The Educated Brain: A Critique of Neuroeducation

 Jan De Vos

This chapter offers a critique of neuroeducation (education based on scientific brain

research). The overarching question is: is the neuro strong enough to replace the century-
long dominion of the psychological discourse within education? The answer is no: I show
how psychologists are not made redundant, but, rather, remain in business as the primary
advocates of the neuro as they morph into neuro-educators. From here, I demonstrate that
neuroeducation cannot but become neuro-education, enjoining the pupils to see themselves,
others and the world through the lens of the neuro-discourse. The more general observation
is that the neuroturn is, as such, tributary to psychology and psychologization. Even at the
most fundamental level (e.g., basic fMRI-research) neuroscience’s silent partner is
psychology, and, hence, it inherits all psychology’s deadlocks.

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