Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707359
Title: Philosophical reflections on the mind, the brain and education
Author: Kitchen, William Henry
ISNI:       0000 0004 6061 7264
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2017
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Abstract:
This thesis examines the connections between neuroscience and education, with a particular focus on the recently formed sub-discipline, Mind, Brain and Education. There will be a detailed analysis of various philosophical quandaries which befall neuroscience in general and neuroeducation in particular, most notably the mereological fallacy (Bennett and Hacker 2003), the first-person/third-person asymmetry principle, and so-called irreducible uncertainty. On the basis of this philosophical analysis, the author will conclude that the potential for the collaboration between neuroscience and education is fundamentally restricted. Moreover, it will be shown that neuroscience and neuroeducation are stuck in Cartesian, Newtonian mode, both of which are philosophical models which are outdated and conceptually flawed. Finally, in light of recent advancements within Quantum Physics, the author will offer a new conceptual mode, on which to base educational reflections, predicated in the main on the philosophy of Quantum pioneer Niels Bohr. Simultaneously, there will be connections established between the aforementioned philosophy with the philosophy (of mind, grammar and language) of Ludwig Wittgenstein, to offer a Wittgensteinian-Bohrian mode, of education to replace the problematic Cartesian-Newtonian model which is still adopted in many educational circles today.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.707359  DOI: Not available
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