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Philosophical reflections on n...
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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
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Description
Table of Contents
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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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