Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit
The introduction of neurosciences in education gives rise to animated reactions. As some embrace the arrival of such science with open arms, others tend to be more skeptical. This article submits fundemental thoughts regarding this debate, inspired by its parallels with the positivism dispute, one o...
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| Format: | Article |
| Language: | fra |
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Presses universitaires de la Méditerranée
2018-09-01
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| Series: | Éducation et Socialisation |
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| Online Access: | https://journals.openedition.org/edso/4037 |
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| author | Arianne Robichaud Marina SCHWIMMER Maxime GAUTHIER-LACASSE |
| author_facet | Arianne Robichaud Marina SCHWIMMER Maxime GAUTHIER-LACASSE |
| author_sort | Arianne Robichaud |
| collection | DOAJ |
| description | The introduction of neurosciences in education gives rise to animated reactions. As some embrace the arrival of such science with open arms, others tend to be more skeptical. This article submits fundemental thoughts regarding this debate, inspired by its parallels with the positivism dispute, one of the most important epistemological debates of the 20th century. This paper is divided in three distinct sections : first, we present the principal epistemological postures at the heart of the actual debate regarding the introduction of neurosciences in education ; we then retrace the most notable aspects of the positivism dispute which opposed Adorno and Habermas to Popper and Albert, and its similarities with the present debate. Finally, we propose a way by which we could continue the actual debate, starting from a more constructive perspective. |
| format | Article |
| id | doaj-art-dc50675d723b408e9f41a50ad4297d72 |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2018-09-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-dc50675d723b408e9f41a50ad4297d722025-01-30T13:39:47ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922018-09-014910.4000/edso.4037Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreitArianne RobichaudMarina SCHWIMMERMaxime GAUTHIER-LACASSEThe introduction of neurosciences in education gives rise to animated reactions. As some embrace the arrival of such science with open arms, others tend to be more skeptical. This article submits fundemental thoughts regarding this debate, inspired by its parallels with the positivism dispute, one of the most important epistemological debates of the 20th century. This paper is divided in three distinct sections : first, we present the principal epistemological postures at the heart of the actual debate regarding the introduction of neurosciences in education ; we then retrace the most notable aspects of the positivism dispute which opposed Adorno and Habermas to Popper and Albert, and its similarities with the present debate. Finally, we propose a way by which we could continue the actual debate, starting from a more constructive perspective.https://journals.openedition.org/edso/4037epistemologyNeuroeducationpositivism disputeFrankfurt Schoolcritical rationalismphilosophy of education. |
| spellingShingle | Arianne Robichaud Marina SCHWIMMER Maxime GAUTHIER-LACASSE Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit Éducation et Socialisation epistemology Neuroeducation positivism dispute Frankfurt School critical rationalism philosophy of education. |
| title | Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit |
| title_full | Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit |
| title_fullStr | Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit |
| title_full_unstemmed | Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit |
| title_short | Étudier l’accueil des neurosciences en éducation : une illustration épistémologique à partir de la positivismusstreit |
| title_sort | etudier l accueil des neurosciences en education une illustration epistemologique a partir de la positivismusstreit |
| topic | epistemology Neuroeducation positivism dispute Frankfurt School critical rationalism philosophy of education. |
| url | https://journals.openedition.org/edso/4037 |
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