Philosophical reflections on neuroscience and education /:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London, UK ; New York, NY :
Bloomsbury Academic,
2017.
|
| Schriftenreihe: | Bloomsbury philosophy of education.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (xvi, 244 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781474283717 1474283713 |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1004348979 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 170918t20172017enk ob 001 0 eng | ||
| 010 | |a 2017044888 | ||
| 040 | |a DLC |b eng |e rda |e pn |c DLC |d YDX |d OCLCF |d IDEBK |d UAB |d YDX |d OCLCO |d N$T |d EBLCP |d OCLCQ |d INT |d OCLCQ |d U3W |d TKN |d OCLCQ |d BRX |d OCLCO |d UKAHL |d NLW |d OCLCQ |d OCLCO |d K6U |d OCLCQ |d OCLCO | ||
| 019 | |a 1004271330 | ||
| 020 | |a 9781474283717 |q (electronic book) | ||
| 020 | |a 1474283713 |q (electronic book) | ||
| 020 | |z 9781474283724 | ||
| 020 | |z 1474283721 | ||
| 020 | |z 9781474283694 |q (hardcover |q alkaline paper) | ||
| 020 | |z 1474283691 | ||
| 035 | |a (OCoLC)1004348979 |z (OCoLC)1004271330 | ||
| 042 | |a pcc | ||
| 050 | 1 | 4 | |a LB1062 |b .K53 2017 |
| 072 | 7 | |a EDU |x 042000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 036000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 024000 |2 bisacsh | |
| 082 | 7 | |a 370.15/23 |2 23 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Kitchen, William H., |e author. |0 http://id.loc.gov/authorities/names/n2014005425 | |
| 245 | 1 | 0 | |a Philosophical reflections on neuroscience and education / |c William H. Kitchen. |
| 264 | 1 | |a London, UK ; |a New York, NY : |b Bloomsbury Academic, |c 2017. | |
| 264 | 4 | |c ©2017 | |
| 300 | |a 1 online resource (xvi, 244 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Bloomsbury philosophy of education | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on November 16, 2017). | |
| 505 | 0 | |a Intro -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Series Editor's Foreword -- Preface -- Acknowledgements -- Wittgensteinian Abbreviations -- Introduction -- Part One: An Introduction to Neuroscience and Education -- Chapter 1: Neuroscience, Brain-based Learning and Education -- 1.1 A definition of neuroscience -- 1.2 The neuroscientific method -- 1.3 A definition of neuroscience from within education -- 1.4 A definition of Brain-based learning -- 1.5 Some internal warnings: Dispelling Neuromyths -- 1.6 The rationale for Brain-based learning and neuroeducation -- 1.7 Geake's five arguments for a collaboration between neuroscience and education -- Chapter 2: Collaborative Reports in Neuroscience and Education -- 2.1 Major collaborations between neuroscience and education -- 2.2 The Royal Society's endorsement and recommendations for neuroscience and education -- 2.3 Curbing the enthusiasm -- 2.4 Four major recommendations -- 2.5 Four counter-recommendations -- Chapter 3: A Local Paradigmatic Example, Founded on an International Research Phenomenon -- 3.1 Setting the scene -- 3.2 Neuroscience and curriculum reform -- 3.3 The local problem, played out on the international stage -- Part Two: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty -- Chapter 4: The Mereological Fallacy -- 4.1 Introduction to Part 2 -- 4.2 Applying mereology to neuroscience: The Mereological Fallacy -- Chapter 5: First-Person/Third-Person Asymmetry -- 5.1 Interlude -- 5.2 First-person/third-person Asymmetry -- 5.3 Using the asymmetry principle to establish a category error in how educational predicates are used -- 5.4 Concluding remarks on mereology and asymmetry -- Chapter 6: Neuroscience and Irreducible Uncertainty -- 6.1 Introduction. | |
| 505 | 8 | |a 6.2 Neuroscience, education and irreducible uncertainty -- Part Three: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory -- Chapter 7: Inner and Outer: The Epistemology of the Mind -- 7.1 Introduction to Part 3 -- 7.2 Chapter introduction -- 7.3 The inner/outer picture -- 7.4 Wittgenstein on epistemic privacy and privileged access -- 7.5 The inner is NOT epistemically private -- Chapter 8: Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism -- 8.1 Introduction -- 8.2 Hacker on neuroscience as crypto-Cartesianism -- 8.3 Further Wittgensteinian arguments -- Part Four: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics -- Chapter 9: Intrinsic and Relational Models of Education -- 9.1 Introduction to Part 4 -- 9.2 Philosophical interlude -- 9.3 Relational and intrinsic attributes and abilities -- Chapter 10: Education, Psychology and Physics -- 10.1 The fundamental attribution error -- 10.2 Primitive links between psychology, physics and education -- 10.3 Interim conclusions: The within and the without give way for the between -- Chapter 11: Bohr's Philosophy of Physics and its Application to Psychology and Education -- 11.1 Introduction -- 11.2 Unambiguous communication -- 11.3 Psychological and Educational Extensions -- 11.4 Superposition -- 11.5 Subject/Object holism -- 11.6 Entanglement, non-separability, non-locality and hidden variables -- 11.7 EPR and the definition of 'Physical Reality' -- 11.8 Complementarity -- 11.9 Some philosophical conclusions -- Part Five: The Wittgenstein-Bohr Model of Education -- Chapter 12: A New Educational Philosophy Based on Bohr's Interpretation of Quantum Physics -- 12.1 Introduction -- 12.2 Anti-realist education -- 12.3 Indeterministic education. | |
| 505 | 8 | |a 12.4 Holism in education -- 12.5 Entanglement, non-separabilist education -- 12.6 Non-local education -- 12.7 Complementarity in education -- 12.8 Looking forward ... -- Chapter 13: Conclusions: Wittgenstein-Bohr Model of Education -- 13.1 Meno's paradox -- 13.2 Resolving the paradox -- 13.3 The Wittgensteinian-Bohrian model of education: What it looks like, and What it means for education -- Concluding Remarks -- Bibliography -- Index. | |
| 650 | 0 | |a Cognitive learning. |0 http://id.loc.gov/authorities/subjects/sh88004946 | |
| 650 | 0 | |a Cognitive neuroscience. |0 http://id.loc.gov/authorities/subjects/sh91005166 | |
| 650 | 0 | |a Education |x Philosophy. |0 http://id.loc.gov/authorities/subjects/sh85041014 | |
| 650 | 6 | |a Apprentissage cognitif. | |
| 650 | 6 | |a Neurosciences cognitives. | |
| 650 | 6 | |a Éducation |x Philosophie. | |
| 650 | 7 | |a Philosophy & theory of education. |2 bicssc | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Cognitive learning |2 fast | |
| 650 | 7 | |a Cognitive neuroscience |2 fast | |
| 650 | 7 | |a Education |x Philosophy |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Kitchen, William H. |t Philosophical critique of neuroscience and education. |d London, UK ; New York, NY : Bloomsbury Academic, 2017 |z 9781474283694 |w (DLC) 2017019300 |
| 830 | 0 | |a Bloomsbury philosophy of education. |0 http://id.loc.gov/authorities/names/no2019015690 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1595122 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH33352882 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH33352881 | ||
| 938 | |a EBL - Ebook Library |b EBLB |n EBL5047900 | ||
| 938 | |a EBSCOhost |b EBSC |n 1595122 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis37098683 | ||
| 938 | |a YBP Library Services |b YANK |n 14807373 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1004348979 |
|---|---|
| _version_ | 1816882400558317568 |
| adam_text | |
| any_adam_object | |
| author | Kitchen, William H. |
| author_GND | http://id.loc.gov/authorities/names/n2014005425 |
| author_facet | Kitchen, William H. |
| author_role | aut |
| author_sort | Kitchen, William H. |
| author_variant | w h k wh whk |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1062 |
| callnumber-raw | LB1062 .K53 2017 |
| callnumber-search | LB1062 .K53 2017 |
| callnumber-sort | LB 41062 K53 42017 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Intro -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Series Editor's Foreword -- Preface -- Acknowledgements -- Wittgensteinian Abbreviations -- Introduction -- Part One: An Introduction to Neuroscience and Education -- Chapter 1: Neuroscience, Brain-based Learning and Education -- 1.1 A definition of neuroscience -- 1.2 The neuroscientific method -- 1.3 A definition of neuroscience from within education -- 1.4 A definition of Brain-based learning -- 1.5 Some internal warnings: Dispelling Neuromyths -- 1.6 The rationale for Brain-based learning and neuroeducation -- 1.7 Geake's five arguments for a collaboration between neuroscience and education -- Chapter 2: Collaborative Reports in Neuroscience and Education -- 2.1 Major collaborations between neuroscience and education -- 2.2 The Royal Society's endorsement and recommendations for neuroscience and education -- 2.3 Curbing the enthusiasm -- 2.4 Four major recommendations -- 2.5 Four counter-recommendations -- Chapter 3: A Local Paradigmatic Example, Founded on an International Research Phenomenon -- 3.1 Setting the scene -- 3.2 Neuroscience and curriculum reform -- 3.3 The local problem, played out on the international stage -- Part Two: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty -- Chapter 4: The Mereological Fallacy -- 4.1 Introduction to Part 2 -- 4.2 Applying mereology to neuroscience: The Mereological Fallacy -- Chapter 5: First-Person/Third-Person Asymmetry -- 5.1 Interlude -- 5.2 First-person/third-person Asymmetry -- 5.3 Using the asymmetry principle to establish a category error in how educational predicates are used -- 5.4 Concluding remarks on mereology and asymmetry -- Chapter 6: Neuroscience and Irreducible Uncertainty -- 6.1 Introduction. 6.2 Neuroscience, education and irreducible uncertainty -- Part Three: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory -- Chapter 7: Inner and Outer: The Epistemology of the Mind -- 7.1 Introduction to Part 3 -- 7.2 Chapter introduction -- 7.3 The inner/outer picture -- 7.4 Wittgenstein on epistemic privacy and privileged access -- 7.5 The inner is NOT epistemically private -- Chapter 8: Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism -- 8.1 Introduction -- 8.2 Hacker on neuroscience as crypto-Cartesianism -- 8.3 Further Wittgensteinian arguments -- Part Four: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics -- Chapter 9: Intrinsic and Relational Models of Education -- 9.1 Introduction to Part 4 -- 9.2 Philosophical interlude -- 9.3 Relational and intrinsic attributes and abilities -- Chapter 10: Education, Psychology and Physics -- 10.1 The fundamental attribution error -- 10.2 Primitive links between psychology, physics and education -- 10.3 Interim conclusions: The within and the without give way for the between -- Chapter 11: Bohr's Philosophy of Physics and its Application to Psychology and Education -- 11.1 Introduction -- 11.2 Unambiguous communication -- 11.3 Psychological and Educational Extensions -- 11.4 Superposition -- 11.5 Subject/Object holism -- 11.6 Entanglement, non-separability, non-locality and hidden variables -- 11.7 EPR and the definition of 'Physical Reality' -- 11.8 Complementarity -- 11.9 Some philosophical conclusions -- Part Five: The Wittgenstein-Bohr Model of Education -- Chapter 12: A New Educational Philosophy Based on Bohr's Interpretation of Quantum Physics -- 12.1 Introduction -- 12.2 Anti-realist education -- 12.3 Indeterministic education. 12.4 Holism in education -- 12.5 Entanglement, non-separabilist education -- 12.6 Non-local education -- 12.7 Complementarity in education -- 12.8 Looking forward ... -- Chapter 13: Conclusions: Wittgenstein-Bohr Model of Education -- 13.1 Meno's paradox -- 13.2 Resolving the paradox -- 13.3 The Wittgensteinian-Bohrian model of education: What it looks like, and What it means for education -- Concluding Remarks -- Bibliography -- Index. |
| ctrlnum | (OCoLC)1004348979 |
| dewey-full | 370.15/23 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/23 |
| dewey-search | 370.15/23 |
| dewey-sort | 3370.15 223 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07363cam a2200757 i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1004348979</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">170918t20172017enk ob 001 0 eng </controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a"> 2017044888</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DLC</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">DLC</subfield><subfield code="d">YDX</subfield><subfield code="d">OCLCF</subfield><subfield code="d">IDEBK</subfield><subfield code="d">UAB</subfield><subfield code="d">YDX</subfield><subfield code="d">OCLCO</subfield><subfield code="d">N$T</subfield><subfield code="d">EBLCP</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">INT</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">U3W</subfield><subfield code="d">TKN</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">BRX</subfield><subfield code="d">OCLCO</subfield><subfield code="d">UKAHL</subfield><subfield code="d">NLW</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">1004271330</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781474283717</subfield><subfield code="q">(electronic book)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1474283713</subfield><subfield code="q">(electronic book)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781474283724</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1474283721</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781474283694</subfield><subfield code="q">(hardcover</subfield><subfield code="q">alkaline paper)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1474283691</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1004348979</subfield><subfield code="z">(OCoLC)1004271330</subfield></datafield><datafield tag="042" ind1=" " ind2=" "><subfield code="a">pcc</subfield></datafield><datafield tag="050" ind1="1" ind2="4"><subfield code="a">LB1062</subfield><subfield code="b">.K53 2017</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">042000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">036000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">024000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">370.15/23</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kitchen, William H.,</subfield><subfield code="e">author.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2014005425</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Philosophical reflections on neuroscience and education /</subfield><subfield code="c">William H. Kitchen.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London, UK ;</subfield><subfield code="a">New York, NY :</subfield><subfield code="b">Bloomsbury Academic,</subfield><subfield code="c">2017.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2017</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xvi, 244 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Bloomsbury philosophy of education</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from digital title page (viewed on November 16, 2017).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Intro -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Series Editor's Foreword -- Preface -- Acknowledgements -- Wittgensteinian Abbreviations -- Introduction -- Part One: An Introduction to Neuroscience and Education -- Chapter 1: Neuroscience, Brain-based Learning and Education -- 1.1 A definition of neuroscience -- 1.2 The neuroscientific method -- 1.3 A definition of neuroscience from within education -- 1.4 A definition of Brain-based learning -- 1.5 Some internal warnings: Dispelling Neuromyths -- 1.6 The rationale for Brain-based learning and neuroeducation -- 1.7 Geake's five arguments for a collaboration between neuroscience and education -- Chapter 2: Collaborative Reports in Neuroscience and Education -- 2.1 Major collaborations between neuroscience and education -- 2.2 The Royal Society's endorsement and recommendations for neuroscience and education -- 2.3 Curbing the enthusiasm -- 2.4 Four major recommendations -- 2.5 Four counter-recommendations -- Chapter 3: A Local Paradigmatic Example, Founded on an International Research Phenomenon -- 3.1 Setting the scene -- 3.2 Neuroscience and curriculum reform -- 3.3 The local problem, played out on the international stage -- Part Two: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty -- Chapter 4: The Mereological Fallacy -- 4.1 Introduction to Part 2 -- 4.2 Applying mereology to neuroscience: The Mereological Fallacy -- Chapter 5: First-Person/Third-Person Asymmetry -- 5.1 Interlude -- 5.2 First-person/third-person Asymmetry -- 5.3 Using the asymmetry principle to establish a category error in how educational predicates are used -- 5.4 Concluding remarks on mereology and asymmetry -- Chapter 6: Neuroscience and Irreducible Uncertainty -- 6.1 Introduction.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6.2 Neuroscience, education and irreducible uncertainty -- Part Three: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory -- Chapter 7: Inner and Outer: The Epistemology of the Mind -- 7.1 Introduction to Part 3 -- 7.2 Chapter introduction -- 7.3 The inner/outer picture -- 7.4 Wittgenstein on epistemic privacy and privileged access -- 7.5 The inner is NOT epistemically private -- Chapter 8: Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism -- 8.1 Introduction -- 8.2 Hacker on neuroscience as crypto-Cartesianism -- 8.3 Further Wittgensteinian arguments -- Part Four: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics -- Chapter 9: Intrinsic and Relational Models of Education -- 9.1 Introduction to Part 4 -- 9.2 Philosophical interlude -- 9.3 Relational and intrinsic attributes and abilities -- Chapter 10: Education, Psychology and Physics -- 10.1 The fundamental attribution error -- 10.2 Primitive links between psychology, physics and education -- 10.3 Interim conclusions: The within and the without give way for the between -- Chapter 11: Bohr's Philosophy of Physics and its Application to Psychology and Education -- 11.1 Introduction -- 11.2 Unambiguous communication -- 11.3 Psychological and Educational Extensions -- 11.4 Superposition -- 11.5 Subject/Object holism -- 11.6 Entanglement, non-separability, non-locality and hidden variables -- 11.7 EPR and the definition of 'Physical Reality' -- 11.8 Complementarity -- 11.9 Some philosophical conclusions -- Part Five: The Wittgenstein-Bohr Model of Education -- Chapter 12: A New Educational Philosophy Based on Bohr's Interpretation of Quantum Physics -- 12.1 Introduction -- 12.2 Anti-realist education -- 12.3 Indeterministic education.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">12.4 Holism in education -- 12.5 Entanglement, non-separabilist education -- 12.6 Non-local education -- 12.7 Complementarity in education -- 12.8 Looking forward ... -- Chapter 13: Conclusions: Wittgenstein-Bohr Model of Education -- 13.1 Meno's paradox -- 13.2 Resolving the paradox -- 13.3 The Wittgensteinian-Bohrian model of education: What it looks like, and What it means for education -- Concluding Remarks -- Bibliography -- Index.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Cognitive learning.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh88004946</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Cognitive neuroscience.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh91005166</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Education</subfield><subfield code="x">Philosophy.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85041014</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Apprentissage cognitif.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Neurosciences cognitives.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Éducation</subfield><subfield code="x">Philosophie.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Philosophy & theory of education.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Essays.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Organizations & Institutions.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Reference.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Cognitive learning</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Cognitive neuroscience</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education</subfield><subfield code="x">Philosophy</subfield><subfield code="2">fast</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Kitchen, William H.</subfield><subfield code="t">Philosophical critique of neuroscience and education.</subfield><subfield code="d">London, UK ; New York, NY : Bloomsbury Academic, 2017</subfield><subfield code="z">9781474283694</subfield><subfield code="w">(DLC) 2017019300</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Bloomsbury philosophy of education.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2019015690</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1595122</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH33352882</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH33352881</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL5047900</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">1595122</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">cis37098683</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">14807373</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EBA-on1004348979 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:28:01Z |
| institution | BVB |
| isbn | 9781474283717 1474283713 |
| language | English |
| lccn | 2017044888 |
| oclc_num | 1004348979 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xvi, 244 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Bloomsbury Academic, |
| record_format | marc |
| series | Bloomsbury philosophy of education. |
| series2 | Bloomsbury philosophy of education |
| spelling | Kitchen, William H., author. http://id.loc.gov/authorities/names/n2014005425 Philosophical reflections on neuroscience and education / William H. Kitchen. London, UK ; New York, NY : Bloomsbury Academic, 2017. ©2017 1 online resource (xvi, 244 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Bloomsbury philosophy of education Includes bibliographical references and index. Online resource; title from digital title page (viewed on November 16, 2017). Intro -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Series Editor's Foreword -- Preface -- Acknowledgements -- Wittgensteinian Abbreviations -- Introduction -- Part One: An Introduction to Neuroscience and Education -- Chapter 1: Neuroscience, Brain-based Learning and Education -- 1.1 A definition of neuroscience -- 1.2 The neuroscientific method -- 1.3 A definition of neuroscience from within education -- 1.4 A definition of Brain-based learning -- 1.5 Some internal warnings: Dispelling Neuromyths -- 1.6 The rationale for Brain-based learning and neuroeducation -- 1.7 Geake's five arguments for a collaboration between neuroscience and education -- Chapter 2: Collaborative Reports in Neuroscience and Education -- 2.1 Major collaborations between neuroscience and education -- 2.2 The Royal Society's endorsement and recommendations for neuroscience and education -- 2.3 Curbing the enthusiasm -- 2.4 Four major recommendations -- 2.5 Four counter-recommendations -- Chapter 3: A Local Paradigmatic Example, Founded on an International Research Phenomenon -- 3.1 Setting the scene -- 3.2 Neuroscience and curriculum reform -- 3.3 The local problem, played out on the international stage -- Part Two: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty -- Chapter 4: The Mereological Fallacy -- 4.1 Introduction to Part 2 -- 4.2 Applying mereology to neuroscience: The Mereological Fallacy -- Chapter 5: First-Person/Third-Person Asymmetry -- 5.1 Interlude -- 5.2 First-person/third-person Asymmetry -- 5.3 Using the asymmetry principle to establish a category error in how educational predicates are used -- 5.4 Concluding remarks on mereology and asymmetry -- Chapter 6: Neuroscience and Irreducible Uncertainty -- 6.1 Introduction. 6.2 Neuroscience, education and irreducible uncertainty -- Part Three: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory -- Chapter 7: Inner and Outer: The Epistemology of the Mind -- 7.1 Introduction to Part 3 -- 7.2 Chapter introduction -- 7.3 The inner/outer picture -- 7.4 Wittgenstein on epistemic privacy and privileged access -- 7.5 The inner is NOT epistemically private -- Chapter 8: Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism -- 8.1 Introduction -- 8.2 Hacker on neuroscience as crypto-Cartesianism -- 8.3 Further Wittgensteinian arguments -- Part Four: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics -- Chapter 9: Intrinsic and Relational Models of Education -- 9.1 Introduction to Part 4 -- 9.2 Philosophical interlude -- 9.3 Relational and intrinsic attributes and abilities -- Chapter 10: Education, Psychology and Physics -- 10.1 The fundamental attribution error -- 10.2 Primitive links between psychology, physics and education -- 10.3 Interim conclusions: The within and the without give way for the between -- Chapter 11: Bohr's Philosophy of Physics and its Application to Psychology and Education -- 11.1 Introduction -- 11.2 Unambiguous communication -- 11.3 Psychological and Educational Extensions -- 11.4 Superposition -- 11.5 Subject/Object holism -- 11.6 Entanglement, non-separability, non-locality and hidden variables -- 11.7 EPR and the definition of 'Physical Reality' -- 11.8 Complementarity -- 11.9 Some philosophical conclusions -- Part Five: The Wittgenstein-Bohr Model of Education -- Chapter 12: A New Educational Philosophy Based on Bohr's Interpretation of Quantum Physics -- 12.1 Introduction -- 12.2 Anti-realist education -- 12.3 Indeterministic education. 12.4 Holism in education -- 12.5 Entanglement, non-separabilist education -- 12.6 Non-local education -- 12.7 Complementarity in education -- 12.8 Looking forward ... -- Chapter 13: Conclusions: Wittgenstein-Bohr Model of Education -- 13.1 Meno's paradox -- 13.2 Resolving the paradox -- 13.3 The Wittgensteinian-Bohrian model of education: What it looks like, and What it means for education -- Concluding Remarks -- Bibliography -- Index. Cognitive learning. http://id.loc.gov/authorities/subjects/sh88004946 Cognitive neuroscience. http://id.loc.gov/authorities/subjects/sh91005166 Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Apprentissage cognitif. Neurosciences cognitives. Éducation Philosophie. Philosophy & theory of education. bicssc Education. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Cognitive learning fast Cognitive neuroscience fast Education Philosophy fast Print version: Kitchen, William H. Philosophical critique of neuroscience and education. London, UK ; New York, NY : Bloomsbury Academic, 2017 9781474283694 (DLC) 2017019300 Bloomsbury philosophy of education. http://id.loc.gov/authorities/names/no2019015690 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1595122 Volltext |
| spellingShingle | Kitchen, William H. Philosophical reflections on neuroscience and education / Bloomsbury philosophy of education. Intro -- Title Page -- Copyright Page -- Dedication Page -- Contents -- Series Editor's Foreword -- Preface -- Acknowledgements -- Wittgensteinian Abbreviations -- Introduction -- Part One: An Introduction to Neuroscience and Education -- Chapter 1: Neuroscience, Brain-based Learning and Education -- 1.1 A definition of neuroscience -- 1.2 The neuroscientific method -- 1.3 A definition of neuroscience from within education -- 1.4 A definition of Brain-based learning -- 1.5 Some internal warnings: Dispelling Neuromyths -- 1.6 The rationale for Brain-based learning and neuroeducation -- 1.7 Geake's five arguments for a collaboration between neuroscience and education -- Chapter 2: Collaborative Reports in Neuroscience and Education -- 2.1 Major collaborations between neuroscience and education -- 2.2 The Royal Society's endorsement and recommendations for neuroscience and education -- 2.3 Curbing the enthusiasm -- 2.4 Four major recommendations -- 2.5 Four counter-recommendations -- Chapter 3: A Local Paradigmatic Example, Founded on an International Research Phenomenon -- 3.1 Setting the scene -- 3.2 Neuroscience and curriculum reform -- 3.3 The local problem, played out on the international stage -- Part Two: The Philosophical Critique of Neuroeducation and Brain-based Learning: Mereology, Asymmetry and Irreducible Uncertainty -- Chapter 4: The Mereological Fallacy -- 4.1 Introduction to Part 2 -- 4.2 Applying mereology to neuroscience: The Mereological Fallacy -- Chapter 5: First-Person/Third-Person Asymmetry -- 5.1 Interlude -- 5.2 First-person/third-person Asymmetry -- 5.3 Using the asymmetry principle to establish a category error in how educational predicates are used -- 5.4 Concluding remarks on mereology and asymmetry -- Chapter 6: Neuroscience and Irreducible Uncertainty -- 6.1 Introduction. 6.2 Neuroscience, education and irreducible uncertainty -- Part Three: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory -- Chapter 7: Inner and Outer: The Epistemology of the Mind -- 7.1 Introduction to Part 3 -- 7.2 Chapter introduction -- 7.3 The inner/outer picture -- 7.4 Wittgenstein on epistemic privacy and privileged access -- 7.5 The inner is NOT epistemically private -- Chapter 8: Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism -- 8.1 Introduction -- 8.2 Hacker on neuroscience as crypto-Cartesianism -- 8.3 Further Wittgensteinian arguments -- Part Four: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics -- Chapter 9: Intrinsic and Relational Models of Education -- 9.1 Introduction to Part 4 -- 9.2 Philosophical interlude -- 9.3 Relational and intrinsic attributes and abilities -- Chapter 10: Education, Psychology and Physics -- 10.1 The fundamental attribution error -- 10.2 Primitive links between psychology, physics and education -- 10.3 Interim conclusions: The within and the without give way for the between -- Chapter 11: Bohr's Philosophy of Physics and its Application to Psychology and Education -- 11.1 Introduction -- 11.2 Unambiguous communication -- 11.3 Psychological and Educational Extensions -- 11.4 Superposition -- 11.5 Subject/Object holism -- 11.6 Entanglement, non-separability, non-locality and hidden variables -- 11.7 EPR and the definition of 'Physical Reality' -- 11.8 Complementarity -- 11.9 Some philosophical conclusions -- Part Five: The Wittgenstein-Bohr Model of Education -- Chapter 12: A New Educational Philosophy Based on Bohr's Interpretation of Quantum Physics -- 12.1 Introduction -- 12.2 Anti-realist education -- 12.3 Indeterministic education. 12.4 Holism in education -- 12.5 Entanglement, non-separabilist education -- 12.6 Non-local education -- 12.7 Complementarity in education -- 12.8 Looking forward ... -- Chapter 13: Conclusions: Wittgenstein-Bohr Model of Education -- 13.1 Meno's paradox -- 13.2 Resolving the paradox -- 13.3 The Wittgensteinian-Bohrian model of education: What it looks like, and What it means for education -- Concluding Remarks -- Bibliography -- Index. Cognitive learning. http://id.loc.gov/authorities/subjects/sh88004946 Cognitive neuroscience. http://id.loc.gov/authorities/subjects/sh91005166 Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Apprentissage cognitif. Neurosciences cognitives. Éducation Philosophie. Philosophy & theory of education. bicssc Education. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Cognitive learning fast Cognitive neuroscience fast Education Philosophy fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh88004946 http://id.loc.gov/authorities/subjects/sh91005166 http://id.loc.gov/authorities/subjects/sh85041014 |
| title | Philosophical reflections on neuroscience and education / |
| title_auth | Philosophical reflections on neuroscience and education / |
| title_exact_search | Philosophical reflections on neuroscience and education / |
| title_full | Philosophical reflections on neuroscience and education / William H. Kitchen. |
| title_fullStr | Philosophical reflections on neuroscience and education / William H. Kitchen. |
| title_full_unstemmed | Philosophical reflections on neuroscience and education / William H. Kitchen. |
| title_short | Philosophical reflections on neuroscience and education / |
| title_sort | philosophical reflections on neuroscience and education |
| topic | Cognitive learning. http://id.loc.gov/authorities/subjects/sh88004946 Cognitive neuroscience. http://id.loc.gov/authorities/subjects/sh91005166 Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Apprentissage cognitif. Neurosciences cognitives. Éducation Philosophie. Philosophy & theory of education. bicssc Education. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Cognitive learning fast Cognitive neuroscience fast Education Philosophy fast |
| topic_facet | Cognitive learning. Cognitive neuroscience. Education Philosophy. Apprentissage cognitif. Neurosciences cognitives. Éducation Philosophie. Philosophy & theory of education. Education. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Cognitive learning Cognitive neuroscience Education Philosophy |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1595122 |
| work_keys_str_mv | AT kitchenwilliamh philosophicalreflectionsonneuroscienceandeducation |