Record Nr.

UNINA9910151579603321

Autore

Baker Dana Lee

Titolo

Neuroethics in Higher Education Policy / / by Dana Lee Baker, Brandon Leonard

Pubbl/distr/stampa


New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2017

ISBN

1-137-59020-3

Edizione

[1st ed. 2017.]

Descrizione fisica

1 online resource (XI, 183 p.)

Disciplina

320.6

Soggetti

Political planning

Education and state

America - Politics and government

Education, Higher

Educational psychology

Neuropsychology

Public Policy

Education Policy

American Politics

Higher Education

Educational Psychology

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Neuroethics and Higher Education -- History of Higher Education and Capacity Difference Admissions Process -- Tending the Gate: Admitting Students -- Teaching and Learning -- Learning Evaluation -- Peer Interactions -- Combat Acquired: Veterans and Neurological Difference -- Circumstance of Difference: Socioeconomic Status -- Conclusion.

Sommario/riassunto

This book focuses on neuroethics in higher education in the United States. After introducing readers to the philosophical and policy foundations of the neuroethics of higher education, this book explores essential conundrums in the neuroethical practice of higher education in modern democracies. Focusing on neuroethics from the perspective

of universally designed learning and policy design sets this project apart from other work in the field. Advances in neuroscience and changes in attitudes towards disability have identified mechanisms by which higher education infrastructures interact with both individuals considered neurotypical and those with identified disabilities to diminish students’ capacity to enter, persist, and complete higher education. Policy to date has focused on identified disabilities as a requirement for accommodations. This strategy both underestimates the effect of ill-fitting infrastructures on those considered neurologically typical and serves to stratify the student body. As a result, neuroethical gaps abound in higher education. .