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“Fácilis descensus Averni” Mind, Brain, Education, and Ethics: Highway to Hell, Stairway to Heaven, or Passing Dead End?

“Fácilis descensus Averni” Mind, Brain, Education, and Ethics: Highway to Hell, Stairway to... Are human beings born unequal when it comes to ethics? Or are ethical standards acquired? Or both nature and nurture? Neuroscience is on its way to discovering biological underpinnings of ethics in our brains. Whatever the upcoming findings on this front will be, our philosophical, political, and educational views, and even the way we look at ourselves as a species, could soon be radically challenged, if not altered. AENEIS, the special section of this journal dedicated to Educational Neuroscience and Ethics, seeks to shed light on the crucial and sometimes frightening questions and answers we are to be confronted with. Starting with Charles Lang (“Science, Education, and the Ideology of ‘How”’) and Zachary Stein (“On the Difference Between Designing Children and Raising Them: Ethics and the Use of Educationally Oriented Biotechnology”), we are embarking on a fascinating but dangerous learning journey. To navigate between Scylla and Charybdis, extreme caution is highly recommended. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

“Fácilis descensus Averni” Mind, Brain, Education, and Ethics: Highway to Hell, Stairway to Heaven, or Passing Dead End?

Chiesa, Bruno della
Mind, Brain, and Education , Volume 4 (2) – Jun 1, 2010
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Publisher
Wiley
Copyright
© 2010 the Author. Journal Compilation © 2010 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/j.1751-228X.2010.01083.x
Publisher site
See Article on Publisher Site

Abstract

Are human beings born unequal when it comes to ethics? Or are ethical standards acquired? Or both nature and nurture? Neuroscience is on its way to discovering biological underpinnings of ethics in our brains. Whatever the upcoming findings on this front will be, our philosophical, political, and educational views, and even the way we look at ourselves as a species, could soon be radically challenged, if not altered. AENEIS, the special section of this journal dedicated to Educational Neuroscience and Ethics, seeks to shed light on the crucial and sometimes frightening questions and answers we are to be confronted with. Starting with Charles Lang (“Science, Education, and the Ideology of ‘How”’) and Zachary Stein (“On the Difference Between Designing Children and Raising Them: Ethics and the Use of Educationally Oriented Biotechnology”), we are embarking on a fascinating but dangerous learning journey. To navigate between Scylla and Charybdis, extreme caution is highly recommended.

Journal

Mind, Brain, and Education – Wiley

Published: Jun 1, 2010

References

  • Long live lifelong brain plasticity!
    Della Chiesa, Della Chiesa
  • How many brains does it take to build a new light? Knowledge management challenges of a transdisciplinary project
    Della Chiesa, Della Chiesa; Christoph, Christoph; Hinton, Hinton
  • Understanding motor events: a neurophysiological study
    Di Pellegrino, Di Pellegrino; Fadiga, Fadiga; Fogassi, Fogassi; Gallese, Gallese; Rizzolatti, Rizzolatti
  • An education grounded in biology: Interdisciplinary and ethical considerations
    Gardner, Gardner
  • A practical approach to trans‐disciplinary studies for the 21st century
    Koizumi, Koizumi
  • Brain‐science and ethics
    Koizumi, Koizumi
  • The concept of brain‐science and ethics
    Koizumi, Koizumi
  • Science, education, and the ideology of “how”
    Lang, Lang
  • On the difference between designing children and raising them: Ethics and the use of educationally oriented biotechnology
    Stein, Stein