Directions for Mind, Brain, and Education: Methods, Models, and Morality

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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DOI 10.1111/j.1469-5812.2010.00708.x
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The View From Nowhere.Thomas Nagel - 1986 - Oxford University Press.
Science, Perception, and Reality.Wilfrid Sellars - 1963 - New York: Humanities Press.
A Theory of Justice.John Rawls - 2009 - In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press. pp. 133-135.

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Indigenous Moral Education in Nigeria.S. S. Obidi - 1984 - Journal of Moral Education 13 (1):56-60.
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