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The Human Sciences after the Decade of the Brain brings together exciting new works that address today’s key challenges for a mutual interaction between cognitive neuroscience and the social sciences and humanities. Taking up the methodological and conceptual problems of choosing a neuroscience approach to disciplines such as philosophy, history, ethics and education, the book deepens discussions on a range of epistemological, historical, and sociological questions about the "neuro-turn" in the new millennium. The book’s three sections focus on (i) epistemological questions posed by neurobiologically informed approaches to philosophy and history, (ii) neuroscience’s influence on explanations for social and moral behavior, and (iii) the consequences of the neuro-turn in diverse sectors of social life such as science, education, film, and human self-understanding. This book is an important resource both for students and scholars of cognitive neuroscience and biological psychology interested in the philosophical, ethical, and societal influences of—and on—their work as well as for students and scholars from the social sciences and humanities interested in neuroscience
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... Curricula goals are often too general to guide instruction, and information about the nervous system has become overwhelming and diverse with ubiquitous relevance in society. This is documented by a 40% increase (27157 to 37319) in the annual number of neuroscience articles published from 2006 to 2015 [1] and a recent growth of several "neuro"-inspired academic disciplines including neuro-philosophy, neuro-ethics, neuro-history, neuro-education, neuro-economics [2] and neurorobotics [3], to name a few. Computer scientists apply computer-relevant knowledge of the nervous system to push the development of computing and robotics technology [4,5] economists apply economy-relevant knowledge to understand and predict human decision-making [6], and educators are eagerly trying to apply education-relevant knowledge to increase their students' learning outcomes [7,8]. ...
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Teaching about the nervous system has become a challenging task in secondary biology and science education because of the fast development in the field of neuroscience. A major challenge is to determine what content to teach. Curricula goals are often too general to guide instruction, and information about the nervous system has become overwhelming and diverse with ubiquitous relevance in society. In addition, several misconceptions and myths are circulating in educational communities causing world-wide confusion as to what content is correct. To help teachers, textbook authors, and curricula developers in this challenging landscape of knowledge, the aim of the present study is to identify the expert view on what knowledge is important for understanding the nervous system in the context of secondary biology and science education. To accomplish this, we have conducted a thematic content analysis of textbooks followed by a Delphi study of 15 experts in diverse but relevant fields. The results demonstrate six curriculum themes including gross anatomy and function , cell types and functional units , the nerve signal , connections between neurons , when nerve signals travel through networks of neurons , and plasticity in the nervous system , as well as 26 content principles organized in a coherent curriculum progression from general content to more specific content. Whereas some of the principles clarify and elaborate on traditional school biology knowledge, others add new knowledge to the curriculum. Importantly, the new framework for teaching about the nervous system presented here, meets the needs of society, as expressed by recent international policy frameworks of OECD and WHO, and it addresses common misconceptions about the brain. The study suggests an update of the biology and science curriculum.
... In the past ten years, a promising explanation to account for adolescent behaviour has fuelled enthusiasm amongst parents, educators, policymakers, and pedagogical experts: the teenage brain. The teenage brain tells the complicated story of decreasing grey cells, pruning, and a brain as work-in-progress: the teenage brain is presented as extraordinarily plastic and impressible to environmen-20 An earlier and shortened version of this chapter appeared in The Human Sciences after the Decade of the Brain (Hildt & Leefmann, 2017). tal stimuli. ...
Knowledge on adolescent brain development is increasingly being used by pedagogues, family coaches and other parenting professionals to tell parents what to do with their teenage offspring. The promise is that knowledge of the teenage brain not only explains ‘typical’ adolescent behaviour, but also provides an answer to the timely question of how to be a good parent. This chapter explores how the popular notion of the teenage brain is made valuable in Dutch parenting discourse to address concerns and ideals of good parenting – in short, questions of ethics. Instead of providing an inconclusive answer, parenting experts mobilize the teenage brain to reconcile different and sometimes conflicting parental norms, resulting in two distinct moral repertoires of parenting as ‘external frontal lobe’. The case of the teenage brain as parenting advice indicates the important role norms, values and ideas of the good play in the diffusion of neuroscience knowledge into society.
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Predkladaná rigorózna práca je primárne venovaná problematike modalít regulácie nových technológií. Úvodná kapitola predkladanej rigoróznej práce je venovaná základným pojmom, ktoré blízko súvisia s uvedenou problematikou. Druhá kapitola je zameraná na otázky modalít regulácie ako to profesor Lessig navrhol vo svojej teórii s názvom „teória patetických bodiek“. Tretia kapitola prepája otázky regulácie a nových technológii so zameraním na navrhované zásady regulácie nových technológií. Štvrtá a zároveň aj posledná kapitola je komparácia navrhovaných zásad regulácie z predošlej kapitoly so smernicou Európskeho parlamentu a Rady o rámci na zavedenie inteligentných dopravných systémov v oblasti cestnej dopravy a na rozhrania s inými druhmi dopravy.
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