David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Philosophy of Education 42 (3-4):381-399 (2008)
Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called 'medical models' to education. Nevertheless, the brain is the main organ of learning, and so a deeper understanding of the brain would appear highly relevant to education. Modern science is revealing the crucial role of biology in every aspect of human experience and performance. This does not mean that biology determines outcomes. Rather, there is a complex interplay between biology and environments. Improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can also identify 'biomarkers' of educational risk, and provide new methodologies to test the effects of educational interventions.
|Keywords||No keywords specified (fix it)|
|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
No references found.
Citations of this work BETA
Terry Hyland (2012). Mindfulness and the Myth of Mental Illness: Implications for Theory and Practice. Contemporary Buddhism 13 (2):177-192.
Similar books and articles
Hannu Tiitinen (2001). How to Interface Cognitive Psychology with Cognitive Neuroscience? Behavioral and Brain Sciences 24 (1):148-149.
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.
Edmund T. Rolls (2007). Memory, Attention, and Decision-Making: A Unifying Computational Neuroscience Approach. OUP Oxford.
Paul Howard-jones (2008). Philosophical Challenges for Researchers at the Interface Between Neuroscience and Education. Journal of Philosophy of Education 42 (3-4):361-380.
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.
Richard P. Cooper & Tim Shallice (2010). Cognitive Neuroscience: The Troubled Marriage of Cognitive Science and Neuroscience. Topics in Cognitive Science 2 (3):398-406.
Francis Schrag (2011). Does Neuroscience Matter for Education? Educational Theory 61 (2):221-237.
Anthony E. Kelly (2011). Can Cognitive Neuroscience Ground a Science of Learning? Educational Philosophy and Theory 43 (1):17-23.
Added to index2009-01-28
Total downloads124 ( #6,816 of 1,096,320 )
Recent downloads (6 months)1 ( #224,942 of 1,096,320 )
How can I increase my downloads?