Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/wiley/f-cilis-descensus-averni-mind-brain-education-and-ethics-highway-to-ujOqLtudRo
References (11)
-
Koizumi Koizumi (1998)
A practical approach to trans‐disciplinary studies for the 21st centuryJournal of Seizon and Life Science, 9B
-
B. Stein (2010)
On the Difference Between Designing Children and Raising Them: Ethics and the Use of Educationally Oriented -
B. Chiesa, Vanessa Christoph, C. Hinton (2009)
How Many Brains Does It Take to Build a New Light: Knowledge Management Challenges of a Transdisciplinary ProjectMind, Brain, and Education, 3
-
Charles Lang (2010)
Science, Education, and the Ideology of “How”Mind, Brain, and Education, 4
-
Koizumi Koizumi (2006)
Brain‐science and ethicsThe MBE PONS, 1
-
Koizumi Koizumi (2007)
The concept of brain‐science and ethicsJournal of Seizon and Life Science, 17B
-
Zachary Stein, B. Chiesa, C. Hinton, K. Fischer (2011)
Ethical issues in Educational Neuroscience: Raising children in a Brave New World -
H. Gardner (2009)
An Education Grounded in Biology: Interdisciplinary and Ethical ConsiderationsMind, Brain, and Education, 3
-
G. Pellegrino, L. Fadiga, L. Fogassi, V. Gallese, G. Rizzolatti (2004)
Understanding motor events: a neurophysiological studyExperimental Brain Research, 91
-
Della Chiesa Della Chiesa (2008)
Long live lifelong brain plasticity!Lifelong Learning in Europe (LLinE), XIII
-
Stein Stein (2010)
On the difference between designing children and raising them: Ethics and the use of educationally oriented biotechnologyMind, Brain, and Education, 4
- 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