Should I Take A Shower Befor Waxing Or After

Stanislas Dehaene, reading. The greatest invention of mankind, and what happened here in our heads, Munich 2010 (2009)

1. description of the subject and the subject of action in brain research
2. to interdisciplinary brain research
3. to neurophysiological function of the brain, consciousness and behavior
4. to neurophysiological function of the brain: competition versus reciprocity
5. to neurophysiological function of the brain: Perception of Shape
6. to neurophysiological function of the brain: Proto letters
7. to neurophysiological function of the brain: school
   

Despite my criticism of the shorter of the relationship between phylogenetic (biological and cultural ) and ontogenetic (individual) condition relationship I would like to Dehaene's interest in a broader, including other disciplines in recognition of their independence with inclusive perspective. It is extremely rare that a brain researcher's expertise the teacher points out and it is limited compared with their own expertise: "In the classroom alone is the teacher's authoritative person." (Dehaene 2010, p. 379) - but includes the tone in which Dehaene describes its own neurophysiological contribution to education, a flirtatious And here is a short one before so acclaimed educator slightly irritated, because that is - (Dehaene 2010, p. 379), the expressed respect implausible-making Nuance: "A little science can do no harm ... My message is modest" actually only conclude that the pedagogy is not a real science.

This is of course not a good basis for a true interdisciplinary approach, in which the eligible disciplines face at eye level. Dehaene and it wants its own words, also, for he proposes to combine the "research" and "to extend the science of reading," something of a triangulation of "pedagogy, psychology and neuroscience. (See Dehaene, 2010, p. 379) This is reminiscent of Damasio am triangulation of "spirit, behavior and brain" (see Antonio R. Damasio, I feel, therefore I am. The decryption of consciousness, Berlin 8 / 2009, p. 25)), a triangulation used to determine of consciousness not only on individual disciplines, but the whole system of science involves, if you realize that in mind, 'the subjective first-person perspective, among behavior "all manifestations of life of people and, brain' the specific neurophysiological perspective is understood.

In Damasio we have to do so with a truly interdisciplinary approach - not only with a limited perspective on the dominance of brain research. In a similar vein, Dehaene somewhat vague wording of a "unified (s) and cumulative (n) Science, in which the freedom of the teacher not denied, but drawn to the pragmatic search for a more structured and effective teaching is "(see Dehaene, 2010, S.380)

sneak But even in this formulation is again some vague, in need of further terms any precision. open remains what has been, pragmatic 'and efficiently' to understand. In the following posts we will see later, Dehaene tends to interpret the limited plasticity of the brain to the effect that compete in the neuro-physiological functions of the brain the different cultural skills of people with each other for the available, biologically evolved circuits. It could then draw the pedagogical conclusion that the classic, originating from Humboldt principle that man should pursue the greatest possible diversity of education, not particularly, 'and was therefore not effective' pragmatic approach could be implemented. In its place would be something like a productive one-sidedness connect ', which would call into question the entire core curriculum.

We have comparatively so when Dehaene, despite commendable, modesty ', a further example of the verbal carelessness, deal with the many brain researchers in terms that all first a careful analysis and critique of educational need, before they can be applied to educational institutions such as the classroom.