David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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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|
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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.
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