创 刊 词
Introduction to the new journal and field of bio-education
1 The new journal of bio-education
We herewith present a new scientific journal dedicated to a new field of inquiry：bio-education. It is the result of several years of cooperative research，planning，and experimentation involving scholars and researchers in various specialties in Shanghai and Hong Kong，China. This journal is dedicated to the promotion of cross-disciplinary inquiry between the bio-medical sciences and socio- educational disciplines. Its forum is open to all interested scholars，nationally and internationally. At this first stage，it is a bilingual，（Chinese and English）publication. It welcomes contributions on relevant topics from researchers as well as practi-tioners from bio-education related fields. As the journal aims at introducing the most significant and current research discoveries as well as critical and judicious reviews and opinions on relevant develop-ments，its intent is to become a peer-reviewed periodical with occasional solicited presentations from leading authorities. The journal is published by Xinhua Hospital affiliated to Shanghai Jiaotong University School of Medicine，which specializes in pediatric medicine. The editor is Dr. HUANG Hong，Professor of Pediatric，Shanghai Jiaotong University School of Medicine.
The Journal of Bio-education is the first scien-tific/technical periodical of its kind. It covers research on education and human development with perspectives from biology，physiology，neurological science，psychology，human genetics and cognate areas. It supports a research approach mainly ana-lytical and experimental in nature and pursues understanding of the cause-effect phenomena in the process of growth and education.
The predecessor of the Journal of Bio-education was an experimental journal with an identical title that began in the spring of 2006. It was a collaboration between Shanghai Jiaotong University School of Medicine（then Shanghai Second Medical University）and The Chinese University of Hong Kong（Honorary Advisors：Dr. GUO Di，Senior Professor of Pediatric at Shanghai Second Medical University；and Profes-sor Charles K. Kao，Emeritus President of Chinese University of Hong Kong and Nobel Laureate in Physic；Co-Editors：Professors SHEN Xiaoming and JIN Xingming of Shanghai Second Medical Univer-sity，and Professor TO Choyee of The Chinese Uni-versity of Hong Kong）. Five full-scale trial issues were circulated internally for critique and improve-ment，during which time permission for official publication and circulation was requested.
The Journal of Bio-education is for scholars，researchers，health practitioners and educators，as well as the general academic community. It strives to keep abreast of current research and development and to acquire information about practical issues in education and medical social services. It aspires to establish active relationships among readers，authors，and editors，and will always welcome comments and suggestions from them. Only with their support will this journal achieve its intended contributions.
2 The new field of bio-education
“Bio-education”is not yet a term in either the Chinese or English dictionaries.“Biology edu-cation”refers to teaching and learning the science of biology，and“biology and education”refers to biology as a subject in educational curriculum. “Bio-education，”however，refers to a systematic study of the educative process from a scientific，biological perspective. It may be understood as the biological foundation of education，explicitly recog-nizing the biological nature of human learning. While human growth and development are substantially shaped by education and environment，they are basically controlled by the bio-physiological systems of the human body. Bio-physio-medical studies，which have made tremendous advances in the past decade，have confirmed that learning，thinking，memory，decision making，stress，emotions and sleeping are all linked to the nervous system，as are perception and senses and related cognitive functions. And intelligence was recently reported to be determined innately in one’s DNA；even what is call“mind，”a combination of complex sets of mental and emotional experiences，originates in the brain as a result of the individual interacting with his environment.
All physiological systems，nervous，cardiovas-cular，respiratory，digestive，endocrine，muscular skeletal，immune，reproductive，etc. are related in one way or another to growth，health，fitness，as well as habit formation，nutritional balance，atti-tudinal change，etc.. If education is responsible for the intellectual，mental，social and physical devel-opments of the child，how can educators，as pro-fessionals，not seek knowledge and expertise from the bio-physio-medical fields for the construction of sound and comprehensive education programs，curricula，methods，and facilities？The fact is that educational researchers and practitioners have been slow to incorporate scientific knowledge and exper-tise into the field of education. For teacher training，there are required courses，such as psychology of education，history of education，philosophy of education，sociology/anthropology of education. Al-though these are very useful，they do not provide much insight about the child as a biological entity. Hence，teachers，in general，except those with a minor in biological studies as their specialty，could hardly detect learning and behavioral problems in their students due to bio-physio-medical reasons. On the other hand，bio-physio-medical researchers and practitioners have been slow to address educational deficiencies in the child，other than treating illness and providing preventive medical services when needed. It is envisaged that，if the two groups have the opportunity to cooperate actively and systematically in research and in transferring knowledge and information through the platform of the new field of bio-education，education as a science-based profes-sion will progress and improve more rapidly，and bio-physio-medical science as a multidisciplinary enterprise will develop a vast realm of research opportunities for challenging and meaningful pursuits.
In 2000，medical and education researchers from Hong Kong and Shanghai joined forces to con-duct a cooperative，experimental study of language acquisition to inquire into how the human nervous system is physiologically programmed to learn the mother tongue and a second language and whether the brain functions differently while processing the two languages.（Note：the Hong Kong Project focused on elementary school students，whereas the Shanghai Project focused on pre-schoolers）. Through EEG and fMRI，the“blackbox”was opened for observation，experiment and analysis. Consequently，new teaching and learning approaches and curricula were designed，tested，and applied，and useful results were achieved for language teaching and learning. The study provided a basis for the estab-lishment of the field of bio-education. It is expected that new case reports will be introduced for review and further investigation in the near future.
PhD, Professor of Education
The Chinese University of Hong Kong