ABSTRACT
This chapter provides a background to the area of neuroeducational thinking, and also provides a measure of caution in the light of what has been suggested most recently by those investigating the claims of some writers. The neuroscientist Paul MacLean expanded on the theory of the 'triune brain', which complements the description of the two hemispheres and their respective functions. Researchers are only beginning to understanding the way that the brain divides learning tasks between verbal and visual, analytical and global, logical and creative. Successful teachers engage learners in tasks that require all elements of brain function. The length of time that a learner can concentrate for is a crucial factor which needs to be considered by those planning learning activities. Despite having some detractors, many established educators and researchers give credence to the theory and practice encompassed within the broad scope of the brain-based learning movement.
