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NeuroethicsDefining the issues in theory, practice, and policy$
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Judy Illes

Print publication date: 2004

Print ISBN-13: 9780198567219

Published to Oxford Scholarship Online: September 2009

DOI: 10.1093/acprof:oso/9780198567219.001.0001

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Neuroethics in education

Neuroethics in education

Chapter:
(p.265) Chapter 18 Neuroethics in education
Source:
Neuroethics
Author(s):

Kimberly Sheridan

Elena Zinchenko

Howard Gardner

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780198567219.003.0018

This chapter argues that, in the coming years, educators and the general public will look increasingly to discoveries from the neurosciences for insights into how best to educate young people. It considers how educators can navigate change and opportunities of scientific discovery. The chapter proposes a new cluster of professionals: neuro-educators. The mission of neuro-educators will be to guide the introduction of neurocognitive advances into education in an ethical manner that pays careful attention to and constructively capitalizes on individual differences. The uniquely honed skills of these neuro-educators will enable them to identify neurocognitive advances that are most promising for specific educational goals and then, even more broadly, to translate basic scientific findings into usable knowledge that can empower new educational policy for a new neurosociety.

Keywords:   neuroscience, neuro-educators, education, scientific discovery, neurocognitive advances

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