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Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag

Davis, A.J.

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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.

Citation

Davis, A. (2013). Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag. Journal of Philosophy of Education, 47(1), 31-36. https://doi.org/10.1111/1467-9752.12012

Journal Article Type Article
Publication Date Feb 1, 2013
Deposit Date Mar 5, 2013
Publicly Available Date Apr 10, 2014
Journal Journal of Philosophy of Education
Print ISSN 0309-8249
Electronic ISSN 1467-9752
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 47
Issue 1
Pages 31-36
DOI https://doi.org/10.1111/1467-9752.12012

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Copyright Statement
This is the accepted version of the following article: Davis, A. (2013), Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag. Journal of Philosophy of Education, 47: 31–36. doi: 10.1111/1467-9752.12012, which has been published in final form at http://dx.doi.org/10.1111/1467-9752.12012.




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