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What Can Neuroscience Bring to Education?
Article first published online: 7 JAN 2011
DOI: 10.1111/j.1469-5812.2010.00704.x
© 2011 The Author. Educational Philosophy and Theory © 2011 Philosophy of Education Society of Australasia
Issue
Educational Philosophy and Theory
Special Issue: Educational Neuroscience
Volume 43, Issue 1, pages 31–36, February 2011
Additional Information
How to Cite
Ferrari, M. (2011), What Can Neuroscience Bring to Education?. Educational Philosophy and Theory, 43: 31–36. doi: 10.1111/j.1469-5812.2010.00704.x
Publication History
- Issue published online: 7 JAN 2011
- Article first published online: 7 JAN 2011
- Abstract
- Article
- References
- Cited By
Keywords:
- autism;
- ADHD;
- personal development;
- culture
Abstract
Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience—which aims to explain how the mind is embodied—educational neuroscience necessarily incorporates values that reflect the kind of citizen and the kind of society we aspire to create. Neuroscience can help fulfill the mandate of public education, but only as a tool that is part of a broader conversation about what schools should strive to achieve for the millions of students who attend them. I propose that educational neuroscience must advance our understanding of how knowledge is embodied in light of efforts to promote personal learning and development.