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):56-66 (2011)
In this article we frame a set of important issues in the emerging field of Mind, Brain, and Education in terms of three broad headings: methods, models, and morality. Under the heading of methods we suggest that the need for synthesis across scientific and practical disciplines entails the pursuit of usable knowledge via a catalytic symbiosis between theory, research, and practice. Under the heading of models the goal of producing usable knowledge should shape the construction of theories that provide comprehensive accounts of human learning and development spanning multiple levels of analysis. Under the heading of morality usable knowledge must be put to good use: Its application and dissemination ought to be infused with moral considerations gleaned from dialogue among all those potentially affected. Generally, the field should be shaped not only by its constituent scientific disciplines but also by its applications to education and learning. Thus we argue for the adoption of a kind of pragmatism that would be best actualized by building research-school collaborations between researchers and practitioners
|Keywords||Mind Brain and Education educational research models educational neuroscience ethics philosophy of education interdisciplinary research research schools|
|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
Evan Thompson (2007). Mind in Life: Biology, Phenomenology, and the Sciences of Mind. Harvard University Press.
John Rawls (1971/2005). A Theory of Justice. Harvard University Press.
Thomas Nagel (1986). The View From Nowhere. Oxford University Press.
Wilfrid Sellars (1963). Science, Perception, and Reality. New York, Humanities Press.
Jürgen Habermas (1998). Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy. The MIT Press.
Citations of this work BETA
No citations found.
Similar books and articles
Carsten Held, Markus Knauff & Gottfried Vosgerau (eds.) (2006). Mental Models and the Mind: Current Developments in Cognitive Psychology, Neuroscience, and Philosophy of Mind. Elsevier.
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.
Wang Fengyan * (2004). Confucian Thinking in Traditional Moral Education: Key Ideas and Fundamental Features. Journal of Moral Education 33 (4):429-447.
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.
S. S. Obidi (1984). Indigenous Moral Education in Nigeria. Journal of Moral Education 13 (1):56-60.
Gordana Dodig Crnkovic (2010). Constructivist Research and Info-Computational Knowledge Generation. In Lorenzo Magnani, Walter Carnielli & Claudio Pizzi (eds.), MODEL-BASED REASONING IN SCIENCE AND TECHNOLOGY. Springer
Danielle S. McNamara (2011). Computational Methods to Extract Meaning From Text and Advance Theories of Human Cognition. Topics in Cognitive Science 3 (1):3-17.
Michiel Korthals (1992). Morality and Cooperation. Journal of Moral Education 21 (1):17-27.
Klas Roth (2012). Education and a Progressive Orientation Towards a Cosmopolitan Society. Ethics and Education 7 (1):59 - 73.
Lu Jie & Gao Desheng * (2004). New Directions in the Moral Education Curriculum in Chinese Primary Schools. Journal of Moral Education 33 (4):495-510.
David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.
Darleen Douglas-Steele & Edward M. Hundert (1996). Accounting for Context: Future Directions in Bioethics Theory and Research. Theoretical Medicine and Bioethics 17 (2).
Johannes Gadner, Renate Buber & Lyn Richards (eds.) (2003). Organising Knowledge: Methods and Case Studies. Palgrave Macmillan.
Added to index2011-01-08
Total downloads18 ( #199,071 of 1,792,900 )
Recent downloads (6 months)5 ( #170,535 of 1,792,900 )
How can I increase my downloads?