教育学的递嬗:认知神经化

Toward a Cognitive Neuroscience-based Approach to Education

脑科学、认知神经科学、生理病理学等在美国向教育学领域的延伸引发了教育学课堂的认知神经化。认知神经化教育学既有它的理论际遇,即知识论在现象学身体哲学上的树立,又有它的操作性际遇,即技术条件与手段的可获得性。然而,教育学的认知神经化并不意味着教育的效果直接来自生物学、生理学的解码以及神经认知技术层面上的操作发现。认知神经化教育学显明的是教育的浸身结构。教育学被认知神经化也并非说明教育学只能如此,相反,它是时代性的人类文明在教育学领域里的示范且是知识的浸身结构的示范。

The recent development of brain science and cognitive neuro-science has brought a significant change in the field of education, namely, a cognitive neuroscience-based approach to education. It is based on phenomenological epistemology of the body as well as new technological means available today. However, this new approach, emphasizing the embodiment of knowledge, doesn' t mean that education is to be done in strict accordance with findings in biology, physiology or cognitive neuro-science. The cognitive neuroscience-based approach is just one of the many varied approaches to education we have already known, representing the latest development in this field.