Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy [Book Review]

Neuroethics 5 (2):135-143 (2012)
Abstract
The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called brain-based interventions that lack a firm basis in research. Meanwhile, the success of our schools will continue to be narrowly defined by achievement standards that ignore knowledge of the neural and cognitive processes of learning. To achieve the goals of neuroeducation, its proponents must address unique ethical issues that neuroeducation raises for five different groups of individuals: a) practicing teachers, b) neuroscience researchers whose work could inform education, c) publishers and the popular media, d) educational policy-makers, and e) university-level teacher educators. We suggest ways in which these ethical challenges can be met and provide a model for teacher preparation that will enable teachers themselves to translate findings from the neuro-and cognitive sciences and use legitimate research to inform how they design and deliver effective instruction.
Keywords Educational neuroethics  Neuroeducation  Pedagogy  Classroom instruction
Categories (categorize this paper)
Options
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
 
Download options
PhilPapers Archive


Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 10,374
External links
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

View all 6 references

Citations of this work BETA
Similar books and articles
Gilbert Burgh (2008). Professional Development and Training. Proceedings of the Xxii World Congress of Philosophy 27:5-13.
Jenny Reeves (2007). Inventing the Chartered Teacher. British Journal of Educational Studies 55 (1):56 - 76.
Analytics

Monthly downloads

Added to index

2011-05-22

Total downloads

27 ( #62,021 of 1,096,839 )

Recent downloads (6 months)

5 ( #53,739 of 1,096,839 )

How can I increase my downloads?

My notes
Sign in to use this feature


Discussion
Start a new thread
Order:
There  are no threads in this forum
Nothing in this forum yet.