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This paper seeks to show, from the perspective of transdisciplinarity, the relationship between Neuroscience and Education, the need to provide knowledge about the brain anatomy, function, demystifying its exclusive study for health sciences and the review of the various theories, including: the Triune Brain, the Bihemisferialidad, Emotional Intelligence, Neural Theory and the fact that they all are strongly related with cognitive processes and technological advances of this third millennium, where information and telematics rapidly accelerating, leading the teacher to be in a continuous process of updating and searching for new strategies in place to facilitate greater fluency and creativity. Hence the importance of the different approaches presented and that are directly related to Neuroscience, by various researchers as MacLean (1997), Sperry (1968.1973), Eccles and Popper (1973), Goleman (1998), Edelman (1987 ) who, with their different approaches,they allow to know and deepen on this great computer that is the brain, through these investigations have confirmed the specialization of the cerebral hemispheres, allowing, for example, to establish that the ability to speak, write , reading and numerical reasoning, is the fundamental responsibility of the left hemisphere while the right hemisphere lies in the ability of temporal and spatial perception and orientation, creativity, imagination. For its part, the contribution of the triune brain has allowed known that the instinctive life are interrelated, emotional and intellectual. These findings have several implications for education regarding the training of teachers or facilitators, which may provide the ability to design instructional strategies that take into account different learning styles from creativity, making it more human and harmonious relationship with the environment in different areas. |
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