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Creating ConsilienceIntegrating the Sciences and the Humanities$
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Edward Slingerland and Mark Collard

Print publication date: 2011

Print ISBN-13: 9780199794393

Published to Oxford Scholarship Online: January 2012

DOI: 10.1093/acprof:oso/9780199794393.001.0001

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Interdisciplinary Education and Knowledge Translation Programs in Neuroethics

Interdisciplinary Education and Knowledge Translation Programs in Neuroethics

Chapter:
(p.334) 18 Interdisciplinary Education and Knowledge Translation Programs in Neuroethics
Source:
Creating Consilience
Author(s):

Daniel Buchman

Sofia Lombera

Ranga Venkatachary

Kate Tairyan

Judy Illes

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199794393.003.0019

This chapter explores approaches to education programs that integrate both the biomedical sciences and humanities for teaching about the brain. It focuses on the specific domain of neuroethics, which covers topics ranging from biomedical, research, and public health ethics for brain science to neurophilosophy and moral philosophy. The chapter first describes how neuroethics research brings basic, clinical, and social scientists together to foster interdisciplinary collaboration, and then how novel interdisciplinary strategies can bring together science and the humanities for neuroethics education. It presents three examples to support these goals: multimodal training in knowledge translation for building capacity in dementia care; participatory, dialogue-based clinical neuroethics for medical residents in the clinical neurosciences; and web-based learning about neuroethics for health-care scientists and providers. These initiatives are guided by the many ways that neuroscience touches people and society today, and the imperative that ethical reflection keeps apace. Opportunities for interdisciplinary discourse are critical vehicles for translating new knowledge to communities of practice, and for enabling communities to further interpret and transform knowledge meaningfully guided by their own goals and experiences.

Keywords:   neuroethics, inquiry-based learning, learner-centered curricula, clinical neuroethics

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