David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (1):98-103 (2011)
The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these topics in educational theory has largely not had the benefit of biological evidence to date. In this article, I lay out two general, complementary findings that have emerged from the past decade of neuroscience research on emotion and social processing, with a view to beginning a dialogue about the meaning of these findings for educational theory. First, emotion and cognition are intertwined, and involve interplay between the body and mind. Second, social processing and learning happen by internalizing our subjective interpretations of other people's beliefs, goals, feelings and actions, and vicariously experiencing aspects of these as if they were our own. Together, these two results from neuroscience could have important implications for the design of learning environments; to discover these will require reconciling established educational learning theories with the current neurobiological evidence
|Keywords||Mind emotion empathy Brain and Education embodiment Brain‐Based Education learning|
|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
William D. Casebeer & Patricia S. Churchland (2003). The Neural Mechanisms of Moral Cognition: A Multiple-Aspect Approach to Moral Judgment and Decision-Making. [REVIEW] Biology and Philosophy 18 (1):169-194.
Patricia Churchland (2003). The Neural Mechanisms of Moral Cognition: A Multiple-Aspect Approach to Moral Judgment and Decision-Making. [REVIEW] Biology and Philosophy 18 (1):169-194.
Jonathan Haidt (2001). The Emotional Dog and Its Rational Tail. Psychological Review 108 (4):Psychological Review.
Michael I. Posner & Mary K. Rothbart (2005). Influencing Brain Networks: Implications for Education. Trends in Cognitive Sciences 9 (3):99-103.
Citations of this work BETA
No citations found.
Similar books and articles
Anthony E. Kelly (2011). Can Cognitive Neuroscience Ground a Science of Learning? Educational Philosophy and Theory 43 (1):17-23.
Michel Ferrari (2011). What Can Neuroscience Bring to Education? Educational Philosophy and Theory 43 (1):31-36.
John Geake (2011). Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI Studies of the Neural Correlates of Creative Intelligence. Educational Philosophy and Theory 43 (1):43-47.
Stephen R. Campbell (2011). Educational Neuroscience: Motivations, Methodology, and Implications. Educational Philosophy and Theory 43 (1):7-16.
Francis Schrag (2011). Does Neuroscience Matter for Education? Educational Theory 61 (2):221-237.
Usha Goswami (2008). Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective. Journal of Philosophy of Education 42 (3-4):381-399.
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.
Derek Sankey (2008). Education Policy, Research and Neuroscience: The Final Solution? Australian Journal of Teacher Education 33 (3):31-43.
Volker Kraft (2012). Neuroscience and Education: Blind Spots in a Strange Relationship. Journal of Philosophy of Education 46 (3):386-396.
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.
Richard Edwards & Robin Usher (1999). A Society of Signs? Mediating a Learning Society. British Journal of Educational Studies 47 (3):261 - 274.
Charles Desforges & Pam Lings (1998). Teaching Knowledge Application: Advances in Theoretical Conceptions and Their Professional Implications. British Journal of Educational Studies 46 (4):386 - 398.
Added to index2011-01-08
Total downloads25 ( #72,944 of 1,100,092 )
Recent downloads (6 months)1 ( #304,144 of 1,100,092 )
How can I increase my downloads?