We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

The credentials of brain-based learning.

Davis, A. J. (2004) 'The credentials of brain-based learning.', Journal of philosophy of education., 33 (1). pp. 21-35.


This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the 'authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities.

Item Type:Article
Full text:Full text not available from this repository.
Publisher Web site:
Date accepted:No date available
Date deposited:No date available
Date of first online publication:February 2004
Date first made open access:No date available

Save or Share this output

Look up in GoogleScholar