We report the radiological findings and more specifically the MRI features in three typical cases of Langerhans' cell histiocytosis of the head and neck. All three cases were of solitary eosinophilic granuloma of bone: two mandibular and one temporal bone lesion. Reports on the MRI features of head and neck eosinophilic granulomas are rare.
Accounts focusing on the relation between conceptualisations of parenthood and neuroDiscourse are missing within educational philosophy. This lacuna forms the background of this paper, which reports on a case study on the level of social policy documents addressing parents of the Flemish governmental branch office Kind & Gezin (Child & Family). The case’s focus is a critical analysis of discursive constructions of parenthood, and the extent to which results of neuroscience, as they appear in the documents, exert a change in these discursive constructions of good parenthood. The study deploys critical metaphor analysis to explore the conceptualisations of parenthood that are metaphorically constructed, what these constructions convey about good parenthood, and how they relate to neuroDiscourse. The analysis, firstly, points at neuroDiscourse of parenthood being operational in the documents, but operating in a different manner than that described in the literature. Nevertheless, neuroDiscourse of parenthood exerts a narrowing effect on the way parenthood is conceptualised in parenthood Discourse. Secondly, the analysis exposes the assumption that parenthood advice is best grounded in scientific evidence, facilitating the further occurrence of parenting advice based on neuroscience. Thirdly, in relating Kind & Gezin’s mission of optimal preventive family support to neuroDiscourse of parenthood, the possibility of neuro-governance of parents arises.
The interest to connect results of neuroscientific research to educational contexts has increasingly grown in recent years. Actors from neuroscience and education show the explicit intention to approach each other. Still, issues and debates exist in the relation between them.This paper aims to bring to the fore one such specific issue that is not only relevant to be mindful of, but also raises questions of an organisational and pedagogical nature. The issue concerns the possible occurrences of conceptual confusion on the bridge from neuroscience to education. I present this paper as a thought experiment that hopes to make public not only the respective issue, but also some of its related questions, such as 'neuroprofessionalisation' and 'relevant knowledge for educational actors'. In doing so, I attempt to make the issue and its questions a concern of ours, and invite readers to join in a collective and vivid conversation about it.
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