I.M. Petauer, B. Sabitzer

University Klagenfurt (AUSTRIA)
Today’s neuroscience produces more and more evidence and information about how and why the brain learns. Forth comes knowledge regarding the brain and how it learns, intelligence and how it may or may not be influenced, emotions and their importance for the learning process. Could the discoveries from this field be used to open up new possibilities in the educational fields of learning, teaching or teacher education? If it is known how the brain prefers to learn, why should we not try learn in accordance with this knowledge? The information regarding the connection between emotions and learning taken from neurobiological findings has to impact learning proceedings. Since schools are places where learning is institutionalized, and the persons involved are mainly teachers and students, the neurobiological findings should be taken under account in this sector. Schools and teachers can have a great influence on students and their development in a positive or negative way. By examining some of the findings and studies the paper will try to establish the worth of them for the educational field, especially for the learning process and the teacher education. Through inspecting the proceedings connected to emotions and the learning processes in the brain their aftermath is going to be shown. There are concepts trying to create a bridge between the educational fields and neurologic findings already. The educational field gains the chance of integrating these findings in teacher education or the further education of teachers. Teachers then could be able to take the benefits of both sciences to the place where these findings should be applied – schools.