Neuromedia and the Epistemology of Education.
Abstract: This paper explores the implications of a technological revolution that many in the industry think is likely soon to come to pass: <italic>neuromedia</italic>. In particular, the paper is interested in how this will constitute an especially persuasive kind of extended cognition, and thereb...
| Publicado en: | Metaphilosophy Vol. 49; no. 3; pp. 328 - 350 |
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| Formato: | Artículo |
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Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=129235635&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 129235635 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00261068 9OM jtl: Metaphilosophy issn: 00261068 maglogo: Y pubinfo: dt: Apr2018 vid: 49 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 129235635 10.1111/meta.12295 ppf: 328 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 134KB tig: atl: Neuromedia and the Epistemology of Education. aug: au: Pritchard, Duncan affil: Department of Philosophy, University of California, Irvine, 85 Humanities Instructional Building, Irvine, CA 92697, USA su: Educational psychology Epistemic logic Cognition Virtue Technological revolution sug: subj: Educational psychology Epistemic logic Cognition Virtue Technological revolution keyword: education epistemology extended cognition intellectual character intellectual virtue ab: Abstract: This paper explores the implications of a technological revolution that many in the industry think is likely soon to come to pass: <italic>neuromedia</italic>. In particular, the paper is interested in how this will constitute an especially persuasive kind of extended cognition, and thereby will facilitate extended epistemic states. This will in turn have ramifications for how we understand the epistemic goals of education. The paper argues that the challenges posed by neuromedia remind us that the overarching epistemic goal of education is not orientated towards facilitating a body of knowledge (or the development of mere cognitive skills) but rather is concerned with the development of <italic>intellectual character</italic>, where this in turn essentially involves the cultivation of intellectual virtues, character traits that are not amenable to extended cognition. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Metaphilosophy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Metaphilosophy holder: Wiley-Blackwell dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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