Abstract
Recent research in neuroscience has a seductive appeal for quick applications to many everyday phenomena. This research has also attracted educational entrepreneurs, who often create commercial programs that turn neuroscience into classroom practice. Phrases such as “brain-based education” give them an air of respectability and authority, enticing educators to adopt them. However, basic brain research is often superficially understood, and thus translated too quickly into educational practices. The large gap between neuroscience and practice is ignored too often by entrepreneurs selling their programs. They often end up making inflated claims about neuroscience’s direct benefits in day-to-day teaching practices. Problematizing this is a good public service for philosophy of education.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
