Online research in philosophy

Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but only as a tool that is part of a broader conversation about what schools should strive to achieve for the millions of students who attend them. I propose that educational neuroscience must advance our understanding of how knowledge is embodied in light of efforts to promote personal learning and development.

A movement dedicated to applying neuroscience to traditional philosophical problems and using philosophical methods to illuminate issues in neuroscience began about twenty-five years ago. Results in neuroscience have affected how we see traditional areas of philosophical concern such as perception, belief-formation, and consciousness. There is an interesting interaction between some of the distinctive features of neuroscience and important general issues in the philosophy of science. And recent neuroscience has thrown up a few conceptual issues that philosophers are perhaps best trained to deal with. After sketching the history of the movement, we explore the relationships between neuroscience and philosophy and introduce some of the specific issues that have arisen.

Although many ecofeminists acknowledge heterosexism as a problem, a systematic exploration of the potential intersections of ecofeminist and queer theories has yet to be made. By interrogating social constructions of the "natural," the various uses of Christianity as a logic of domination, and the rhetoric of colonialism, this essay finds those theoretical intersections and argues for the importance of developing a queer ecofeminism.

According to Adina Roskies, the neuroscience of ethics is concerned with a neuroscientific understanding of the brain processes that underpin moral judgment and behavior. The ethics of neuroscience, on the other hand, includes the potential impact advances in neuroscience may have on social, moral and philosophical ideas and institutions, as well as the ethical principles that should guide brain research, treatment of brain disease, and cognitive enhancement. This entry discusses these different aspects of neuroethics, with a special focus on the way in which neuroscience might impact our sense of self and personal responsibility, a concern that cuts across these categories. For example, I discuss whether advancing knowledge of brain states or processes undermine common notions of free will and responsibility. I also examine whether certain treatments of brain abnormality are ethical (is it acceptable to irreversibly ‘cure’ pedophilia or obsessive/compulsive disorder?), a discussion that falls squarely under the category of the ethics of neuroscience. Finally, I discuss whether the neuroscience of ethics can provide insight into who should be deemed criminally responsible via a neuroscientific analysis of intentional action.

In this paper, I argue that neuroscience not only is not complemented, but rather is positively undermined, by the substantive commitments of materialist philosophers of mind. Thus, we can have neuroscience or "neurophilosophy" but not both. Since neuroscience is a real science, to the extent that it is in tension with materialistic neurophilosophy, the latter should be abandoned and the former retained.

ics. Each of these can be pursued independently to a large extent, but perhaps most intriguing is to contem- plate how progress in each will affect the other. The past several months have seen heightened interest

_The Ethics of Neuroscience_

in the intersection of ethics and neuroscience. In the The ethics of neuroscience can be roughly subdivided popular press, the topic grabbed headlines in a May.