ABSTRACT

In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, ‘biosocial’ approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus. Our work brings together collaborators from across fields: sociology of education; molecular biology and biochemistry; cognitive neuroscience; fMRI imaging; and EEG. Through the paper we explore the generative potential of an encounter between life sciences and sociology of education. Through consideration of the conceptual and methodological elements of our ‘Synchrony in Learning’ research and engagement with our pilot experimental approach, our research is suggesting that our central concept, learning, is undergoing metamorphosis, challenging us to understand learning as a phenomenon produced through the intra-action of a multiplicity of forces and processes.

摘要

在本文中，我们考虑到新兴的跨学科“生物社会”方法的潜力，以实现研究和理解紧迫的教育问题的新方法的可能性，从而开始探索如何通过教育社会学将生物科学中产生的知识纳入生产性衔接。在本文中，正如我们目前的研究一样，我们将学习作为重点。我们的工作汇集了来自各个领域的合作者：教育社会学；分子生物学和生物化学；认知神经科学 功能磁共振成像 和脑电图。通过本文，我们探索了生命科学与教育社会学之间相遇的产生潜力。通过考虑“学习同步”研究的概念和方法论要素以及对我们试验性实验方法的参与，