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Analyse & Kritik

Journal of Philosophy and Social Theory

Ed. by Baurmann, Michael / Leist, Anton / Tranow, Ulf

2 Issues per year

Online
ISSN
2365-9858
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Volume 29, Issue 1

Issues

The Brain Is Not Enough

Potentials and Limits in Integrating Neuroscience and Pedagogy

Ralph Schumacher
Published Online: 2016-05-14 | DOI: https://doi.org/10.1515/auk-2007-0103

Abstract

The desire for founding educational reform on a sound empirical basis has coincided with a period of impressive progress in the field of neuroscience and wide public interest in its findings, leading to an ongoing debate about the potential of neuroscience to inform education reform. But is neuroscience really suited to provide specific instructions for improving learning conditions at school? This paper explores the educational implications of neuroscience.

About the article

Published Online: 2016-05-14

Published in Print: 2007-05-01


Citation Information: Analyse & Kritik, Volume 29, Issue 1, Pages 38–46, ISSN (Online) 2365-9858, ISSN (Print) 0171-5860, DOI: https://doi.org/10.1515/auk-2007-0103.

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© 2007 by Lucius & Lucius, Stuttgart.

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[1]
Paul A. Howard-Jones, M. Winfield, and G. Crimmins
Educational Research, 2008, Volume 50, Number 2, Page 187
[2]
Elsbeth Stern, Roland H. Grabner, and Ralph Schumacher
Zeitschrift für Psychologie, 2016, Volume 224, Number 4, Page 237
[3]
Albi Odendaal, Sari Levänen, and Heidi Westerlund
Music Education Research, 2018, Page 1
[4]
Francis Schrag
Journal of Philosophy of Education, 2013, Volume 47, Number 1, Page 20
[5]
PAUL HOWARD-JONES
Journal of Philosophy of Education, 2008, Volume 42, Number 3-4, Page 361
[6]
Anna van der Meulen, Lydia Krabbendam, and Doret de Ruyter
British Journal of Educational Studies, 2015, Volume 63, Number 2, Page 229
[7]
Neville D. Clement and Terence Lovat
Curriculum Inquiry, 2012, Volume 42, Number 4, Page 534
[8]
Joaquín García Carrasco, María Jose Hernández Serrano, and Antonio Victor Martín García
Learning, Media and Technology, 2015, Volume 40, Number 2, Page 152

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