Deneurologizing Education? From Psychologisation to Neurologisation and Back

Vos, Jan De

doi:10.1007/s11217-014-9440-5

Cited by 29 publications

(10 citation statements)

References 29 publications

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“…Básicamente, tanto la psicologización como la neurologización involucran a un sujeto que se supone que sabe, en este sentido quedan dentro de los confines de la escuela tradicional centrada en la transferencia del conocimiento. Desde los más jóvenes hasta los más viejos se les enseña a los seres humanos lo que es ser un humano: "sabías que de acuerdo a la investigación psicológica o de scanner cerebrales…", tras lo cual somos llamados a adoptar la mirada neuropsicológica científica sobre nosotros mismos, los otros y el mundo (De Vos, 2015, 2016a.…”

Section: ¿Qué Funciona En La Digitalización?unclassified

¿Qué sujeto para lo digital? Una crítica a las raíces de la digitalización en la (neuro)psicología

Vos¹

2022

praxis psy

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Este articulo no será acerca de entender la cultura digital o la (inter)subjetividad digital con la ayuda de la (neuro)psicología. Más bien, analizará críticamente cómo los modelos (neuro)psicológicos son usados precisamente en el modelamiento de nuestros avatares y los entornos inteligentes, lugares en que hoy día se sostiene la (inter)subjetividad. Entonces, en lugar de “Tú cerebro en lo digital: cómo la digitalización está moldeando nuestros cerebros”, yo escojo otro acercamiento, basado en la teoría crítica y la crítica psicoanalítica: “Cómo los modelos neuropsicológicos moldean lo digital”. De ahí que, la digitalización de la (inter)subjetividad, más que evaluarse con la (neuro)psicología, debería conectarse con la psicologización y neurologización de la (inter)subjetividad. A partir de aquí, la pregunta clave es, si los actuales modelos de (neuro)psicología permiten una tecnología con un potencial emancipatorio limitado (en el que la datificación equivale a la explotación capitalista de la intersubjetividad), ¿se abriría entonces la opción de una psicología diferente, que lleve a algo distinto? Por lo tanto, sería viable la siguiente pregunta: ¿qué sujeto para lo digital?

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Section: ¿Qué Funciona En La Digitalización?unclassified

¿Qué sujeto para lo digital? Una crítica a las raíces de la digitalización en la (neuro)psicología

Vos¹

2022

praxis psy

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“…Let us consider educational research as a form that stands in a plastic relationship to forms surrounding it. It then becomes clear that what counts as educational research -what constitutes its borders -will be influenced by a great many things, such as governmental policy ; the number of available positions in educational research and therefore the available time and capacity to do research; the proportion of educational psychologists, philosophers, historians, and so on, which will conceivably put a slant on the amount of research published in each of these sub-disciplines; the finances and models for research incentives (Smeyers, de Ruyter, Waghid, & Strand, 2014); recent discoveries in fields other than education -«neuro-education» has been a topic for several years now (de Vos, 2015;Ferrari, 2011;Flobakk, 2016;Flobakk, 2015;Hinton, Miyamoto, & della Chiesa, 2008;Howard-Jones, 2014;Kitchen, 2017;Kraft, 2012;Pasquinelli, 2013;Sala & Anderson, 2012;Schrag, 2013;Smeyers, 2016;Zimpel, 2013); progress in automation and computer science changing society's projected need for workers and of which type, which might in turn influence policy (Finn, 1957;Means, 2017;Peters, 2001;.…”

Section: The Non-centre Of Educational Researchmentioning

confidence: 99%

“…In philosophy of education, the discussion seemed to be centred on critiquing the unrealistic and misunderstood ambitions for education that brain research seemed to provoke. The discussion seemed centred primarily on the utility of brain research on didactics and teaching and not on the philosophical repercussions (de Vos, 2015;Ferrari, 2011;Flobakk, 2015;Hinton et al, 2008;Howard-Jones, 2014;Kraft, 2012;Pasquinelli, 2013;Sala & Anderson, 2012;Schrag, 2013;Smeyers, 2016;Zimpel, 2013). In my searches I found no attempt to reconcile neuroscience and education, let alone Bildung, from an ontological point of view.…”

Section: Metaphors Of Mind and Brainmentioning

confidence: 99%

Towards a Plastic Starting Point: Rethinking Ethical-Political Education with Catherine Malabou

Hogstad

2020

Rethinking Ethical-Political Education

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Although there is only one name attached to this thesis, it wouldn't have come into existence if it were not for the help of a great many people. Heartfelt thanks go to my brilliant supervisors Torill Strand and Nick Peim. Working with you has been an absolute pleasure. Not only am I grateful to have such great philosophers, thinkers and writers comment on my work, I am also grateful for our friendship, and the confidence you have had in me as a philosopher.Both of you have taught me so much and the project would have been very different without you. Thank you Torill for having taken me to conferences and workshops (philosophy does really live and thrive in the Mediterranean), for involving me in numerous stimulating projects and exposing me to the life and works of a philosopher from day one. Thank you so much for your enthusiasm, generosity, and confidence. Nick, thank you for showing me England, where they drive on the left, and for showing me that philosophy is neither abstract nor elongated from daily life, even when it is. Your interest in my project has been continuously uplifting, and I have been looking forward to each and every one of our FaceTime chats. I've learned that Tony Soprano's «eh, waddaya gonna do?» is a great question to ask in the face of philosophical adversity. Torill and Nick, I am happy that our friendship and collaborations can continue.Catherine Malabou, I sincerely appreciate our friendship, your hospitality and your support for me and my project. I must also thank you for doing the work that you do -it could not be more true to say that this project would not have been the same without you! Benhur Oral, thank you so much for asking the very difficult and very right questions, and for your kind encouragement throughout. Thanks to Niri Talberg for making me realise how much I wanted to pursue this project, and for being an unwavering source of support. I'm not sure I would have embarked on this if it hadn't been for you. I truly appreciate our friendship and banter.Birgitte Ingebretsen, your love, support, and sense of realism have kept me sane. My parents and my sister, thank you for believing in me and supporting me every step of the way. You have always wished me the best, for which I am eternally grateful. My family and friends deserve thanks for their support, for asking about my research, and for patiently listening even when they realised that the answer would be long and confusing to everyone, including myself. Thanks to Caroline Cruaud for being such a talented French tutor and scholar. Thank you, the Alliance Franco-Allemande pour la caféine and The Extended Village, for providing ii French, German, coffee, brunches, outings, beers, laughs and music. Thanks to Jon Kaurel and Kalisha Wills for the laughs. Thanks to everyone in the HumStud research group and the Department of Education for accepting my proposal, and for their excellent support and impressive academic standards. Marianna Papastephanou, Benhur Oral, Anna Kouppanou, Kaja J. Rathe, the Tilos conference participant...

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“…According to critics of psychologization (e.g. see De Vos, 2015; Teo, 2008), the use of psychologized vocabulary and explanatory schemes has enabled a powerful regime—psychologists, counselors, educators, and other specialists—to become almost the sole decision-makers of what constitutes a traumatized victim and which healing/therapy may be appropriate.…”

Section: The Representation Of Trauma In Classrooms and Its Risksmentioning

confidence: 99%

Emotions, affects, and trauma in classrooms: Moving beyond the representational genre

Zembylas

2019

Research in Education

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The purpose of this paper is to draw together and engage some of the most prominent themes throughout the literature on emotions, affects, and trauma in classrooms: the representation of trauma in classrooms and its risks; the body as a part of traumatic experience and how it may be engaged pedagogically; and the un/making of affective communities as pedagogical spaces that can be transformative. It is argued that the prevalent representational account of trauma in classrooms imposes certain constraints that frame the pedagogical work that may be conducted. New theoretical and research developments in the affective turn about the implications of emotions, affects, and trauma for the body and politics, pose serious challenges to the representational genre. It is suggested that reparative pedagogies grounded in new theoretical perspectives may invoke critical reflection and transformative action in ways that expose and reframe the affective infrastructures of exclusion, inequality, and injustice.

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Deneurologizing Education? From Psychologisation to Neurologisation and Back

Cited by 29 publications

References 29 publications

¿Qué sujeto para lo digital? Una crítica a las raíces de la digitalización en la (neuro)psicología

¿Qué sujeto para lo digital? Una crítica a las raíces de la digitalización en la (neuro)psicología

Towards a Plastic Starting Point: Rethinking Ethical-Political Education with Catherine Malabou

Emotions, affects, and trauma in classrooms: Moving beyond the representational genre

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