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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.
"Authority and the Teacher" seeks to overturn the notion that
authority is a restrictive force within education, serving only to
stifle creativity and drown out the voice of the student. William
H. Kitchen argues that any education must have, as one of its
cornerstones, a component which encourages the fullest development
of knowledge, which serves as the great educational emancipator. In
this version of knowledge-driven education, the teacher's authority
should be absolute, so as to ensure that the teacher has the scope
to liberate their pupils. The pupil, in the avoidance of ignorance,
can thus embrace what is rightfully theirs; the inheritance of
intellectual riches passed down through time. By invoking the work
of three major philosophers - Polanyi, Oakeshott and Wittgenstein -
as well as contributions from other key thinkers on authority, this
book underpins previous claims for the need for authority in
education with the philosophical clout necessary to ensure these
arguments permeate modern mainstream educational thinking.
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.
"Authority and the Teacher" seeks to overturn the notion that
authority is a restrictive force within education, serving only to
stifle creativity and drown out the voice of the student. William
H. Kitchen argues that any education must have, as one of its
cornerstones, a component which encourages the fullest development
of knowledge, which serves as the great educational emancipator. In
this version of knowledge-driven education, the teacher's authority
should be absolute, so as to ensure that the teacher has the scope
to liberate their pupils. The pupil, in the avoidance of ignorance,
can thus embrace what is rightfully theirs; the inheritance of
intellectual riches passed down through time. By invoking the work
of three major philosophers - Polanyi, Oakeshott and Wittgenstein -
as well as contributions from other key thinkers on authority, this
book underpins previous claims for the need for authority in
education with the philosophical clout necessary to ensure these
arguments permeate modern mainstream educational thinking.
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