نوع مقاله : مقاله علمی- پژوهشی
نویسندگان
1 استادیار گروه علوم تربیتی، دانشگاه فرهنگیان
2 عضو هیات علمی دانشگاه فرهنگیان
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The primary aim of this article is to critically examine the feasibility of integrating neuroscience and education. It addresses the central question: What form of relationship between these two fields is justifiable and acceptable from the perspective of the philosophy of education? This question is addressed through conceptual analysis and a critical review of the relevant literature. This study critically reviews various proposals for linking neuroscience and education, positing three potential approaches: subservient, oppositional, and interactive. Ultimately, we argue in favor of the interactive approach as the most defensible framework. Drawing on the work of philosophers of education such as Hook, Broudy, and Frankena, we explore the necessity for the philosophy of education to be informed by the scientific foundations of education. We then demonstrate through specific examples how findings from neuroscience can assist the philosophy of education in defining objectives, refining learning methodologies, and elaborating on fundamental concepts such as cognition and thought. Adopting a "soft dualism" approach, this study posits that the nature of the philosophy of education inherently involves a concurrent focus on both the "is" (the descriptive) and the "ought" (the prescriptive) within the educational realm. Accordingly, we highlight recent neuroscientific discoveries and analyze how they can provide rich insights for philosophers of education, enabling them, through rigorous philosophical reflection, to integrate these empirical findings compatibly with normative "oughts."
کلیدواژهها [English]
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