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  1.  61
    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 philosophical action. (...)
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  2.  47
    Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008.Minkang Kim & Derek Sankey - 2009 - Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  3.  5
    The Limits of Motivation Theory in Education and the Dynamics of Value-Embedded Learning.Chris Duncan, Minkang Kim, Soohyun Baek, Kwan Yiu Yoyo Wu & Derek Sankey - 2022 - Educational Philosophy and Theory 54 (5):618-629.
    Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher education, even though their rational cognitivist foundations are philosophically shaky, and their (...)
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  4.  4
    The Limits of Motivation Theory in Education and the Dynamics of Value-Embedded Learning.Christopher Edwin Duncan, Minkang Kim, Soohyun Baek, Kwan Yiu Yoyo Wu & Derek Sankey - forthcoming - Educational Philosophy and Theory:1-25.
  5.  12
    An Investigation of Korean Children’s Prejudicial Attitudes Toward a National Tragedy in Japan.Minkang Kim & Heesun Chang - 2014 - Journal of Moral Education 43 (3):282-301.
    Prejudice against another nation or culture is often perceived as a major hindrance to world peace. This paper will report on the early emergence of such prejudices, identified in eight-year-old primary school children in Korea. The research, conducted in June 2012, investigated Korean children’s reactions to the Japanese tsunami of 2011. A pedagogically embedded research methodology was used, where the research initiative was embedded within the teaching and learning of a normal school lesson. The research reveals that young Korean children’s (...)
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  6.  1
    The Science of Learning and Development in Education.Minkang Kim & Derek Sankey - 2022 - Cambridge University Press.
    All teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human (...)
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  7.  17
    Cultivating Morality in the Asia-Pacific: Influences, Issues, Challenges and Change.Minkang Kim & Monica J. Taylor - 2017 - Journal of Moral Education 46 (1):1-11.
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