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Neuroscience and Education: A Philosophical Appraisal

(ed.)
New York: Routledge (2016)

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  1. La diferencia sexual en las neurociencias y la neuroeducación.Sonial Medina-Vicent Reverter-Bañón - 2018 - Critica 50 (150):3-26.
    Los argumentos neurocientíficos focalizados en demostrar diferencias sexuales en el cerebro gozan de una gran popularidad. Algunas de las conclusiones de dichos experimentos han derivado en propuestas neuroeducativas que promueven la educación segregada por sexos. Estas propuestas carecen del rigor necesario para poder ser aplicadas. No sólo porque los estudios neurocientíficos están lejos de poder aseverar diferencias sexuales significativas en el cerebro, sino porque falta un diálogo crítico entre las ciencias que fundamente estrategias educativas adecuadas en el ámbito de las (...)
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  • Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge.Joyce Leysen - 2021 - Educational Philosophy and Theory 53 (14):1464-1476.
    The interest to connect results of neuroscientific research to educational contexts has increasingly grown in recent years. Actors from neuroscience and education show the explicit intention to approach each other. Still, issues and debates exist in the relation between them. This paper aims to bring to the fore one such specific issue that is not only relevant to be mindful of, but also raises questions of an organisational and pedagogical nature. The issue concerns the possible occurrences of conceptual confusion on (...)
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  • 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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  • Cognição e linguagem: seria a linguagem um desafio para abordagens enativistas?Hugo Mota & Iana Valença - 2019 - A Mente Humana Para Além Do Cérebro – Perspectivas a Partir Dos 4Es da Cognição.
    Investigamos o problema da continuidade entre (1) cognições básicas e (2) complexas, especificamente em relação à linguagem. Nossa hipótese é a de que visões contemporâneas da linguagem não inviabilizam necessariamente a abordagem bottom-up ― abordagens tipicamente enativistas. Primeiro apresentamos a posição de Daniel Hutto e Erik Myin (2013, 2017), representantes do Radically Enactive Cognition (REC), a qual assume o desafio da continuidade e identifica na linguagem o critério para uma distinção de tipo entre (1) e (2). Em seguida, estabelecemos a (...)
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