Quandaries for Neuroeducators

Autor: Howard Gardner
Rok vydání: 2008
Předmět:
Zdroj: Mind, Brain, and Education. 2:165-169
ISSN: 1751-228X
1751-2271
DOI: 10.1111/j.1751-228x.2008.00050.x
Popis: Ethical quandaries abound in the emerging fi eld of neuroeducation. Concepts and fi ndings from the GoodWork® Project may help neuroeducators deal ethically with these quandaries. In particular, ethical work is easier to carry out when all stakeholders concur on the means and goals of the profession. Similarly, when professionals wear only one occupational hat, ethical work is more readily achieved than when the professionals need to reconcile two confl icting hats. Such quandaries need not be tackled alone. An organization like the International Mind, Brain, and Education Society is a promising venue for discussing and perhaps resolving these quandaries. If I am permitted to begin with a neologism, I would like to introduce the term neuroeducator. A neuroeducator is a professional who is grounded both in the theories and research of neurosciences and in the practice of education. Recent analogous professionals would be cyber lawyers, nuclear engineers, and physician managers. In the near future, neuroeducators will face numerous quandaries. These quandaries will raise, in sharp form, the question of the responsibilities inherent in the role of the neuroeducator — be he or she a researcher, a clinician, or a teacher. Consider just a few possible dilemmas: 1. Scores on achievement and aptitude tests, gathered for other purposes, can be aggregated in terms of race and ethnicity. Should these data be so arrayed, should the results be made public, and if the result involves invidious comparisons in the media about the brains of these different groups, what actions should the neuroedu- cator take? 2. In the course of a routine magnetic resonance imaging scan of a student, evidence emerges, suggesting a large potential learning problem in the future. At present
Databáze: OpenAIRE
Externí odkaz: