The field of neuroeducation has made significant advances in both research and practice over the last three decades. The present paper assembles contributions from the areas of education, psychology, cognitive science, and of course neuroeducation itself to provide an integrative and holistic understanding of criteria by which researchers guided to conduct more effective research. Accordingly, neuroeducational research can be understood as an interdisciplinary endeavor to develop an insightful understanding and holistic picture of problems related to learning and education. It thus epistemologically is based on an integrated methodological pluralism paradigm which requires researchers to understand and use multiple methods and methodologies in order to constructs a kind of knowledge that is scientifically valid and educationally relevant. It could be argued that such a line of research is necessary as the basis for a common language with which we can begin to formulate interdisciplinary studies focused on neuroeducational issues. It is particularly important, as such it is a useful way to justify researchers about what neuroeducation as a specific domain do that no other field can do as well or cannot do at all.
