PHILOSOPHY OF MIND AND COGNITIVE MODELLING IN EDUCATION
Journal: Problems of Education in the 21st Century (Vol.46, No. 1)Publication Date: 2012-10-03
Authors : Boris Aberšek;
Page : 5-6
Keywords : neuroscientific research; neuro-educators; higher-order thinking processes;
Abstract
One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put the thing together. Educators have been reliant upon others' expertise for the interpretations from contemporary science hence have not been able to discern whether the claims made are valid or invalid representations of the research. Without a direct access to the primary research educators may be at risk of misusing results from this advanced research. The need for so called ‘mediator' in the translation of research to practice has led to a situation where the application of cognitive neuroscience research findings is running ahead of the research itself.
Other Latest Articles
- THE CONTENT OF CURRICULA, FORMS AND METHODS OF VOCATIONAL TRAINING OF SPECIALISTS IN THE FIELD OF THE USA BORDER PROTECTION
- DEVELOPMENT OF PROFESSIONAL COMPETENCE OF PROSPECTIVE SPECIALISTS PHARMACEUTISTS
- ORGANIZATIONAL TERMS STATE PUBLIC MANAGEMENT OF GENERAL SECONDARY EDUCATION
- SOCIO-ECONOMIC AND POLITICAL PRECONDITIONS FOR THE DEVELOPMENT OF THE TRAINING OF MILITARY CADRES IN UKRAINE IN THE XIXth – AT THE BEGINNING OF THE XXth CENTURY
- PEDAGOGICAL APPROACHES TO THE FORMATION OF SOCIAL MATURITY OF STUDENTS OF HIGHER AGRARIAN EDUCATIONAL INSTITUTIONS IN THE TEACHING AND EDUCATIONAL PROCESS
Last modified: 2017-12-21 05:04:24