In what appears to be the twilight of analytic philosophy’s contribution to educational studies, ... more In what appears to be the twilight of analytic philosophy’s contribution to educational studies, Laurance Splitter has mounted a valiant attempt to apply its methods to the study of identity and pe...
Questions about ‘who am I?’ and’ what makes me, me?’ are likely to be explored in Philosophy for ... more Questions about ‘who am I?’ and’ what makes me, me?’ are likely to be explored in Philosophy for Children classes in schools. It would therefore be comforting to know that teachers could turn to philosophy of mind for guidance on how to handle such questions, but sadly that is far from reality. What they would find is often esoteric discussion centred on whether and how we can talk of mind as being distinct from the brain, pitting mind/body dualism against various forms of materialism. From the perspective of this paper, both positions are inadequate. Insofar as materialism reduces mind to nothing but the brain, it fails to take consciousness seriously. Cartesian dualism, on the other hand, radically separates mind and brain into two different substances and it overlooks the extent to which we are both conscious and sub-conscious selves. Moreover, materialism and dualism are both indebted to outdated mechanistic assumptions. In attempting to move beyond the pitfalls of both dualism and materialism, this paper advocates an alternative organic metaphor that allows for a holistic, integrative, emergent neurobiological notion of the self. This, it is claimed, provides a viable basis for discussing mind and the self in schools.
Doctoral thesis, Institute of Education, University of London., 2000
Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Doc... more Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
... Elliott, RK (1975) Education and Human Being I, in: SCBrown (ed.), Philosophers Discuss Educa... more ... Elliott, RK (1975) Education and Human Being I, in: SCBrown (ed.), Philosophers Discuss Education (London, Macmillan Press, pp. 45–72). Freeman, W. (1999) HowBrains Make Up Their Minds (London, Weidenfield & Nicholson). ...
Abstract Are there neurobiological reasons why we are willing to trust other people and why ‘trus... more Abstract Are there neurobiological reasons why we are willing to trust other people and why ‘trust’ and moral values such as ‘care’ play a quite pivotal role in our social lives and the judgements we make, including our social interactions and judgements made in the context of schooling? In pursuing this question, this paper largely agrees with claims made by Patricia Churchland in her 2011 book Braintrust. She believes that moral values are rooted in basic brain circuitry and chemistry, which have been shaped over evolutionary time. However, these naturalistic claims raise important issues, including the standard philosophical objection that they fall victim to the naturalistic and/or deontic fallacies. This paper provides an overview of the neurobiology of trust and examines some of the main objections, in the belief that recognising the neurobiological substrate of care and trust can deepen our appreciation of the role these play in education.
Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Doc... more Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
One means by which humans maintain social cooperation is through intervention in third-party tran... more One means by which humans maintain social cooperation is through intervention in third-party transgressions, a behaviour observable from the early years of development. While it has been argued that pre-school age children’s intervention behaviour is driven by normative understandings, there is scepticism regarding this claim. There is also little consensus regarding the underlying mechanisms and motives that initially drive intervention behaviours in pre-school children. To elucidate the neural computations of moral norm violation associated with young children’s intervention into third-party transgression, forty-seven preschoolers (average age 53.92 months) participated in a study comprising of electroencephalographic (EEG) measurements, a live interaction experiment, and a parent survey about moral values. This study provides data indicating that early implicit evaluations, rather than late deliberative processes, are implicated in a child’s spontaneous intervention into third-pa...
All teachers need to know how children and adolescents learn and develop. Traditionally, this kno... more All teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers.
One means by which humans maintain social cooperation is through intervention in third-party tran... more One means by which humans maintain social cooperation is through intervention in third-party transgressions, a behaviour observable from the early years of development. While it has been argued that pre-school age children’s intervention behaviour is driven by normative understandings, there is scepticism regarding this claim. There is also little consensus regarding the underlying mechanisms and motives that initially drive intervention behaviours in pre-school children. To elucidate the neural computations of moral norm violation associated with young children’s intervention into third-party transgression, forty-seven preschoolers (average age 53.92 months) participated in a study comprising of electroencephalographic (EEG) measurements, a live interaction experiment, and a parent survey about moral values. This study provides data indicating that early implicit evaluations, rather than late deliberative processes, are implicated in a child’s spontaneous intervention into third-pa...
In what appears to be the twilight of analytic philosophy’s contribution to educational studies, ... more In what appears to be the twilight of analytic philosophy’s contribution to educational studies, Laurance Splitter has mounted a valiant attempt to apply its methods to the study of identity and pe...
Questions about ‘who am I?’ and’ what makes me, me?’ are likely to be explored in Philosophy for ... more Questions about ‘who am I?’ and’ what makes me, me?’ are likely to be explored in Philosophy for Children classes in schools. It would therefore be comforting to know that teachers could turn to philosophy of mind for guidance on how to handle such questions, but sadly that is far from reality. What they would find is often esoteric discussion centred on whether and how we can talk of mind as being distinct from the brain, pitting mind/body dualism against various forms of materialism. From the perspective of this paper, both positions are inadequate. Insofar as materialism reduces mind to nothing but the brain, it fails to take consciousness seriously. Cartesian dualism, on the other hand, radically separates mind and brain into two different substances and it overlooks the extent to which we are both conscious and sub-conscious selves. Moreover, materialism and dualism are both indebted to outdated mechanistic assumptions. In attempting to move beyond the pitfalls of both dualism and materialism, this paper advocates an alternative organic metaphor that allows for a holistic, integrative, emergent neurobiological notion of the self. This, it is claimed, provides a viable basis for discussing mind and the self in schools.
Doctoral thesis, Institute of Education, University of London., 2000
Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Doc... more Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
... Elliott, RK (1975) Education and Human Being I, in: SCBrown (ed.), Philosophers Discuss Educa... more ... Elliott, RK (1975) Education and Human Being I, in: SCBrown (ed.), Philosophers Discuss Education (London, Macmillan Press, pp. 45–72). Freeman, W. (1999) HowBrains Make Up Their Minds (London, Weidenfield & Nicholson). ...
Abstract Are there neurobiological reasons why we are willing to trust other people and why ‘trus... more Abstract Are there neurobiological reasons why we are willing to trust other people and why ‘trust’ and moral values such as ‘care’ play a quite pivotal role in our social lives and the judgements we make, including our social interactions and judgements made in the context of schooling? In pursuing this question, this paper largely agrees with claims made by Patricia Churchland in her 2011 book Braintrust. She believes that moral values are rooted in basic brain circuitry and chemistry, which have been shaped over evolutionary time. However, these naturalistic claims raise important issues, including the standard philosophical objection that they fall victim to the naturalistic and/or deontic fallacies. This paper provides an overview of the neurobiology of trust and examines some of the main objections, in the belief that recognising the neurobiological substrate of care and trust can deepen our appreciation of the role these play in education.
Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Doc... more Available from British Library Document Supply Centre-DSC:DXN047151 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
One means by which humans maintain social cooperation is through intervention in third-party tran... more One means by which humans maintain social cooperation is through intervention in third-party transgressions, a behaviour observable from the early years of development. While it has been argued that pre-school age children’s intervention behaviour is driven by normative understandings, there is scepticism regarding this claim. There is also little consensus regarding the underlying mechanisms and motives that initially drive intervention behaviours in pre-school children. To elucidate the neural computations of moral norm violation associated with young children’s intervention into third-party transgression, forty-seven preschoolers (average age 53.92 months) participated in a study comprising of electroencephalographic (EEG) measurements, a live interaction experiment, and a parent survey about moral values. This study provides data indicating that early implicit evaluations, rather than late deliberative processes, are implicated in a child’s spontaneous intervention into third-pa...
All teachers need to know how children and adolescents learn and develop. Traditionally, this kno... more All teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers.
One means by which humans maintain social cooperation is through intervention in third-party tran... more One means by which humans maintain social cooperation is through intervention in third-party transgressions, a behaviour observable from the early years of development. While it has been argued that pre-school age children’s intervention behaviour is driven by normative understandings, there is scepticism regarding this claim. There is also little consensus regarding the underlying mechanisms and motives that initially drive intervention behaviours in pre-school children. To elucidate the neural computations of moral norm violation associated with young children’s intervention into third-party transgression, forty-seven preschoolers (average age 53.92 months) participated in a study comprising of electroencephalographic (EEG) measurements, a live interaction experiment, and a parent survey about moral values. This study provides data indicating that early implicit evaluations, rather than late deliberative processes, are implicated in a child’s spontaneous intervention into third-pa...
This volume makes a philosophical contribution to the application of neuroscience in education. I... more This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty.
The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.
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The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.