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Howard-Jones Paul (2008). « Philosophical challenges for researchers at the interface between neuroscience and education ». Journal of Philosophy of Education, vol. 42, n° 3-4, p. 361–380. ISSN 1467-9752. En ligne : <http://onlinelibrary.wi ... 2.2008.00649.x/abstract>. 
Added by: Catherine Reverdy (25 Jul 2013 11:45:31 Europe/Paris)   Last edited by: Catherine Reverdy (25 Jul 2013 14:00:09 Europe/Paris)
Resource type: Journal Article
DOI: 10.1111/j.1467-9752.2008.00649.x
ID no. (ISBN etc.): 1467-9752
BibTeX citation key: HowardJones2008
Categories: Apprentissages et psychologie
Subcategories: Neurosciences et éducation
Keywords: neurosciences, utilisation des recherches
Creators: Howard-Jones
Collection: Journal of Philosophy of Education
Views: 1771/1975
Views index: 18%
Popularity index: 4.5%
URLs     http://onlinelibra ... 8.00649.x/abstract
This article examines how discussions around the new interdisciplinary research area combining neuroscience and education have brought into sharp relief differences in the philosophies of learning in these two areas. It considers the difficulties faced by those working at the interface between these two areas and, in particular, it focuses on the challenge of avoiding ‘non-sense’ when attempting to include the brain in educational argument. The paper relates common transgressions in sense-making with dualist and monist notions of the mind-brain relationship. It then extends a brain-mind-behaviour model from cognitive neuroscience to include a greater emphasis on social interaction and construction. This creates a tool for examining the potentially complex interrelationships between the different learning philosophies in this emerging new field.
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