Alka Sehgal Cuthbert
Biographic Data
| ID | 6811779 |
|---|---|
| NAME | Alka Sehgal Cuthbert |
| GIVEN NAMES | Alka Sehgal |
| FAMILY NAME | Cuthbert |
| SIGNATURE | CUTHBERT A S |
| AFFILIATIONS | University of Cambridge |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
What Should Schools Teach?
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other qu…
Neuroscience and Education – an Incompatible Relationship
To date, there has been little opposition to the growing influence of cognitive neuroscience in education from the education profession itself. However there is growing criticism from the fields of psychology and philosophy. This paper aims to summarize the central arguments found in literature critical of the claims made by cognitive neuroscientists who advocate its potential to improve education. The paper is organized around three sections whi…
Teaching & Learning Guide for “Neuroscience and Education – an Incompatible Relationship”
Neuroscience and Education – an Incompatible Relationship
To date, there has been little opposition to the growing influence of cognitive neuroscience in education from the education profession itself. However there is growing criticism from the fields of psychology and philosophy. This paper aims to summarize the central arguments found in literature critical of the claims made by cognitive neuroscientists who advocate its potential to improve education. The paper is organized around three sections whi…
Neuroscience and Education – an Incompatible Relationship
To date, there has been little opposition to the growing influence of cognitive neuroscience in education from the education profession itself. However there is growing criticism from the fields of psychology and philosophy. This paper aims to summarize the central arguments found in literature critical of the claims made by cognitive neuroscientists who advocate its potential to improve education. The paper is organized around three sections whi…
Teaching & Learning Guide for “Neuroscience and Education – an Incompatible Relationship”
What Should Schools Teach?
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other qu…
Psychology (3 works) · Neuroscience (2 works) · Neuroscience, Education and Cognitive Function (2 works) · Sociology (2 works) · Argument (complex analysis (1 works) · Cognition (1 works) · Cognitive science (1 works) · Context (archaeology (1 works) · Criticism (1 works) · Educational Theory and Curriculum Studies (1 works)