Abstract

CASTORINA, José Antonio. La relación problemática entre Neurociencias y educación: Condiciones y análisis crítico. Propuesta educativa (Online) [online]. 2016, n.46, pp.26-41. ISSN 1995-7785.

This work analyzes the philosophical issues that educational neuroscience gives rise to: firstly, categorial errors are identified which take place when transferring statements from one discipline to the other; secondly, the inconveniences of the epistemological frame which underlie reductionism will be exposed, as well as the advantages of a relational frame that exceeds the dualism and ontological monism. Then, the epistemological “applicationism” of neurosciences to education will be questioned, and the thesis of cerebral activity as a necessary but not sufficient condition for the learning process in the classroom will be supported. Finally, the meaning / the necessity of an “interdisciplinary” requirement for organizing educational neuroscience studies will be examined, and a complex-system perspective will be proposed.

Keywords : Pedagogical field; Epistemological frame; Educational neuroscience; Interdisciplinary; Complex system.