Educational Neuroethics: A Contribution From Empirical Research
ABSTRACT
In recent years, educational neuroscience has begun to move into the limelight, suggesting an increased importance on the ethical considerations of educational neuroscience work, or educational neuroethics. In a departure from previous work on educational neuroethics, this article focuses on the ethical considerations that are applicable to empirical educational neuroscience research. Neuroethics concepts were compiled through a thorough survey of neuroethics articles. Then, 28 empirical educational neuroscience articles were analyzed through the lens of five categories of neuroethics concepts collected through the literature survey: the scientific enterprise, prediction, neuro‐manipulation, social considerations, and philosophical considerations. Three of the five categories (i.e., the nature of scientific investigation, prediction, and social considerations) applied to a subset of the articles. In addition, a fourth ethical issue not stemming from the neuroethics literature, referred to here as brain‐based justifications, emerged from the nature of educational neuroscience work. Limitations of this study and future directions for educational neuroethics research are discussed.
Number of times cited: 2
- Jacob B. Feiler and Maureen E. Stabio, Three Pillars of Educational Neuroscience from Three Decades of Literature, Trends in Neuroscience and Education, 10.1016/j.tine.2018.11.001, (2018).
- Kijpokin Kasemsap, Investigating the Roles of Neuroscience and Knowledge Management in Higher Education, Handbook of Research on Administration, Policy, and Leadership in Higher Education, 10.4018/978-1-5225-0672-0.ch006, (112-140)
