Neuroscience and the Northern Ireland Curriculum. 2020, and the warning signs remain.

Autor/in	Kitchen, William H.
Titel	Neuroscience and the Northern Ireland Curriculum. 2020, and the warning signs remain.
Quelle	In: Journal of curriculum studies, 53 (2021) 4, S. 516-530Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1779350
Schlagwörter	Lernen; Curriculum; Neurowissenschaften; Nordirland
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.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/4