ABSTRACT

In recent years, neuroscience and brain-based approaches to education have started to feature prominently in the rationale for radical educational reform, both in terms of policy and practice. Revelations about what way the brain works, it seems, is a common point of interest for neuroscience and education alike. Out of these common interests there are now entire disciplines in their own right, such as ‘mind, brain and education’ and ‘neuroeducation’, which are collaborative disciplines formed at the boundaries of common points of interest between the brain sciences in general and education. This paper seeks to examine the credibility of the science inherent in this collaboration, with a particular example found in the guise of the Revised Northern Ireland Curriculum, devised and implemented from 2003 onwards by the Council for the Curriculum, Examinations and Assessment (CCEA). The paper will also invoke a philosophical notion known as the mereological fallacy, to offer a conceptual critique of the curricular changes in Northern Ireland.

摘要

近年来，无论是在政策还是实践方面，神经科学和基于大脑的教育方法都开始成为激进教育改革的理由。关于大脑工作方式的启示，似乎是神经科学和教育的共同兴趣点。在这些共同兴趣之外，现在有完整的学科，如“思维、大脑和教育”和“神经教育”，它们是在一般脑科学和教育之间的共同兴趣点的边界上形成的协作学科. 本文旨在检验这种合作所固有的科学的可信度，并以修订版北爱尔兰课程为幌子，从 2003 年起由课程委员会设计和实施，考试和评估 (CCEA)。这篇论文还将援引一个被称为分体谬误的哲学概念，对北爱尔兰的课程变化进行概念性批判。