This book is concerned with philosophical and physiological aspects of educational activities in the times of a global crisis that has three aspects: (1) a civilisation crisis caused by accelerated technological development, (2) a biosphere-ecological crisis, and (3) the crisis of anthropocentric world view.
The authors believe that to meet the educational challenges of the future it is necessary to take a systematic and scientifically grounded approach to teaching. In our book we present neurological and physiological findings that are relevant to understanding the process of learning, its limitations, and the contexts in which learning proceeds quickly, or grinds to a halt. Various types of learning and the associated physiological responses are presented, and the consequences for the design of learning programs and environments are discussed.