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

Davis, A.J.

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
• Public URL: https://durham-repository.worktribe.com/output/1467118