David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (1):31-36 (2011)
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
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References found in this work BETA
Roger W. Sperry (1993). The Impact and Promise of the Cognitive Revolution. American Psychologist 48 (8):878-885.
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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