ABSTRACT
Espinosa, 2011, p. 11). It is in the MBE spirit that we approach this chapter.
The purpose of this chapter is to review the support emerging from
neuroscience research for andragogy. We will not attempt to provide a
comprehensive overview of neuroscience research. Readers interested in a
more in-depth understanding of neuroscience research are encouraged to
explore references such as Glick (2011), Sousa (2011), and Tokuhama-
Espinosa (2011). Instead, we will look at both meta-findings from brain
research and findings that support each of andragogy’s core assumptions
about adult learning.
