Against Strong Reductivism in Neuroscience Education: A Three-pronged Argument
DOI:
https://doi.org/10.12775/SPI.2015.009Keywords
neuroscience education, neurophilosophy, strong reductivism, eliminative materialism, pragmatismAbstract
This paper discusses certain problematic assumptions involving ‘strong reductivism’ and ‘eliminative materialism’ in current neuroscientific research in education. I provide some definitions and follow with a discussion of recent neuroscience literature in education that discusses the reduction or elimination of ‘mind’ in favour of neurologic or brain states. I define causality as the claim that brain-states are the source and basis of cognitive states such as attention, emotion, pain, sense perception, memory and intelligence.References
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