Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ?
In the current context of the emergence of "neuroeducation", several authors question the interests and limits of moving from the context of a laboratory to the context, more "ecological", of a classroom. The issues raised in this research explore the possibility of an epistemolo...
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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/4320 |
| _version_ | 1797309954132017152 |
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| author | France ARBOIX-CALAS |
| author_facet | France ARBOIX-CALAS |
| author_sort | France ARBOIX-CALAS |
| collection | DOAJ |
| description | In the current context of the emergence of "neuroeducation", several authors question the interests and limits of moving from the context of a laboratory to the context, more "ecological", of a classroom. The issues raised in this research explore the possibility of an epistemological link between cognitive neuroscience and education. If the marriage between cognitive neuroscience and "ordinary" teaching still appears to be difficult and pioneering, the same is not true of linking these neurosciences with special education. We explored this historically older link to show how neuroscience research has contributed to the practices of special education. These results led us to look for epistemological common foundations to cognitive neuroscience and educational sciences, using the pedagogic triangle model (Houssaye, 1988). Our analysis suggests that these two disciplines each have a reduction that compromise the possibilities for fruitful exchange between them. However, exceeding this reduction could open avenues for fruitful dialogue in a new paradigm of research between these two disciplinary fields. |
| first_indexed | 2024-03-08T01:36:50Z |
| format | Article |
| id | doaj.art-b745cbfa8bad43e7adb44e71ddf8b3b9 |
| institution | Directory Open Access Journal |
| issn | 2271-6092 |
| language | fra |
| last_indexed | 2024-03-08T01:36:50Z |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj.art-b745cbfa8bad43e7adb44e71ddf8b3b92024-02-14T13:38:45ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60924910.4000/edso.4320Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ?France ARBOIX-CALASIn the current context of the emergence of "neuroeducation", several authors question the interests and limits of moving from the context of a laboratory to the context, more "ecological", of a classroom. The issues raised in this research explore the possibility of an epistemological link between cognitive neuroscience and education. If the marriage between cognitive neuroscience and "ordinary" teaching still appears to be difficult and pioneering, the same is not true of linking these neurosciences with special education. We explored this historically older link to show how neuroscience research has contributed to the practices of special education. These results led us to look for epistemological common foundations to cognitive neuroscience and educational sciences, using the pedagogic triangle model (Houssaye, 1988). Our analysis suggests that these two disciplines each have a reduction that compromise the possibilities for fruitful exchange between them. However, exceeding this reduction could open avenues for fruitful dialogue in a new paradigm of research between these two disciplinary fields.https://journals.openedition.org/edso/4320cognitive neurosciencecomplexityspecialized educationparadigmdouble reduction. |
| spellingShingle | France ARBOIX-CALAS Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ? Éducation et Socialisation cognitive neuroscience complexity specialized education paradigm double reduction. |
| title | Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ? |
| title_full | Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ? |
| title_fullStr | Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ? |
| title_full_unstemmed | Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ? |
| title_short | Neurosciences cognitives et sciences de l’éducation : vers un changement de paradigme ? |
| title_sort | neurosciences cognitives et sciences de l education vers un changement de paradigme |
| topic | cognitive neuroscience complexity specialized education paradigm double reduction. |
| url | https://journals.openedition.org/edso/4320 |
| work_keys_str_mv | AT francearboixcalas neurosciencescognitivesetsciencesdeleducationversunchangementdeparadigme |