Results for 'Educational neuroscience'

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  1. Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-Level Structure of Educational Neuroscience with Concrete Examples.Hyemin Han - forthcoming - Trends in Neuroscience and Education.
    In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. (...)
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  2.  20
    The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy.Kathryn E. Patten - 2011 - Educational Philosophy and Theory 43 (1):87-97.
    This chapter presents emotion as a function of brain-body interaction, as a vital part of a multi-tiered phylogenetic set of neural mechanisms, evoked by both instinctive processes and learned appraisal systems, and argues to establish the primacy of emotion in relation to cognition. Primarily based on Damasio's somatic marker hypothesis, but also incorporating elements of Lazarus' appraisal theory, this paper presents a neuropedagogical model of emotion, the somatic appraisal model of affect (SAMA). SAMA identifies quintessential components, facets, and functions of (...)
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  3.  55
    Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI Studies of the Neural Correlates of Creative Intelligence.John Geake - 2011 - Educational Philosophy and Theory 43 (1):43-47.
    In this position statement it is argued that educational neuroscience must necessarily be relevant to, and therefore have implications for, both educational theory and practice. Consequently, educational neuroscientific research necessarily must embrace educational research questions in its remit.
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  4.  43
    Educational Neuroscience: Motivations, Methodology, and Implications.Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):7-16.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or (...)
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  5.  45
    Educational Neuroscience: Motivations, Methodology, and Implications.Kathryn E. Patten & Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):7-16.
    ‘What does the brain have to do with learning?’Prima facie, this may seem like a strange thing for anyone to say, especially educational scholars, researchers, practitioners, and policy makers. There are, however, valid objections to injecting various and sundry neuroscientific considerations piecemeal into the vast field of education. These objections exist in a variety of dimensions. After providing a working definition for educational neuroscience, identifying the ‘mindbrain’ as the proper object of study thereof, I discuss, dispel or (...)
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  6. Educational Neuroscience: Initiatives and Emerging Issues.Kathryn E. Patten & Stephen R. Campbell (eds.) - 2011 - Wiley.
    _Educational Neuroscience_ provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions. Encourages interdisciplinary perspectives in educational neuroscience Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally Promotes a theoretical and empirical base for the subject area Explores a range of methods available to researchers Identifies agencies, organizations, and associations facilitating development in the (...)
     
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  7.  34
    Educational Neuroscience: A Plea for Radical Scepticism.Ivan Snook - 2012 - Educational Philosophy and Theory 44 (5):445-449.
  8.  25
    Introduction: Educational Neuroscience.Kathryn E. Patten & Stephen R. Campbell - 2011 - Educational Philosophy and Theory 43 (1):1-6.
  9.  1
    Motivation in Educational Neuroscience Perspective: Applications and Challenges.Betsy Ng - 2019 - Frontiers in Human Neuroscience 13.
  10.  1
    Mirror Neurons, Action Understanding and Social Interaction: Implications for Educational Neuroscience.Emma Thompson, Geoffrey Bird & Caroline Catmur - 2019 - Frontiers in Human Neuroscience 13.
  11.  5
    Educational Neuroscience: Its Position, Aims and Expectations.Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter - 2015 - British Journal of Educational Studies 63 (2):229-243.
  12.  10
    The Practical and Principled Problems With Educational Neuroscience.Jeffrey S. Bowers - forthcoming - Psychological Review.
  13.  54
    Implications of Affective and Social Neuroscience for Educational Theory.Mary Helen Immordino‐Yang - 2011 - Educational Philosophy and Theory 43 (1):98-103.
    The past decade has seen major advances in cognitive, affective and social neuroscience that have the potential to revolutionize educational theories about learning. The importance of emotion and social learning has long been recognized in education, but due to technological limitations in neuroscience research techniques, treatment of these topics in educational theory has largely not had the benefit of biological evidence to date. In this article, I lay out two general, complementary findings that have emerged from (...)
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  14. Ethical Issues in Educational Neuroscience: Raising Children in a Brave New World.Zachary Stein, Bruno Della Chiesa, Christina Hinton & Kurt W. Fischer - 2011 - In Judy Illes & Barbara J. Sahakian (eds.), Oxford Handbook of Neuroethics. Oxford University Press.
  15.  4
    From the Laboratory to the Classroom: The Potential of Functional Near-Infrared Spectroscopy in Educational Neuroscience.Guilherme Brockington, Joana Bisol Balardin, Guilherme Augusto Zimeo Morais, Amanda Malheiros, Roberto Lent, Luciana Monteiro Moura & Joao R. Sato - 2018 - Frontiers in Psychology 9.
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  16.  4
    Educational Neuroscience, Constructivism, and the Mediation of Learning and Creativity in the 21st Century.M. Layne Kalbfleisch - 2015 - Frontiers in Psychology 6.
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  17.  35
    Lessons From Neuroscience Research for Understanding Causal Links Between Family and Neighborhood Characteristics and Educational Outcomes.Charles A. Nelson & Margaret A. Sheridan - 2011 - In Greg J. Duncan & Richard J. Murnane (eds.), Whither Opportunity. Russell Sage. pp. 27--46.
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  18.  11
    Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience, by Mary Helen Immordino-Yang.Jennifer McCrickerd - 2016 - Teaching Philosophy 39 (4):547-552.
  19.  5
    On Theory of Learning and Knowledge: Educational Implications of Advances in Neuroscience.Graham D. Hendry & Ronald C. King - 1994 - Science Education 78 (3):223-253.
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  20. Once More with Feeling : Integrating Emotion in Teaching Business Ethics' Educational Implications From Cognitive Neuroscience and Social Psychology.Christopher P. Adkins - 2011 - In Ronald R. Sims & William I. Sauser (eds.), Experiences in Teaching Business Ethics. Information Age.
  21.  82
    Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based on evidence. (...)
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  22. Neuroscience for Educators: What Are They Seeking, and What Are They Finding?Cayce J. Hook & Martha J. Farah - 2013 - Neuroethics 6 (2):331-341.
    What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators’ expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of (...)
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  23.  62
    Neuroeducation–a Critical Overview of an Emerging Field.Daniel Ansari, Bert De Smedt & Roland H. Grabner - 2012 - Neuroethics 5 (2):105-117.
    Abstract In the present article, we provide a critical overview of the emerging field of ‘neuroeducation’ also frequently referred to as ‘mind, brain and education’ or ‘educational neuroscience’. We describe the growing energy behind linking education and neuroscience in an effort to improve learning and instruction. We explore reasons behind such drives for interdisciplinary research. Reviewing some of the key advances in neuroscientific studies that have come to bear on neuroeducation, we discuss recent evidence on the brain (...)
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  24.  67
    The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research.Paul A. Howard-Jones & Kate D. Fenton - 2012 - Neuroethics 5 (2):119-134.
    This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary (...)
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  25.  82
    Connecting Education and Cognitive Neuroscience: Where Will the Journey Take Us?Daniel Ansari, Donna Coch & Bert De Smedt - 2011 - Educational Philosophy and Theory 43 (1):37-42.
    In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic. Instead, we argue that an infrastructure needs to be created, principally (...)
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  26.  72
    What Can Neuroscience Bring to Education?Michel Ferrari - 2011 - Educational Philosophy and Theory 43 (1):31-36.
    Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but only as a tool that is part of a broader conversation about (...)
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  27.  39
    The Eudaimonian Question: Virtue, Ethics, Neuroscience and Higher Education.Raymond Aaron Younis - 2014 - Education and Philosophies of Engagement.
    Many philosophies of engagement build upon pedagogical, metaphysical, epistemological and ethical frameworks, particularly Virtue Ethics frameworks. However, a glance at the literature suggests that there are many debates about the nature, meaning, value and application of such things. In this paper, I will look at some recent empirical work (particularly in neuroscience) on virtues. I will argue that not only do such (empirical) studies enrich and deepen our understanding of virtues and indeed of virtue ethics; when combined with a (...)
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  28.  25
    Directions for Mind, Brain, and Education: Methods, Models, and Morality.Zachary Stein & Kurt W. Fischer - 2011 - Educational Philosophy and Theory 43 (1):56-66.
    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 (...)
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  29.  10
    Human Memory and the Limits of Technology in Education.Katherine Puddifoot & Cian O'Donnell - 2018 - Educational Theory 68 (6):643-655.
    Human memory systems perform various functions beyond simple storage and retrieval of information. They link together information about events, build abstractions, and perform memory updating. In contrast, typical information storage and access technologies, such as note‐taking applications and Wikipedia, tend to store information verbatim. In this article, Katherine Puddifoot and Cian O'Donnell use results from cognitive psychology, neuroscience, and machine learning to argue that the increased dependence on such technologies in education may come at a price: the missed opportunity (...)
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    Neurophilia: Guiding Educational Research and the Educational Field?Paul Smeyers - 2016 - Journal of Philosophy of Education 50 (1):62-75.
    For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation —there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub-discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion (...)
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  31.  53
    Philosophical Challenges for Researchers at the Interface Between Neuroscience and Education.Paul Howard-Jones - 2008 - Journal of Philosophy of Education 42 (3-4):361-380.
    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 (...)
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  32. Neuroscience and Education: A Philosophical Appraisal.Clarence W. Joldersma (ed.) - 2016 - Routledge.
    This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers (...)
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  33.  24
    Neuroscience and Education: Blind Spots in a Strange Relationship.Volker Kraft - 2012 - Journal of Philosophy of Education 46 (3):386-396.
    This article—mainly referring to the situation in Germany—consists of three parts. In a first section the current presence of neurosciences in the public discourse will be described in order to illuminate the background which is relevant for contemporary educational thinking. The prefix ‘neuro-’ is ubiquitous today and therefore concepts like ‘neuropedagogy’ or ‘neurodidactics’ seem to be in the mainstream of modern thinking. In the second part of the article the perspective changes from the public discourse to the disciplinary discourse; (...)
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  34. Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective.Usha Goswami - 2008 - Journal of Philosophy of Education 42 (3-4):381-399.
    Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called (...)
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  35.  5
    The Sphere Model of Consciousness: From Geometrical to Neuro-Psycho-Educational Perspectives.P. Paoletti & T. Dotan Ben Soussan - 2019 - Logica Universalis 13 (3):395-415.
    The present article addresses the logic of the sphere, or the Sphere Model of Consciousness developed by Patrizio Paoletti over three decades of research. M.E.D. Ed., 2002; Flussi, territori, luogo II. M.E.D. Ed., 2002; Fare il punto nave. M.E.D. Ed., 2005; In: Proceedings conference at Leslie and Susan Gonda Multidisciplinary Brain Research Center. Bar Ilan University. Faculty of Neuroscience, Israel, 2007; Osservazione—Quaderni di Pedagogia per il Terzo Millennio, Ed. 3P, 2011; Mediazione—Quaderni di Pedagogia per il Terzo Millennio, Ed. 3P, (...)
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  36.  79
    Can Cognitive Neuroscience Ground a Science of Learning?Anthony E. Kelly - 2011 - Educational Philosophy and Theory 43 (1):17-23.
    In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data.
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  37. Why Knowledge Matters: Rescuing Our Children From Failed Educational Theories.E. D. Hirsch - 2016 - Harvard Education Press.
    In _Why Knowledge Matters_, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of _The Knowledge Deficit_, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal opportunity for students (...)
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  38.  39
    A Temporally Sustained Implicit Theory of Mind Deficit in Autism Spectrum Disorders.Dana Schneider, Virginia P. Slaughter, Andrew P. Bayliss & Paul E. Dux - 2013 - Cognition 129 (2):410-417.
    Eye movements during false-belief tasks can reveal an individual's capacity to implicitly monitor others' mental states (theory of mind - ToM). It has been suggested, based on the results of a single-trial-experiment, that this ability is impaired in those with a high-functioning autism spectrum disorder (ASD), despite neurotypical-like performance on explicit ToM measures. However, given there are known attention differences and visual hypersensitivities in ASD it is important to establish whether such impairments are evident over time. In addition, investigating implicit (...)
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  39.  43
    Neuroscience and the Teaching of Mathematics.Kerry Lee & Swee Fong Ng - 2011 - Educational Philosophy and Theory 43 (1):81-86.
    Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this article, we describe the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms into tasks suitable (...)
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  40.  36
    Philosophy, Neuroscience and Pre-Service Teachers’ Beliefs in Neuromyths: A Call for Remedial Action.Minkang Kim & Derek Sankey - 2018 - Educational Philosophy and Theory 50 (13):1214-1227.
    Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By contrast, this article views the presence of neuromyths in education as a call for remedial action, including (...)
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  41.  34
    Philosophy, Neuroscience and Education.John Clark - 2015 - Educational Philosophy and Theory 47 (1):36-46.
    This short note takes two quotations from Snooks’ recent editorial on neuroeducation and teases out some further details on the philosophy of neuroscience and neurophilosophy along with consideration of the implications of both for philosophy of education.
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  42.  41
    Does Neuroscience Matter for Education?Francis Schrag - 2011 - Educational Theory 61 (2):221-237.
    In this review essay, Francis Schrag focuses on two recent anthologies dealing completely or in part with the role of neuroscience in learning and education: The Jossey-Bass Reader on the Brain and Learning, edited by Jossey-Bass Publishers, and New Philosophies of Learning, edited by Ruth Cigman and Andrew Davis. Schrag argues that philosophers of education do have a distinctive role in the conversation about neuroscience. He contends that the impact of neuroscience is likely to be substantial, though (...)
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  43.  62
    A Multiperspective Approach to Neuroeducational Research.Paul A. Howard-Jones - 2011 - Educational Philosophy and Theory 43 (1):24-30.
    There is increasing interest in research that combines neuroscientific and educational perspectives on learning, but significant philosophical issues divide these perspectives. This article examines the value of such neuroeducational research and how concepts from different perspectives may be interrelated through a ‘level of actions’ model. This model, which encourages a multiperspective approach, may be helpful in avoiding some of the worst transgressions of sense-making in constructing concepts that span neuroscience and education. Application of the model is explored in (...)
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  44.  29
    Naturalism and Educational Administration: New Directions.Colin W. Evers & Gabriele Lakomski - 2015 - Educational Philosophy and Theory 47 (4):402-419.
    The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories where there is a demand that a theory needs to be context relevant, but also comprehensive. The solution is to allow context (...)
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  45.  7
    Where Neuroscience and Education Meet: Can Emergentism Successfully Occupy the Middle Ground Between Mind and Body?John Clark - 2018 - Educational Philosophy and Theory 50 (4):404-416.
    Increasingly, connections are being made between neuroscience and education. At their interface is the attempt to ‘bridge the gap between conscious minds and living brains’. All too often, the two sides pursue a reductionist strategy of excluding the other. A middle way, promoted by Sankey in the context of values education, is emergentism: our conscious mental states are the product of brain processes but are not reducible to them. This paper outlines Sankey’s emergentist position and raises two objections: What (...)
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  46.  48
    Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. [REVIEW]Mariale Hardiman, Luke Rinne, Emma Gregory & Julia Yarmolinskaya - 2012 - Neuroethics 5 (2):135-143.
    The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called brain-based interventions that lack a firm basis in research. Meanwhile, the (...)
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  47.  10
    Philosophical Reflections on Neuroscience and Education.Deron Boyles - 2018 - Educational Theory 68 (6):709-716.
  48.  13
    Neuroscience and Education: A Philosophical Approach.Andrew Davis - 2018 - Educational Theory 68 (2):235-242.
  49.  9
    From Brain to Mind: Using Neuroscience to Guide Change in Education. James E. Zull. Sterling, VA: Stylus Publishing, LLC, 2011. 294 Pp. $75.00; $14.99. [REVIEW]Meredith E. Michaud - 2015 - Educational Studies: Journal of the American Educational Studies Association 51 (3):259-262.
  50.  12
    A Rview Of “Real Learning: A Bridge to Cognitive Neuroscience”.Douglas Kolodny - 2007 - Educational Studies 42 (1):64-67.
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