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Neuroscience and Education: At Best a Civil Partnership: A Response to S chrag
Author(s) -
Davis Andrew
Publication year - 2013
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/1467-9752.12012
Subject(s) - internalism and externalism , externalism , epistemology , function (biology) , general partnership , brain function , psychology , cognitive science , political science , neuroscience , philosophy , law , biology , evolutionary biology
In this response, I agree with much of what S chrag 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 S chrag'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.