교육신경과학에 관한 교육철학적 비판
Criticism of Educational Philosophy on Educational Neuroscience
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The purpose of this study is to make an appraisal of the emerging field of educational neuroscience orneuroeducation from educational philosophy’s viewpoint. Criticisms of neuroscience mainly consisted ofmethodologies, conceptual reductionism, appropriateness of application, effectiveness of results. In here itis deal with that connecting applications of neuroscience to education with ideology of neoliberalism. The argument is that the idea of brain plasticity enhances ‘responsibilizing the self’ of neoliberalismespecially in connection to self-improvement. Under effects of combining neoliberalism with attractiveimage of brain plasticity on education, accepting oneself as a ‘neuronal self’ it could be covered upeducation inequality. It must not forget that education is a practical, contextual and interpersonalactivity. It should be noted that what the social role of education is.
Abstract
The purpose of this study is to make an appraisal of the emerging field of educational neuroscience orneuroeducation from educational philosophy’s viewpoint. Criticisms of neuroscience mainly consisted ofmethodologies, conceptual reductionism, appropriateness of application, effectiveness of results. In here itis deal with that connecting applications of neuroscience to education with ideology of neoliberalism. The argument is that the idea of brain plasticity enhances ‘responsibilizing the self’ of neoliberalismespecially in connection to self-improvement. Under effects of combining neoliberalism with attractiveimage of brain plasticity on education, accepting oneself as a ‘neuronal self’ it could be covered upeducation inequality. It must not forget that education is a practical, contextual and interpersonalactivity. It should be noted that what the social role of education is.
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