Literaturnachweis - Detailanzeige
| Autor/in | Davis, Andrew |
|---|---|
| Titel | Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag |
| Quelle | In: Journal of Philosophy of Education, 47 (2013) 1, S.31-36 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0309-8249 |
| DOI | 10.1111/1467-9752.12012 |
| Schlagwörter | Stellungnahme; Neurology; Neurosciences; Brain; Educational Methods; Cognitive Processes; Psychological Patterns; Biology; Educational Philosophy |
| Abstract | In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about "deficits" in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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