¿Neuroestimulación? Un caso de mala comunicación entre Neurociencia y Educación.

Davide Doardi

doi:10.35319/puntocero.20183742

Authors

Davide Doardi Universidad San Francisco Xavier de Chuquisaca

DOI:

https://doi.org/10.35319/puntocero.20183742

Keywords:

Emergentism, Neuroeducation, Pedagogy, Teaching

Abstract

The matter with the current relation between Education and Neurosciences, is that it is asymmetrical: laypeople and scholars are inclined to see in the Neurosciences the scientific knowledge leading to direct applications in the educational domain. Aim of this article is to argue that this is not possible, not because of practical reasons but in principle. The epistemological and ontological framework is found in the Emergentism. The argument is supported by the analyses of two examples of failed marriage between education and neurosciences. As neuroeducation in the sense above mentioned is fundamentally a misunderstanding, it is advisable to modify practitioners’ expectations. The article suggests lines of investigation in accordance with the autonomy of Education and Neurosciences.

Author Biography

Davide Doardi, Universidad San Francisco Xavier de Chuquisaca

Licenciado en Filosofía, Maestría en Educación Superior (Sucre), Doctorando en Educación (UMSFXCH). Investigador del Departamento de Psicología de la UNIFRANZ, SCZ, profesor en el colegio Saint George.

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