The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research

This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop ap...

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Bibliographic Details
Published inNeuroethics Vol. 5; no. 2; pp. 119 - 134
Main Authors Howard-Jones, Paul A., Fenton, Kate D.
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.08.2012
Springer Nature B.V
Subjects
Education
Ethics
Indexing in process
Neurology
Neuropsychology
Neuroradiology
Neurosciences
Neurosurgery
Original Paper
Philosophy
Educational neuroscience
Cognitive enhancing drugs
Infant screening
Genetic profiling
Education
Animal research
Neuroeducational research
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Summary:This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary research, the scrutiny and communication of findings and concepts, and the application of research and associated issues of policy likely to arise in the future. To help highlight the need for interdisciplinary and public discussion, we also report the opinions of a group of educators (comprising trainee teachers, teachers and head teachers) on the neuroeducational ethics of cognitive enhancing drugs, infant screening, genetic profiling and animal research.
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ISSN:1874-5490
1874-5504
DOI:10.1007/s12152-011-9101-0