LEADER 03416nam  22005171  450 
001 9910511898003321
005 20200514202323.0
010   $a1-4742-8370-5
010   $a1-4742-8371-3
024 7 $a10.5040/9781474283700
035   $a(CKB)4100000001042118
035   $a(MiAaPQ)EBC5047900
035   $a(OCoLC)1012522902
035   $a(UtOrBLW)bpp09261124
035   $a(EXLCZ)994100000001042118
100   $a20171025d2017      uy             0
101 0 $aeng
135   $aurcnu||||||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 12$aA philosophical critique of neuroscience and education /$fWilliam H. Kitchen
210  1$aLondon, UK ;$aNew York, NY :$cBloomsbury Academic,$d2017.
215   $a1 online resource (261 pages)
225 0 $aBloomsbury philosophy of education
311   $a1-350-11092-2 
311   $a1-4742-8369-1 
320   $aIncludes bibliographical references and index.
327   $aNeuroscience, brain based learning and education -- Collaborative reports in neuroscience and education -- A local paradigmatic example, founded on an international research phenomenon -- The mereological fallacy -- First-person -- third-person asymmetry -- Neuroscience and irreducible uncertainty -- Inner and outer : the epistemology of the mind -- Inner and outer : the challenges of crypto-cartesianism, materialism and reductionism -- Intrinsic and relational models of education -- Education, psychology and physics -- Bohr's philosophy of physics and its application to psychology and education -- A new educational philosophy based on Bohr's interpretation of quantum physics -- Conclusions : wittgenstein-bohr model of education.
330 8 $aPhilosophical Reflections on Neuroscience and Education explores conceptual and normative questions about the recent programme which aims to underpin education with neuroscientific principles. By invoking philosophical ideas such as Bennett and Hacker's mereological fallacy, Wittgenstein's the first-person/third-person asymmetry principle and the notion of irreducible/constitutive uncertainty, William H. Kitchen offers a critique of the whole-sale adoption of neuroscience to education. He explores and reviews the role that neuroscience has started to play in educational policy and practice, and whether or not such a role is founded in coherent conceptual reasoning. Kitchen critically analyses the role which neuroscience can possibly play within educational discussions, and offers paradigmatic examples of how neuroscientific approaches have already found their way into educational practice and policy documents. By invoking the philosophical work primarily of Wittgenstein, he argues against the surge of neuroscientism within educational discourse and offers to clarify and elucidate core concepts in this area which are often misunderstood
606   $aCognitive learning
606   $aCognitive neuroscience
606   $aEducation$xPhilosophy
606   $2Education
615  0$aCognitive learning.
615  0$aCognitive neuroscience.
615  0$aEducation$xPhilosophy.
676   $a370.15/23
700   $aKitchen$b William H.$01067952
801  0$bUtOrBLW
801  1$bUtOrBLW
801  2$bUkLoBP
906   $aBOOK
912   $a9910511898003321
996   $aA philosophical critique of neuroscience and education$92552263
997   $aUNINA