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...
Philosophical Reflections on Neuroscience and Education explores conceptual and normative questions about the recent programme which aims to un...
How can we make children 'better'? Better learners, better human beings... The question is as old as the hills and intensified by modernity: global terror, bullying and violence in schools, not to mention youthful insolence to which we lack a collective response. Be good? scoffs the young millennial. What for? Curricular reform, radical inclusion, scientific enhancement: the book opposes these fashionable solutions. With a word like 'better' as our focus of concern, it is argued that philosophy in its original sense - a devotion to the ideal of wisdom rather than policy imperatives - is...
How can we make children 'better'? Better learners, better human beings... The question is as old as the hills and intensified by modernity: global...
