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  1. Educational Neuroscience: Its Position, Aims and Expectations.Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter - 2015 - British Journal of Educational Studies 63 (2):229-243.
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  • The Persistence of Neuromyths in the Educational Settings: A Systematic Review.Marta Torrijos-Muelas, Sixto González-Víllora & Ana Rosa Bodoque-Osma - 2021 - Frontiers in Psychology 11.
    Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service (...)
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  • Introduction: Educational Research: Discourses of Change and Changes of Discourse.Paul Smeyers & Marc Depaepe - 2016 - Journal of Philosophy of Education 50 (1):6-7.
    Ulrich Herrmann, 1993, claimed concerning the Enlightenment that there is a close relationship between educational theory and politics. On the one hand, in itse.
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  • Neurophilia: Guiding Educational Research and the Educational Field?Paul Smeyers - 2016 - Journal of Philosophy of Education 50 (1):62-75.
    For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation —there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub-discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various (...)
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  • On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers.Jared Cooney Horvath, Gregory M. Donoghue, Alex J. Horton, Jason M. Lodge & John A. C. Hattie - 2018 - Frontiers in Psychology 9.
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  • Neuroscience for Educators: What Are They Seeking, and What Are They Finding?Cayce J. Hook & Martha J. Farah - 2012 - Neuroethics 6 (2):331-341.
    What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators’ expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of the Learning (...)
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  • El fin ético no naturalista de la neuroeducación.Javier Gracia - 2018 - Recerca.Revista de Pensament I Anàlisi 22:51-68.
    El objetivo de este artículo es aclarar cuál es el fin último de la neurociencia educativa. Para ello nos adentramos en el fecundo y a veces controvertido diálogo entre neurociencia y educación que especialmente en la última década ha cobrado mayor importancia. La hipótesis que presentamos es que la introducción de la perspectiva ética contribuye positivamente a esclarecer el fin propio de la neuroeducación. A la luz de una neuroética no naturalista la educación puede abrirse a un nuevo enfoque evolutivo (...)
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  • The Puzzle of Neuroimaging and Psychiatric Diagnosis: Technology and Nosology in an Evolving Discipline.Martha J. Farah & Seth J. Gillihan - 2012 - American Journal of Bioethics Neuroscience 3 (4):31-41.
    Brain imaging provides ever more sensitive measures of structure and function relevant to human psychology and has revealed correlates for virtually every psychiatric disorder. Yet it plays no accepted role in psychiatric diagnosis beyond ruling out medical factors such as tumors or traumatic brain injuries. Why is brain imaging not used in the diagnosis of primary psychiatric disorders, such as depression, bipolar disease, schizophrenia, and attention-deficit hyperactivity disorder (ADHD)? This article addresses this question. It reviews the state of the art (...)
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  • Acceptability of Neuroscientific Interventions in Education.J. M. Dubinsky, S. Varma & A. Schmied - 2021 - Science and Engineering Ethics 27 (4):1-27.
    Researchers are increasingly applying neuroscience technologies that probe or manipulate the brain to improve educational outcomes. However, their use remains fraught with ethical controversies. Here, we investigate the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students. Respondents rated the acceptability of six scenarios describing neuroscience applications to education (...)
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  • The Use of Animal Models in Behavioural Neuroscience Research.B. Bovenkerk & F. Kaldewaij - unknown
    Animal models are used in experiments in the behavioural neurosciences that aim to contribute to the prevention and treatment of cognitive and affective disorders in human beings, such as anxiety and depression. Ironically, those animals that are likely to be the best models for psychopathology are also likely to be considered the ones that are most morally problematic to use, if it seems probable that (and if indeed they are initially selected as models because) they have experiences that are similar (...)
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  • Los límites éticos de la neuroeducación / The Ethical Limits of Neuroeducation.Paloma Castillo - 2023 - Teoría de la Educación. Revista Interuniversitaria 35 (2):191-208.
    What are and where are the ethical limits of neuroeducation? The article reflects on a necessary question for the evolution of cognitive processes through critical deliberation, the delimitation of boundaries and the estimation of progress. On the one hand, it argues that the experimental turn could call into question the ethical and humanistic goal of education; on the other hand, it argues that a systematic renunciation of neuroscientific advances would also mean abandoning the quest for human flourishing. The humanities alone (...)
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