New Philosophies of Learning

Through a collection of contributions from an international team of empirical researchers and philosophers, New Philosophies of Learning signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happiness Debates the controversial approaches to categorising learners such as dyslexia Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch

Ruth Cigman did her PhD in Philosophy of Music at Cambridge University, and has taught philosophy for many years in the US and the UK. She is currently Ethics Lead at the Academic Centre for Medical Education, University College London, and Senior Research Fellow in Philosophy of Education at the Institute of Education University of London.

Andrew Davis’s career includes eight years in primary schools, six at Cambridge University and over eighteen at Durham University where he is a Research Fellow. He has worked for the Quality Assurance Agency as a Subject Specialist Reviewer and directed Argument Matters, a strand of the National Academy for Gifted and Talented Youth Durham summer school for four years.

Ruth Cigman and Andrew Davis are Joint-Managing Editors of the Impact series on educational policy, published by the Philosophy of Education Society of Great Britain.

Preface: Paul Standish
Neuroscience, Learner Categories and ICT
Brain-based learning Introduction
Philosophical Challenges for Researchers at the Interface between Neuroscience and Education
Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective
Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach
Minds, Brains and Education
Learner Categories Introduction
Ian Hacking, Learner Categories and Human Taxonomies
Like Alligators Bobbing for Poodles? A Critical Discussion of Education, ADHD and the Biopsychosocial Perspective
Does Dyslexia Exist?
Thoughts About the Autism Label: A Parental View
ICT and Learning Introduction
Technology-Enhanced Learning: A Question of Knowledge
Technology-Enhanced Learning as a Tool for Pedagogical Innovation
Commentary
Learning and Human Flourishing
The Enhancement Agenda Introduction
Enhancing Children
The Long Slide to Happiness
Lessons from a New Science? On Teaching Happiness in Schools
A Critique of Positive Psychology or 'The New Science of Happiness'
Non-Cognitive Intelligences
Introduction
Illusory Intelligences?
Emotional Intelligence as Educational Goal: A Case for Caution
Learners, Teachers and Reflection Introduction
Learning How to Learn: A Critique
Philosophy with Children, the Stingray and the Educative Value ofDisequilibrium
From Schools to Learning Environments: The Dark Side of BeingExceptional
Commentary
Index
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New Philosophies of Learning

Summary

Author Biography

Table of Contents

Supplemental Materials