Editorial

Abstract

Just a year ago we started this joint adventure, the Journal of Neuroeducation, with the conviction that it would contribute to bring neuroscientific knowledge closer to pedagogy and classroom practices and vice versa. The more than 11,000 downloads that the papers published in the first two numbers have had attest to this (1). We want to continue in this upward line of service to the educational and neuroscientific communities. However, this good reception in the name and quality of published papers, and also on behalf of readers, would not have been possible without the participation of many people: authors, editors, reviewers and, of course, readers. We are all part of this great community that is neuroeducation. It is for all this that we want to start this issue 3 of the Journal of Neuroeducation by expressing our gratitude and satisfaction, and especially bearing in mind the situations experienced during these months with the SARS-CoV-2 pandemic experienced worldwide. In addition, gratitude has important consequences for the brain, which makes it a powerful working tool in neuroeducation. Being grateful has been shown to activate the hypothalamus and help decrease feelings of stress. It also increases the production of dopamine and serotonin, which improves mood and increases optimism and happiness. It also activates the medial prefrontal cortex, which is related to decision-making and learning, and the ventromedial prefrontal cortex, which is related to altruism and the reward systems of the brain (2-5). Perhaps that is why we are deeply happy and optimistic about the Journal of Neuroeducation.