Le sujet neurocognitif et l’éducation : un paradoxe ?
The experimental data of cognitive neuroscience make it possible to establish causal bonds between the activity of the cerebral structures and the psychological functions of the individuals, among them the capacities to learn. The implementation of these bonds gave rise to the neuroscience of educat...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
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| Series: | Éducation et Socialisation |
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| Online Access: | https://journals.openedition.org/edso/979 |
| _version_ | 1797309909776203776 |
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| author | Claude Caussidier |
| author_facet | Claude Caussidier |
| author_sort | Claude Caussidier |
| collection | DOAJ |
| description | The experimental data of cognitive neuroscience make it possible to establish causal bonds between the activity of the cerebral structures and the psychological functions of the individuals, among them the capacities to learn. The implementation of these bonds gave rise to the neuroscience of education (neuroeducation) which goal is the development and the application of programs of educational technologies to help with teaching. Within this framework, learning difficulties are then regarded as dysfunctions of the brain compared to definite biological standards. By using the contributions of educational neuroscience, the teacher could thus become the expert of an education based on scientific results. Then, will recommended teaching be aimed at measurable objectives or will it encourage such goals as “thinking more clearly” or “capacity to discuss”? By which values will be underlain the educational practices validated by scientific results? Consequently, if we want to escape a formatting of our brains, it seems necessary to take into account the subject (in philosophy, the essential nature of the individual as distinguished from its attributes), child or adult, who cognitive neuroscience wishes to educate. |
| first_indexed | 2024-03-08T01:36:11Z |
| format | Article |
| id | doaj.art-11bc372118154985a14d5444b67a4e83 |
| institution | Directory Open Access Journal |
| issn | 2271-6092 |
| language | fra |
| last_indexed | 2024-03-08T01:36:11Z |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj.art-11bc372118154985a14d5444b67a4e832024-02-14T13:38:59ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60923610.4000/edso.979Le sujet neurocognitif et l’éducation : un paradoxe ?Claude CaussidierThe experimental data of cognitive neuroscience make it possible to establish causal bonds between the activity of the cerebral structures and the psychological functions of the individuals, among them the capacities to learn. The implementation of these bonds gave rise to the neuroscience of education (neuroeducation) which goal is the development and the application of programs of educational technologies to help with teaching. Within this framework, learning difficulties are then regarded as dysfunctions of the brain compared to definite biological standards. By using the contributions of educational neuroscience, the teacher could thus become the expert of an education based on scientific results. Then, will recommended teaching be aimed at measurable objectives or will it encourage such goals as “thinking more clearly” or “capacity to discuss”? By which values will be underlain the educational practices validated by scientific results? Consequently, if we want to escape a formatting of our brains, it seems necessary to take into account the subject (in philosophy, the essential nature of the individual as distinguished from its attributes), child or adult, who cognitive neuroscience wishes to educate.https://journals.openedition.org/edso/979educational neurosciencecognitive neuroscience |
| spellingShingle | Claude Caussidier Le sujet neurocognitif et l’éducation : un paradoxe ? Éducation et Socialisation educational neuroscience cognitive neuroscience |
| title | Le sujet neurocognitif et l’éducation : un paradoxe ? |
| title_full | Le sujet neurocognitif et l’éducation : un paradoxe ? |
| title_fullStr | Le sujet neurocognitif et l’éducation : un paradoxe ? |
| title_full_unstemmed | Le sujet neurocognitif et l’éducation : un paradoxe ? |
| title_short | Le sujet neurocognitif et l’éducation : un paradoxe ? |
| title_sort | le sujet neurocognitif et l education un paradoxe |
| topic | educational neuroscience cognitive neuroscience |
| url | https://journals.openedition.org/edso/979 |
| work_keys_str_mv | AT claudecaussidier lesujetneurocognitifetleducationunparadoxe |