6533b857fe1ef96bd12b3949

RESEARCH PRODUCT

Non-naturalistic Neuroethics for Moral Neuroeducation

subject

description

The aim of this chapter is to examine a series of key approaches towards identifying an appropriate neuroethics for moral neuroeducation. I begin by highlighting the shortcomings of neuroeducation models that side-line ethical issues. Neuroscience has contributed decisively to the knowledge of the brain mechanisms involved in teaching and learning processes. However, often only one form of learning, that based on instrumental subjects (mathematical calculation or reading), is taken into account. Undoubtedly, neuroeducational advances in this area have been very beneficial, but by focusing on education in strictly instrumental terms, the principles and ethical values that should structure education are overlooked. Therefore, to undertake the aim of educating a democratic and pluralistic citizenship, it is of fundamental importance that a dimension of ethical reflection be introduced, thereby education may be differentiated from mere instruction. In this chapter, I argue for a non-naturalist model of neuroethics, one based on a knowledge of neuroscience, yet also one that underscores freedom and critical consciousness as key aspects of education. From an ethical point of view, it is essential to ask three questions: what is the future of the learning brain? What impact will technology have on human progress? And finally, to what extent is moral education necessary to adequately regulate human behaviour? The core concern of this chapter is to address this final concern. Firstly, I set out what the ethical goal of neuroeducation should be, before examining the main shortcomings of naturalistic ethics. In the final section, I consider the four principal contributions of a non-naturalistic ethics for moral neuroeducation.