Philosophical reflections on neuroscience and education

Philosophical reflections on neuroscience and education / William H. Kitchen.

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Bibliographic Details
Main Author: Kitchen, William H. (Author)
Format: eBook
Language:English
Published: London, UK ; New York, NY : Bloomsbury Academic, 2017.
Series:Bloomsbury philosophy of education.
Subjects:
Cognitive learning.
Cognitive neuroscience.
Education > Philosophy.
Philosophy & theory of education.
Education.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
Cognitive learning
Cognitive neuroscience
Education > Philosophy
Online Access:Click for online access
Table of Contents:
  • 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.

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