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|a Kitchen, William H.,
|e author.
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|a Philosophical reflections on neuroscience and education /
|c William H. Kitchen.
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| 264 |
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1 |
|a London, UK ;
|a New York, NY :
|b Bloomsbury Academic,
|c 2017.
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| 264 |
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4 |
|c ©2017
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| 300 |
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|a 1 online resource (xvi, 244 pages)
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|a Bloomsbury philosophy of education
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| 504 |
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|a Includes bibliographical references and index.
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|a Online resource; title from digital title page (viewed on November 16, 2017).
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|a Intro -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Series Editor's Foreword -- Preface -- Acknowledgements -- Wittgensteinian Abbreviations -- Introduction -- Part One: An Introduction to Neuroscience and Education -- Chapter 1: Neuroscience, Brain-based Learning and Education -- 1.1 A definition of neuroscience -- 1.2 The neuroscientific method -- 1.3 A definition of neuroscience from within education -- 1.4 A definition of Brain-based learning -- 1.5 Some internal warnings: Dispelling Neuromyths -- 1.6 The rationale for Brain-based learning and neuroeducation -- 1.7 Geake's five arguments for a collaboration between neuroscience and education -- Chapter 2: Collaborative Reports in Neuroscience and Education -- 2.1 Major collaborations between neuroscience and education -- 2.2 The Royal Society's endorsement and recommendations for neuroscience and education -- 2.3 Curbing the enthusiasm -- 2.4 Four major recommendations -- 2.5 Four counter-recommendations -- Chapter 3: A Local Paradigmatic Example, Founded on an International Research Phenomenon -- 3.1 Setting the scene -- 3.2 Neuroscience and curriculum reform -- 3.3 The local problem, played out on the international stage -- Part Two: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty -- Chapter 4: The Mereological Fallacy -- 4.1 Introduction to Part 2 -- 4.2 Applying mereology to neuroscience: The Mereological Fallacy -- Chapter 5: First-Person/Third-Person Asymmetry -- 5.1 Interlude -- 5.2 First-person/third-person Asymmetry -- 5.3 Using the asymmetry principle to establish a category error in how educational predicates are used -- 5.4 Concluding remarks on mereology and asymmetry -- Chapter 6: Neuroscience and Irreducible Uncertainty -- 6.1 Introduction.
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| 505 |
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|a 6.2 Neuroscience, education and irreducible uncertainty -- Part Three: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory -- Chapter 7: Inner and Outer: The Epistemology of the Mind -- 7.1 Introduction to Part 3 -- 7.2 Chapter introduction -- 7.3 The inner/outer picture -- 7.4 Wittgenstein on epistemic privacy and privileged access -- 7.5 The inner is NOT epistemically private -- Chapter 8: Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism -- 8.1 Introduction -- 8.2 Hacker on neuroscience as crypto-Cartesianism -- 8.3 Further Wittgensteinian arguments -- Part Four: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics -- Chapter 9: Intrinsic and Relational Models of Education -- 9.1 Introduction to Part 4 -- 9.2 Philosophical interlude -- 9.3 Relational and intrinsic attributes and abilities -- Chapter 10: Education, Psychology and Physics -- 10.1 The fundamental attribution error -- 10.2 Primitive links between psychology, physics and education -- 10.3 Interim conclusions: The within and the without give way for the between -- Chapter 11: Bohr's Philosophy of Physics and its Application to Psychology and Education -- 11.1 Introduction -- 11.2 Unambiguous communication -- 11.3 Psychological and Educational Extensions -- 11.4 Superposition -- 11.5 Subject/Object holism -- 11.6 Entanglement, non-separability, non-locality and hidden variables -- 11.7 EPR and the definition of 'Physical Reality' -- 11.8 Complementarity -- 11.9 Some philosophical conclusions -- Part Five: The Wittgenstein-Bohr Model of Education -- Chapter 12: A New Educational Philosophy Based on Bohr's Interpretation of Quantum Physics -- 12.1 Introduction -- 12.2 Anti-realist education -- 12.3 Indeterministic education.
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| 505 |
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|a 12.4 Holism in education -- 12.5 Entanglement, non-separabilist education -- 12.6 Non-local education -- 12.7 Complementarity in education -- 12.8 Looking forward ... -- Chapter 13: Conclusions: Wittgenstein-Bohr Model of Education -- 13.1 Meno's paradox -- 13.2 Resolving the paradox -- 13.3 The Wittgensteinian-Bohrian model of education: What it looks like, and What it means for education -- Concluding Remarks -- Bibliography -- Index.
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| 590 |
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|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
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| 650 |
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|a Cognitive learning.
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| 650 |
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|a Cognitive neuroscience.
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| 650 |
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|a Education
|x Philosophy.
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| 650 |
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|a Apprentissage cognitif.
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| 650 |
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|a Neurosciences cognitives.
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| 650 |
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|a Éducation
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|i Print version:
|a Kitchen, William H.
|t Philosophical critique of neuroscience and education.
|d London, UK ; New York, NY : Bloomsbury Academic, 2017
|z 9781474283694
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