ENGLISH

Philosophical Reflections on Neuroscience and Education

By William H. Kitchen

Book information

Publisher
Bloomsbury Academic
Year
2017
ISBN
9781474283694, 9781474283700, 9781474283717
Language
english
Format
PDF
Filesize
1 MB (1326752 bytes)
Pages
\264
Time added
2023-05-22 11:35:41

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 first-person/third-person asymmetry principle and the notion of irreducible/constitutive uncertainty, William H. Kitchen offers a critique of the wholesale 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. Cover Half-title Title Copyright Contents Series Editor’s Foreword Preface Acknowledgements Wittgensteinian Abbreviations Introduction Part 1: An Introduction to Neuroscience and Education 1. Neuroscience, Brain-based Learning and Education 2. Collaborative Reports in Neuroscience and Education 3. A Local Paradigmatic Example, Founded on an International Research Phenomenon Part 2: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty 4. The Mereological Fallacy 5. First-Person/Third-Person Asymmetry 6. Neuroscience and Irreducible Uncertainty Part 3: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory 7. Inner and Outer: The Epistemology of the Mind 8. Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism Part 4: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics 9. Intrinsic and Relational Models of Education 10. Education, Psychology and Physics 11. Bohr’s Philosophy of Physics and its Application to Psychology and Education Part 5: The Wittgenstein-Bohr Model of Education 12. A New Educational Philosophy Based on Bohr’s Interpretation of Quantum Physics 13. Conclusions: Wittgenstein-Bohr Model of Education Concluding Remarks Bibliography Index

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