Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (1):43-47 (2011)
In this position statement it is argued that educational neuroscience must necessarily be relevant to, and therefore have implications for, both educational theory and practice. Consequently, educational neuroscientific research necessarily must embrace educational research questions in its remit
|Keywords||action research cycle cognitive neuroscience educational issues and applications|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Clancy Blair (2006). How Similar Are Fluid Cognition and General Intelligence? A Developmental Neuroscience Perspective on Fluid Cognition as an Aspect of Human Cognitive Ability. Behavioral and Brain Sciences 29 (2):109-125.
Citations of this work BETA
Ivan Snook (2012). Educational Neuroscience: A Plea for Radical Scepticism. Educational Philosophy and Theory 44 (5):445-449.
Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter (2015). Educational Neuroscience: Its Position, Aims and Expectations. British Journal of Educational Studies 63 (2):229-243.
Similar books and articles
Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.
Mary Helen Immordino-Yang (2011). Implications of Affective and Social Neuroscience for Educational Theory. Educational Philosophy and Theory 43 (1):98-103.
Michel Ferrari (2011). What Can Neuroscience Bring to Education? Educational Philosophy and Theory 43 (1):31-36.
Daniel Ansari, Donna Coch & Bert de Smedt (2011). Connecting Education and Cognitive Neuroscience: Where Will the Journey Take Us? Educational Philosophy and Theory 43 (1):37-42.
David Bridges & Richard Smith (eds.) (2007). Philosophy, Methodology and Educational Research. Blackwell Pub..
Stephen J. Ball (1998). Intellectuals or Technicians? The Urgent Role of Theory in Educational Studies. British Journal of Educational Studies 43 (3):255 - 271.
John Elliott (1987). Educational Theory, Practical Philosophy and Action Research. British Journal of Educational Studies 35 (2):149 - 169.
Peter Foster, Roger Gomm & Martyn Hammersley (2000). Case Studies as Spurious Evaluations: The Example of Research on Educational Inequalities. British Journal of Educational Studies 48 (3):215 - 230.
David Bridges & Richard Smith (2006). Philosophy, Methodology and Educational Research: Introduction. Journal of Philosophy of Education 40 (2):131–135.
Jan Bengtsson (2013). Embodied Experience in Educational Practice and Research. Studies in Philosophy and Education 32 (1):39-53.
Carole J. Torgerson & David J. Torgerson (2001). The Need for Randomised Controlled Trials in Educational Research. British Journal of Educational Studies 49 (3):316 - 328.
Charles Clark (2011). Education(Al) Research, Educational Policy-Making and Practice. Journal of Philosophy of Education 45 (1):37-57.
Philip Davies (1999). What Is Evidence-Based Education? British Journal of Educational Studies 47 (2):108 - 121.
Added to index2011-01-08
Total downloads37 ( #110,384 of 1,907,507 )
Recent downloads (6 months)3 ( #274,312 of 1,907,507 )
How can I increase my downloads?