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Through a collection of contributions from an international team of empirical researchers and philosophers, "New Philosophies of Learning" signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. It explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happiness. It debates the controversial approaches to categorising learners such as dyslexia. It raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education. It discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements. It includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch.
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Table of Contents

Notes on Contributors. Preface (Paul Standish). Part I: Neuroscience, Learner Categories and ICT. Section 1: Brain-based Learning. 1.1. Introduction (Ruth Cigman and Andrew Davis). 1.2. Philosophical Challenges for Researchers at the Interface between Neuroscience and Education (Paul Howard-Jones). 1.3. Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective (Usha Goswami). 1.4. Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach (Zachary Stein, Michael Connell and Howard Gardner). 1.5. Minds, Brains and Education (David Bakhurst). 1.6. Commentary (Ruth Cigman and Andrew Davis). Section 2: Learner Categories. 2.1. Introduction (Ruth Cigman and Andrew Davis). 2.2. Ian Hacking, Learner Categories and Human Taxonomies (Andrew Davis). 2.3. Like Alligators Bobbing for Poodles? A Critical Discussion of Education, ADHD and the Biopsychosocial Perspective (Paul Cooper). 2.4. Does Dyslexia Exist? (Julian G. Elliott and Simon Gibbs). 2.5. Thoughts About the Autism Label: A Parental View (Charlotte Moore). 2.6. Commentary (Ruth Cigman and Andrew Davis). Section 3: ICT and Learning. 3.1. Introduction (Ruth Cigman and Andrew Davis). 3.2. Technology-Enhanced Learning: A Question of Knowledge (Jan Derry). 3.3. Technology-Enhanced Learning as a Tool for Pedagogical Innovation (Diana Laurillard). Part II: Learning and Human Flourishing. Section 4: The Enhancement Agenda. 4.1. Introduction (Ruth Cigman and Andrew Davis). 4.2. Enhancing Children (Ruth Cigman). 4.3. The Long Slide to Happiness (Richard Smith). 4.4. Lessons from a New Science? On Teaching Happiness in Schools (Judith Suissa). 4.5. A Critique of Positive Psychology or The New Science of Happiness (Alistair Miller). Section 5: Non-Cognitive Intelligences. 5.1. Introduction (Ruth Cigman and Andrew Davis). 5.2. Illusory Intelligences? (John White) 5.3. Emotional Intelligence as Educational Goal: A Case for Caution (Sophie Rietti). 5.4. Commentary (Ruth Cigman and Andrew Davis). Section 6: Learners, Teachers and Reflection. 6.1. Introduction (Ruth Cigman and Andrew Davis). 6.2. Learning How to Learn: A Critique (Christopher Winch). 6.3. Philosophy with Children, the Stingray and the Educative Value of Disequilibrium (Karin Saskia Murris). 6.4. From Schools to Learning Environments: The Dark Side of Being Exceptional (Maarten Simons and Jan Masschelein). 6.5. Commentary (Ruth Cigman and Andrew Davis). Index.

About the Author

Ruth Cigman did her PhD in Philosophy of Music at Cambridge University, and has taught philosophy for many years in the US and the UK. She is currently Ethics Lead at the Academic Centre for Medical Education, University College London, and Senior Research Fellow in Philosophy of Education at the Institute of Education University of London. Andrew Davis's career includes eight years in primary schools, six at Cambridge University and over eighteen at Durham University where he is a Research Fellow. He has worked for the Quality Assurance Agency as a Subject Specialist Reviewer and directed Argument Matters, a strand of the National Academy for Gifted and Talented Youth Durham summer school for four years. Ruth Cigman and Andrew Davis are Joint-Managing Editors of the Impact series on educational policy, published by the Philosophy of Education Society of Great Britain.

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