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.
Published Version
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