SAAP Annual Meeting 2013

Papers Proceedings »

Reconstruction in Mind, Brain, and Education: Pragmatic Commitments for Collaborative Inquiry

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Zach Piso
Michigan State University
United States

Without an adequate channel for communication between neuroscientists and educational theories, misappropriations of neuroscience have dominated the exchange between the two disciplines. In light of this history, many neuroscientists have issued warnings that it is premature for educational theorists to draw on neuroscience toward the production of brain-based education, while others argue that the two fields of study are incommensurable. I here argue that Dewey’s notions of pragmatic inquiry and reconstruction offer resources for grounding interdisciplinary collaboration in a cohesive conceptual framework. Current collaborations within the interdisciplinary field of Mind, Brain, and Education demonstrate commitments to goal-oriented research, orientations to shared disciplinary problems, and designations of interdisciplinary liaisons, which resonate with Deweyan reconstruction. I anticipate several pragmatic amendments (disruption of theory-practice and pure-applied binaries, hypothesis-generation based on felt problems of broader community, concern for context in experimentation and in dissemination of finding) that might strengthen reciprocal, non-hierarchical communities of inquiry.


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