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.
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