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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.
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.
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