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Philosophical reflections on neuroscience and education /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London, UK ; New York, NY :
Bloomsbury Academic,
2017.
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| Colección: | Bloomsbury philosophy of education.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.