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)|
References found in this work BETA
Mind in Life: Biology, Phenomenology, and the Sciences of Mind.Evan Thompson - 2007 - Harvard University Press.
The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies.Michael Gibbons (ed.) - 1994 - Sage Publications.
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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