Philosophical challenges for researchers at the interface between neuroscience and education

Journal of Philosophy of Education 42 (3-4):361-380 (2008)

Abstract
This article examines how discussions around the new interdisciplinary research area combining neuroscience and education have brought into sharp relief differences in the philosophies of learning in these two areas. It considers the difficulties faced by those working at the interface between these two areas and, in particular, it focuses on the challenge of avoiding 'non-sense' when attempting to include the brain in educational argument. The paper relates common transgressions in sense-making with dualist and monist notions of the mind-brain relationship. It then extends a brain-mind-behaviour model from cognitive neuroscience to include a greater emphasis on social interaction and construction. This creates a tool for examining the potentially complex interrelationships between the different learning philosophies in this emerging new field.
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DOI 10.1111/j.1467-9752.2008.00649.x
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References found in this work BETA

The Mind's Best Trick: How We Experience Conscious Will.Daniel M. Wegner - 2003 - Trends in Cognitive Sciences 7 (2):65-69.

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Philosophy, Neuroscience and Education.John Clark - 2015 - Educational Philosophy and Theory 47 (1):36-46.
Deneurologizing Education? From Psychologisation to Neurologisation and Back.Jan De Vos - 2015 - Studies in Philosophy and Education 34 (3):279-295.
A Multiperspective Approach to Neuroeducational Research.Paul A. Howard-Jones - 2011 - Educational Philosophy and Theory 43 (1):24-30.

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