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Paul Howard-jones [3]Paul A. Howard-Jones [2]
  1.  49
    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 mind-brain relationship. (...)
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  2.  37
    The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research.Paul Howard-Jones & Kate 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 research, the (...)
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  3.  24
    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 the context (...)
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  4.  5
    Gamification of Learning Deactivates the Default Mode Network.Paul A. Howard-Jones, Tim Jay, Alice Mason & Harvey Jones - 2015 - Frontiers in Psychology 6.
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