David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (1):7-16 (2011)
‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or dismiss some of these objections prior to presenting my motivations, aims, and prospects for this new area of educational research. I then briefly outline a positive case for educational neuroscience in terms of theories, methods, and collaborations, and conclude with a brief discussion of some challenges, results, and implications thereof. Naturally, the following considerations are but my own, some of which may be shared to some extent by others working in this area, as the case may be
|Keywords||Educational psychology EDUCATION / Philosophy & Social Aspects|
|Categories||categorize this paper)|
|Call number||LB1501.E38 2011|
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Francisco Varela, Evan Thompson & Eleanor Rosch (1991). The Embodied Mind: Cognitive Science and Human Experience. MIT Press.
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Citations of this work BETA
Ivan Snook (2012). Educational Neuroscience: A Plea for Radical Scepticism. Educational Philosophy and Theory 44 (5):445-449.
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