- Title Pages
- Foreword by Colin Blakemore
- Foreword by Arthur L. Caplan
- Contributing Authors
- Chapter 1 Moral decision-making and the brain
- Chapter 2 A case study of neuroethics: the nature of moral judgment
- Chapter 3 Moral and legal responsibility and the new neuroscience
- Chapter 4 Brains, lies, and psychological explanations
- Chapter 5 Being in the world: neuroscience and the ethical agent
- Chapter 6 Creativity, gratitude, and the enhancement debate
- Chapter 7 Ethical dilemmas in neurodegenerative disease: respecting patients at the twilight of agency
- Chapter 8 From genome to brainome: charting the lessons learned
- Chapter 9 Protecting human subjects in brain research: a pragmatic perspective
- Chapter 10 Facts, fictions and the future of neuroethics
- Chapter 11 A picture is worth 1000 words, but which 1000?
- Chapter 12 When genes and brains unite: ethical implications of genomic neuroimaging
- Chapter 13 Engineering the brain
- Chapter 14 Transcranial magnetic stimulation and the human brain: an ethical evaluation
- Chapter 15 Functional neurosurgical intervention: neuroethics in the operating room
- Chapter 16 Clinicians, patients, and the brain
- Chapter 17 The social effects of advances in neuroscience: legal problems, legal perspectives
- Chapter 18 Neuroethics in education
- Chapter 19 Poverty, privilege, and brain development: empirical findings and ethical implications
- Chapter 20 Religious responses to neuroscientific questions
- Chapter 21 The mind in the movies: a neuroethical analysis of the portrayal of the mind in popular media
- Afterword. Neuroethics: mapping a new interdiscipline
Neuroethics in education
Neuroethics in education
- (p.265) Chapter 18 Neuroethics in education
- Oxford University Press
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.
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