemic and lifelong property of plasticity. The notion of plasticity is a framing concept that enables to connect disciplines because illuminates the understanding of the learning processes. The new framework for the understanding and research in neuro-education is based on a systemic and functional architecture organised in three dimensions of plasticity (autonomy – vulnerability – resilience) and at least three systemic levels (genes, experience and the nervous system). We conclude that the concept of plasticity contributes to enlarging our understanding of the educational diversity of learners in their experiential contexts, combined with special attention to human agency and the c...This article examines the emerging literature on the need for a synergy between neuroscience and educational sciences, identifying several differences in approach and methods that hinder the connecting processes between these two disciplines. From this review a transdisciplinary framework is presented which is based on the systemic and lifelong property of plasticity. The notion of plasticity is a framing concept that enables to connect disciplines because illuminates the understanding of the learning processes. The new framework for the understanding and research in neuro-education is based on a systemic and functional architecture organised in three dimensions of plasticity (autonomy – vulnerability – resilience) and at least three systemic levels (genes, experience and the nervous system). We conclude that the concept of plasticity contributes to enlarging our understanding of the educational diversity of learners in their experiential contexts, combined with special attention to human agency and the capacity to making choices and effect changes.

Convergence Between Quantitative and Qualitative Methodological Orientations: Mixed Models

This chapter deals with the process of convergence that has developed between quantitative and qualitative methodological orientations over recent decades in the context of the social sciences. It brings together some of the arguments that sum up the opposing positions in this debate, from the stance of discrepancy and its attitude of subordinate methodological difference, to the stance of harmony, which emphasizes the value of each methodology and respects their respective contributions, and then on to a current position based on duality and the potential of convergence, compatibility and integration with regard to so-called mixed models or designs.