Search results for "Educational neuroscience"
showing 10 items of 11 documents
Must Ethics for Moral Neuroeducation Be Naturalistic?
2019
The naturalization of ethics is being promulgated in a range of domains, one of which is neuroscience, hence the question stated in this chapter’s title. In order to answer this question, we must clarify what is meant by “naturalistic”; is it used in a reductionist sense? Or solely to refer to a concern for incorporating a neuroscientific perspective into the study of ethics, thereby without any intention that it should predominate within philosophical discussion?
The Uses of the Imagination in Moral Neuroeducation
2019
In contrast to influential theories that focus on top-down, deliberative reasoning, triune ethics theory seeks to gather findings from neurobiology, affective neuroscience, and cognitive science and integrate them into a bottom-up theory that focuses on that motivational orientations that are rooted in experientially formed, evolved, unconscious emotional systems. Triune ethics theory identifies three basic attractors for moral functioning based on brain evolution: safety, engagement and imagination. It proposes an integrative ethical education model based on the notion of a moral imagination, which can enhance moral development. It integrates, on the one hand, John Dewey’s theory of moral …
Quantifying Intermodal Distraction by Emotion During Math Performance: An Electrophysiological Approach
2019
Emotionally engaging stimuli are powerful competitors for limited attention capacity. In the cognitive neuroscience laboratory, the presence of task-irrelevant emotionally arousing visual distractors prompts decreased performance and attenuated brain responses measured in concurrent visual tasks. The extent to which distraction effects occur across different sensory modalities is not yet established, however. Here, we examined the extent and time course of competition between a naturalistic distractor sound and a visual task stimulus, using dense-array electroencephalography (EEG) recordings from 20 college students. Steady-state visual evoked potentials (ssVEPs) were quantified from EEG, e…
NeuroTeaching. To bring educational neuroscience into the classroom
2023
How neuroscientific research can help educational sciences and education and understand cognitive pro-cesses is the challenge of those involved in educational neuroscience. Neuroscience seems to be an invisible matrix of other sciences and practices, and it is easy to be tempted to fall into a neurocentric logic to understand aspects with evidence considered more authoritative than others. The NeuroTeaching approach aims to present current scientific debates and the prospective impact of the field of educational neuroscience with the science of teaching. The present paper aims to explore teaching methods through a framework based on recent neuroscientific findings in real contexts, such as …
Erradicando la xenofobia y la aporofobia desde la compasión ética como capacidad clave de la neuroeducación moral
2021
Drawing on the contributions of some of the most recent and relevant studies on neuroethics and moral neuroeducation, this paper undertakes an analysis of compassion. In order to focus on the results of this neuroscientific research a reductionist naturalist framework is set aside in order to embrace the broader outlook of a moral neuroeducation that, firstly, refuses to reduce its normative character to the human capacity for evolutionary adaptation; and, secondly, seeks to locate within the brain the neuronal foundations for the development of a capacity for compassion towards those of one’s own community, and also those from outside it. Thereby, this capacity for compassion moves beyond …
Overcoming Neuroessentialism. Towards an Integral Notion of Subjectivity for Moral Neuroeducation
2019
The aim of this chapter is to underscore a series of significant philosophical flaws encountered in current research devoted to neuroscience and neuroethics, and furthermore to challenge the neuroessentialist paradigm that locates subjectivity within the confines of the brain. Instead I argue for an integral concept of the self that is based within the body, and whose plural character is permeated with values, emotions and feelings, while also being situated within the community of the lifeworld. Research on moral neuroeducation, and neuroscience in general, should develop a more holistic approach towards subjectivity and look at the person as a psychophysical and social being, with a multi…
Why Moral Neuroeducation Should Embrace Ethical Humour
2019
Smiling and laughter are voluntary expressions that come from deep within ourselves. They are reflections of the character we construct through the exercise of our own will. Given that we can laugh in an ethically correct or incorrect manner, an “ethical sense of humour” reflects to what extent an individual’s ethics education has been correctly taught. “Ethical humour” is also therapeutic, in the sense that it is beneficial for one’s health. For example, it stimulates the immune system to fight the negative effects of stress, and stimulates the secretion of endorphins, which have an analgesic effect. Neuroscientific studies have demonstrated, among other things, that the cerebellum plays a…
Non-naturalistic Neuroethics for Moral Neuroeducation
2019
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 ed…
Virtual Reality in Education : Focus on the Role of Emotions and Physiological Reactivity
2019
Cognitive and emotional dimensions are often linked to each other in learning experiences. Moreover, emotions and engagement can lead to better outcomes at the cognitive level. Previous research has indicated that virtual reality (VR) provides a feeling of presence and immersion, which can trigger emotionally engaging learning situations. In this study, we explore the opportunities and challenges related to the use of VR in an educational context. The focus of this article is threefold: First, we explore interdisciplinary research literature related to the use of VR for educational purposes. Second, we introduce our VR pilot study in teacher education, applying three different kinds of VR a…
Teacher training paths between neuroeducation and professional learning community
2016
This paper starts from the belief that a school capable of feeling and making community is regarded as a privileged context to promote both organizational and relational well-being. Teacher training is possible in the intersection between the concepts of Neuroeducation and learning community. Moreover, the concept of "school-as-a-community" interacts with that of "peer learning", which is configured as a methodology capable of simultaneously promoting the ability of realization of the individual and of the organization. From a methodological point of view, this work documents a research project carried out with a group of 69 teachers of the first cycle of education. Moving from the problems…