- Notes on the Contributors
- List of Abbreviations
- Brain Reading: Decoding Mental States From Brain Activity In Humans
- The Neurobiology of Pleasure and Happiness
- The Neurobiological Basis of Morality
- Development of the Adolescent Brain: Neuroethical Implications for the Understanding of Executive Function and Social Cognition
- Neural Foundations to Conscious and Volitional Control of Emotional Behavior: A Mentalistic Perspective
- Neural Correlates of Deception
- Understanding Disorders of Consciousness
- Functional Magnetic Resonance Imaging, Covert Awareness, and Brain Injury
- Genetic Determinism, Neuronal Determinism, and Determinism <i>Tout Court</i>
- The Rise of Neuroessentialism
- A Neuroscientific Approach to Addiction: Ethical Concerns
- The Neurobiology of Addiction: Implications for Voluntary Control of Behavior
- Neuroethics of Free Will
- Pharmaceutical Cognitive Enhancement
- Cognitive Enhancement
- Chemical Cognitive Enhancement: Is it Unfair, Unjust, Discriminatory, or Cheating for Healthy Adults to Use Smart Drugs?
- Cognitive Enhancement in Courts
- Neuroethics and the Extended Mind
- Does Cognitive Enhancement Fit with the Physiology of Our Cognition?
- Attention Deficit Hyperactivity Disorder: Defining A Spectrum Disorder and Considering Neuroethical Implications
- Why Neuroethicists are Needed
- Intersecting Complexities in Neuroimaging and Neuroethics
- Pediatric Neuroimaging Research
- Ethical Issues in Functional Neurosurgery: Emerging Applications and Controversies
- Non-Invasive Brain Stimulation As A Therapeutic And Investigative Tool: An Ethical Appraisal
- Deep Brain Stimulation For Treatment-Resistant Neuropsychiatric Disorders
- The Ethical Issues of Trials of Neural Grafting in Patients with Neurodegenerative Conditions
- The Ethics Of Nano/Neuro Convergence
- Neurobiological And Neuroethical Perspectives On The Contribution Of Functional Neuroimaging To The Study Of Aging In The Brain
- Clinical Research On Conditions Affecting Cognitive Capacity
- Ethical Concerns And Pitfalls In Neurogenetic Testing
- Neuroethical Issues In Early Detection Of Alzheimer’S Disease
- the neuroethics of cognitive reserve
- Ethical Issues In The Management Of Parkinson’S Disease
- The Other Ethical Challenge of Neurodegenerative Diseases
- Future Scoping: Ethical Issues In Aging And Dementia
- Incidental Findings In Neuroscience Research: A Fundamental Challenge To The Structure Of Bioethics And Health Law
- What Will Be the Limits of Neuroscience-based Mindreading in the Law?
- For The Law, Neuroscience Changes Nothing And Everything
- New Directions In Neuroscience Policy
- Women’s Neuroethics
- Public Representations Of Neurogenetics
- Brain Trust: Neuroscience and national security in the 21st century
- Neuroplasticity, Culture, and Society
- Neuroscience and neuroethics in the 21st century
- Neuroscience and the media: ethical challenges and opportunities
- Ethical issues in Educational Neuroscience: Raising children in a Brave New World
- From The Internationalization To The Globalization Of Neuroethics: Some Perspectives And Challenges
- Global Health Ethics
- Ethical Perspectives: Clinical Drug Trials In Developing Countries
- Learning About Neuroethics Through Health Sciences Online: A Model For Global Dissemination
- Neuroethics And The Lure of Technology
- Subject Index
- Author Index
Abstract and Keywords
A growing international movement, called educational neuroscience, aims to inform educational research, policy, and practice with neuroscience and cognitive science research. The research brings a powerful capability to directly intervene in children's biological makeup, stirring ethical questions about the very nature of child rearing, and the role of education in this process. This study argues that designing children is ethically unacceptable and presents a few case studies to highlight important ethical issues. This article focuses on a central issue—the distinction between two general types of educational interventions informed by neuroscience, designing children versus raising children. These scenarios envision educational reforms that might follow in the wake of advances in understanding the biological bases of ethical behaviors. It hopes to provoke others to consider emerging ethical issues in mind, brain, and education, and to take preemptive action to protect children's right to participate in their own development.
Zachary Stein is currently a student of philosophy and cognitive development pursing a doctorate at the Harvard Graduate School of Education. He is also Deputy Director and Senior Analyst for the Developmental Testing Service, a non-profit dedicated to educational research and development.
Bruno Della Chiesa is a Senior Analyst at OECD and Visiting Lecturer on Education at Harvard. He pioneered an international movement to connect brain research results with education policy. Bridging didactics of languages, cultural diversity awareness, neuroscientific insights, and ethics in a globalizing world, he recently developed new theoretical schemes, including the politically controversial “cultural tesseract.”
Christina Hinton is a doctoral student at Harvard in neuroscience and education. She works to inform education policy and practice with neuroscience findings, in collaboration with OECD, UNICEF, and the Ross Schools. She lectures internationally on the brain and learning, research schools, and education for global consciousness.
Kurt W. Fischer is the Charles Bigelow Professor of Education and Director of the Mind, Brain and Education Program at Harvard University. He studies cognitive and emotional development and learning from birth through adulthood, combining analysis of the commonalities across people with the diversity of pathways of learning and development. He is founding president of the International Mind, Brain and Education Society and founding editor of the new journal Mind, Brain, and Education.
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