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Davis Andrew (2004). « The credentials of brain-based learning ». Journal of Philosophy of Education, vol. 38, n° 1, p. 21–36. ISSN 1467-9752. En ligne : <http://onlinelibrary.wi ... 9.2004.00361.x/abstract>. 
Added by: Catherine Reverdy (25 Jul 2013 11:44:21 Europe/Paris)   Last edited by: Catherine Reverdy (25 Jul 2013 12:10:22 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.0309-8249.2004.00361.x
ID no. (ISBN etc.): 1467-9752
BibTeX citation key: Davis2004
Categories: Apprentissages et psychologie
Subcategories: Neurosciences et éducation
Keywords: neurosciences
Creators: Davis
Collection: Journal of Philosophy of Education
Views: 2602/2879
Views index: 26%
Popularity index: 6.5%
URLs     http://onlinelibra ... 4.00361.x/abstract
This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities.
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