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Ethical issues in Educational Neuroscience: Raising children in a Brave New World

About: The article was published on 2011-04-07. It has received 31 citations till now. The article focuses on the topics: Educational neuroscience & Education theory.

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Journal ArticleDOI
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

4,931 citations

Journal ArticleDOI
TL;DR: The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching.
Abstract: The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid the many myths and distortions in popular conceptions of brain and genetics. It should instead focus on integrating research with practice to create useful evidence that illuminates the brain and genetic bases as well as social and cultural influences on learning and teaching. Scientists and educators need to collaborate to build a strong research foundation for analyzing the “black box” of biological and cognitive processes that underpin learning.

140 citations

Book
01 Jan 1995
TL;DR: A TURTLE WHICH EXPLORER CAPTAIN COOK GAVE TO THE KING OF TONGA IN 1777 DIED YESTERDAY. It was NEARLY 200 YEARS OLD as mentioned in this paper.
Abstract: A TURTLE WHICH EXPLORER CAPTAIN COOK GAVE TO THE KING OF TONGA IN 1777 DIED YESTERDAY. IT WAS NEARLY 200 YEARS OLD. THE ANIMAL, CALLED TU'IMALILA, DIED AT THE ROYAL PALACE GROUND IN THE TONGAN CAPITAL OF NUKU, ALOFA. THE PEOPLE OF TONGA REGARDED THE ANIMAL AS A CHIEF AND SPECIAL KEEPERS WERE APPOINTED TO LOOK AFTER IT. IT WAS BLINDED IN A BUSH FIRE A FEW YEARS AGO. TONGA RADIO SAID TU'IMALILA'S CARCASS WOULD BE SENT TO THE AUCKLAND MUSEUM IN NEW ZEALAND.

97 citations

Journal ArticleDOI
TL;DR: In this article, the authors draw attention to the current and potential implications of importing biological ideas, language and imagery into education, by analysing examples of brain-based consumer products and services, expressing a concern that neuroscience discourse can promote reductive and deterministic ways of understanding the developing child.
Abstract: Educational neuroscience represents a concerted interdisciplinary effort to bring the fields of cognitive science, neuroscience and education to bear on classroom practice. This article draws attention to the current and potential implications of importing biological ideas, language and imagery into education. By analysing examples of brain-based consumer products and services, we express a concern that neuroscience discourse can promote reductive and deterministic ways of understanding the developing child, masking phenomenological, psychosocial, or cultural influences. Moreover, a lack of neuroscience literacy and the appeal of neuroscience explanations may leave this field especially vulnerable to misunderstanding and misappropriation. We conclude by suggesting some opportunities to mitigate these problems, thereby facilitating constructive interdisciplinary dialogue.

60 citations


Cites background from "Ethical issues in Educational Neuro..."

  • ...Still others highlight the unprecedented ethical dilemmas posed by research in the biological and brain sciences, particularly when brought to the political and social arena (Choudhury, Nagel, and Slaby 2009; Fukuyama 2003; Stein et al. 2011)....

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References
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Book
01 Jan 1916
TL;DR: Dewey's "Common Sense" as mentioned in this paper explores the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society, and it continues to influence contemporary educational thought.
Abstract: First published in 1916, this classic continues to influence contemporary educational thought. Considered one of the great American philosophers, Dewey grapples with the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society.

15,527 citations

Book
01 Jan 1979
TL;DR: The principles of biomedical and Islamic medical ethics and an interfaith perspective on end-of-life issues and three cases to exemplify some of the conflicts in ethical decision-making are discussed.
Abstract: Morality and ethical theory types of ethical theory the principle of respect for autonomy the principle of nonmaleficence the principle of beneficence the principle of justice professional-patient relationships ideals, virtues and conscientiousness.

13,200 citations


"Ethical issues in Educational Neuro..." refers background in this paper

  • ...There are also important connections to medical ethics (Beauchamp and Childress 2008) and the ethics of human enhancement (Savulescu and Bostrom 2009)....

    [...]

Book
01 Jan 1970
TL;DR: The Second Edition of Bourdieu's Theory of Symbolic VIOLENCE as discussed by the authors is a collection of essays about the foundation of a theory of symbolic violence and its application in higher education.
Abstract: Preface to the Second Edition - Pierre Bourdieu Foreword - Tom Bottomore PART ONE: FOUNDATIONS OF A THEORY OF SYMBOLIC VIOLENCE PART TWO: KEEPING ORDER Cultural Capital and Pedagogic Communication The Literate Tradition and Social Conservation Exclusion and Selection Dependence through Independence Appendix The Changing Structure of Higher Education Opportunities Redistribution or Translation?

9,637 citations

Book
16 Mar 2010

6,085 citations

Journal ArticleDOI
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

4,931 citations


"Ethical issues in Educational Neuro..." refers background in this paper

  • ...Moreover, these policies could create a social time bomb that could eventually explode in conflict and disrupt political stability (della Chiesa and Christoph 2009). cultural values and skills (Dewey 1916)....

    [...]

  • ...Educational applications of the brain and cognitive sciences serve a wide range of social functions and create a unique problem-space for questions of distributive justice, responsible reform, and social transformation (Cremin 1976; Dewey 1916; Rawls 1968)....

    [...]