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Author: William H. Kitchen
Publisher: Bloomsbury Publishing
ISBN: 1474283713
Category : Education
Languages : en
Pages : 264
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Book Description
Philosophical Reflections on Neuroscience and Education explores conceptual and normative questions about the recent programme which aims to underpin education with neuroscientific principles. By invoking philosophical ideas such as Bennett and Hacker's mereological fallacy, Wittgenstein's the first-person/third-person asymmetry principle and the notion of irreducible/constitutive uncertainty, William H. Kitchen offers a critique of the whole-sale adoption of neuroscience to education. He explores and reviews the role that neuroscience has started to play in educational policy and practice, and whether or not such a role is founded in coherent conceptual reasoning. Kitchen critically analyses the role which neuroscience can possibly play within educational discussions, and offers paradigmatic examples of how neuroscientific approaches have already found their way into educational practice and policy documents. By invoking the philosophical work primarily of Wittgenstein, he argues against the surge of neuroscientism within educational discourse and offers to clarify and elucidate core concepts in this area which are often misunderstood.
Author: William H. Kitchen
Publisher: Bloomsbury Publishing
ISBN: 1474283713
Category : Education
Languages : en
Pages : 264
Get Book
Book Description
Philosophical Reflections on Neuroscience and Education explores conceptual and normative questions about the recent programme which aims to underpin education with neuroscientific principles. By invoking philosophical ideas such as Bennett and Hacker's mereological fallacy, Wittgenstein's the first-person/third-person asymmetry principle and the notion of irreducible/constitutive uncertainty, William H. Kitchen offers a critique of the whole-sale adoption of neuroscience to education. He explores and reviews the role that neuroscience has started to play in educational policy and practice, and whether or not such a role is founded in coherent conceptual reasoning. Kitchen critically analyses the role which neuroscience can possibly play within educational discussions, and offers paradigmatic examples of how neuroscientific approaches have already found their way into educational practice and policy documents. By invoking the philosophical work primarily of Wittgenstein, he argues against the surge of neuroscientism within educational discourse and offers to clarify and elucidate core concepts in this area which are often misunderstood.
Author: M. R. Bennett
Publisher: Wiley-Blackwell
ISBN: 9781405108553
Category : Philosophy
Languages : en
Pages : 461
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Book Description
Writing from a scientifically and philosophically informed perspective, the authors provide a critical overview of the conceptual difficulties encountered in many current neuroscientific and psychological theories.
Author: Clarence W. Joldersma
Publisher: Routledge
ISBN: 1317623118
Category : Education
Languages : en
Pages : 230
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Book Description
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 together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.
Author: M. R. Bennett
Publisher: Columbia University Press
ISBN: 9780231140447
Category : Cognitive neuroscience
Languages : en
Pages : 244
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Book Description
Three prominent philosophers and a leading neuroscientist engage in a lively, often contentious debate about cognitive neuroscience and philosophy and the relationships among brain, mind, and person.
Author: Rex Welshon
Publisher: Routledge
ISBN: 1315478757
Category : Philosophy
Languages : en
Pages : 420
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Book Description
Explaining consciousness is one of the last great unanswered scientific and philosophical problems. Immediately known, familiar and obvious, consciousness is also baffling, opaque and strange. This introduction to the problems posed by consciousness discusses the most important work of cognitive science, neurophysiology and philosophy of mind of the past thirty years and presents an up to date assessment of the issues and debates. The reader is first introduced to the way that consciousness has been thought about in the history of philosophy and psychology. The author then presents an informal and largely non-technical account of the properties of consciousness that are thought to be the most paradigmatic and problematic. Recent scientific work on consciousness, from neurophysiological studies of the brain and evolutionary studies of the development of consciousness to computational theories of the mind are then examined and the philosophical problems that these accounts raise are systematically introduced. The final chapters of the book consider more practical matters by addressing self-deception, neuroses, the unconscious and notions of the self, before concluding with an assessment of the future for psychology and the philosophy of mind.
Author: Ruth Cigman
Publisher: John Wiley & Sons
ISBN: 1405195649
Category : Education
Languages : en
Pages : 351
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Book Description
Through a collection of contributions from an international team of empirical researchers and philosophers, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners’ well-being and happiness Debates the controversial approaches to categorising learners such as dyslexia Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch
Author: Errol E. Harris
Publisher: Springer Science & Business Media
ISBN: 9781402043093
Category : Medical
Languages : en
Pages : 208
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Book Description
The essential puzzle of consciousness is how the electro-chemical activity constantly occurring in the brain translates into the conscious experience we enjoy. In this highly praised study, Errol Harris considers the attempts made by several important neuro-scientists and philosophers to address the question, and makes his own suggestions as to how it might be approached with the best prospect of intelligibility.
Author: Jane Gatley
Publisher: Bloomsbury Publishing
ISBN: 1350268364
Category : Education
Languages : en
Pages : 211
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Book Description
This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy.
Author: William Bechtel
Publisher: Wiley-Blackwell
ISBN: 9780631210450
Category : Science
Languages : en
Pages : 496
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Book Description
By introducing key themes in philosophy of mind, philosophy of science and the basic concepts of neuroscience, this text provides philosophers with the necessary background to engage the neurosciences and offers neuroscientists an introduction to the relevant tools of philosophical analysis.
Author: Oren Ergas
Publisher: Springer
ISBN: 1137587822
Category : Education
Languages : en
Pages : 343
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Book Description
This book reconstructs the idea and practice of education. Rather than conceiving of education as a process we undergo in which our minds are shaped by a social vision, Oren Ergas turns this notion of education on its head, arguing instead that we ourselves construct education. The multitude of problems with formal education and schooling, such as violence, inequality, and low achievements, are then seen as reflections of problems of the mind, meaning that close study of the mind is necessary if these problems are to be successfully tackled. Through philosophy, neuroscience and psychology, this book proposes a new perspective on 'educational' theory, practice and research. It will be of great interest to students and teachers, scholars of education, and educational policy-makers.
