Evidence on neuroethics and neuroeducation: An integrative review
DOI:
https://doi.org/10.33448/rsd-v9i7.4276Keywords:
Ethics; Education; Neurosciences; Bioethics; Review; Health sciences.Abstract
Objective: To identify the characteristics and evidence of studies on neuroethics and neuroeducation in the scientific literature. Method: Integrative review held in the SCOPUS, PUBMED and Web of Science databases. From the analysis of 613 papers, we selected 25 for analysis according to established criteria. Results: From the analysis of the evidence, its results were presented in three main groups: 1) Increased performance and perception through training; 2) Increased performance through medicalization and interventions; and 3) Discussion and criticism on neuroethics and neuroeducation. Conclusion: Both neuroeducation and neuroethics have the potential to benefit society, in future theoretical and technological developments on health and education. Their repercussions and translations achieve the professional field of Nursing, which requires a critical appropriation of their foundations, in such a way as to preserve general principles of their application, such as justice and equity in the enjoyment of their benefits, control of interests and respect for cultural and moral plurality and individuality.
References
Almada, LF. (2013). Aspectos éticos, legais e sociais das neurociências. Revista Simbio-Logias, 6 (8), 89-100. doi: https://www.ibb.unesp.br/Home/ensino/departamentos/educacao/revistasimbio-logias/aspectos_eticos_legais.pdf
Amodeo, MT, Netto, TM & Fonseca, RP. (2010). Desenvolvimento de programas de estimulação cognitiva para adultos idosos: modalidades da Literatura e da Neuropsicologia. Letras de Hoje, 45 (3), 54-64. doi: http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/8121/5810
Araujo, M. (2017). A ética do aprimoramento cognitivo: efeito Flynn e a falácia dos talentos naturais. Ethic@ Revista Internacional de Filosofia da Moral, 16 (1), 01-14. doi: https://doi.org/10.5007/1677-2954.2017v16n1p1.
Bard, I, Gaskell, G, Allansdottir, A, Cunha, RV, Eduard, P, Hampel, J, Hildt, E, Hofmaier, C, Kronberger, N, Laursen, S, Meijknecht, A, Salvör, N, Quintanilha, A, Revuelta, G, Saladié, N, Sándor, J, Santos, JB, Seyringer, S, Singh, I, Somsen, H, Toonders, W, Torgersen, H, Torre, V, Varju, M & Zwart, H. (2018). Bottom Up Ethics - Neuroenhancement in Education and Employment. Neuroethics, 11 (3), 309-322. doi: https://doi.org/10.1007/s12152-018-9366-7.
Barrios-Tao, H. (2016). Neurociencias, educación y entorno sociocultural. Educación y Educadores, 19(3), 395-415. doi: https://doi.org/10.5294/edu.2016.19.3.5.
Barros, D & Ortega, F. (2011). Metilfenidato e Aprimoramento Cognitivo Farmacológico: representações sociais de universitários. Saúde & Sociedade, 20(2), 350-362. doi: http://dx.doi.org/10.1590/S0104-12902011000200008.
Béjar, M. (2014). Una mirada sobre la educación: Neuroeducación. Revista Padres y Maestros, 10(355), 49-52. doi: https://revistas.comillas.edu/index.php/padresymaestros/article/view/2622
Berlanga, AC. (2013). Origen y desarrollo de la Neuroética: 2002-2012. Revista Bioética y Derecho, (28), 48-60. doi: http://scielo.isciii.es/pdf/bioetica/n28/articulo4.pdf.
Cardoso, NO, Landenberger, T & Argimon, IIL. (2017). Jogos Eletrônicos como Instrumentos de Intervenção no Declínio Cognitivo: Uma Revisão Sistemática. Revista Psicologia da IMED, 9(1), 119-139. doi: http://dx.doi.org/10.18256/2175-5027.2017.v9i1.1941
Carneiro, SG, Prado, AST, Moura, HC, Strapasson, JF, Rabelo, NF & Ribeiro, TT. (2013). O uso não prescrito de metilfenidato entre acadêmicos de Medicina. Cadernos UniFOA, 8(1), 53-59. doi: http://revistas.unifoa.edu.br/index.php/cadernos/article/view/87/0
Castro, MV, Bissaco, MAS, Panccioni, BM, Rodrigues, SCM & Domingues, AM. (2014). Effect of a Virtual Environment on the Development of Mathematical Skills in Children with Dyscalculia. PLOS One, 9(7), e103354. doi: https://doi.org/10.1371/journal.pone.0103354
Chariglione, IPF & Janczura, GA. (2013). Contribuições de um treino cognitivo para a memória de idosos institucionalizados. Psico-USF, 18(1), 13-22. doi: http://dx.doi.org/10.1590/S1413-82712013000100003.
Choudhury, S & Moses, J. (2016). Mindful interventions: Youth, poverty, and the developing brain. Theory & Psychology, 26(5),591-606. doi: https://doi.org/10.1177/0959354316669025.
Cortina, A. (2010). Neuroética: ¿Las bases cerebrales de una ética universal con relevancia política? Isegoría, 0(42), 129-148. doi: http://dx.doi.org/10.3989/isegoria.2010.i42.687
Cortina, A. (2014). Neuroética y neuropolítica: sugerencias para la educación moral. Madrid, Espanha: Tecnos.
Cuthbert, AS. (2015). Neuroscience and Education – an Incompatible Relationship. Sociology Compass, 9(1), 49-61. doi: https://doi.org/10.1111/soc4.12233.
Desender, K, Van Opstal, F & Van den Bussche, E. (2017). Subjective experience of difficulty depends on multiple cues. Scientific Reports, 7 (44222), (p.). doi: https://doi.org/10.1038/srep44222.
Fardin, CE & Piloto, JAR. (2015). Uso indiscriminado do metilfenidato para o aperfeiçoamento cognitivo em indivíduos saudáveis. Revista Uningá, 23(3), 98-103. doi: http://revista.uninga.br/index.php/uningareviews/article/view/1647
Felip, MJC. (2015). Neuroeducación en virtudes cordiales: cómo reconciliar lo que decimos con lo que hacemos. Barcelona, Espanha: Octaedro
Geniole, DCMS & Camargo, EAO. (2018). Neuroeducação, dislexia e dificuldades de aprendizagem: princípios, implicações pedagógicas e curriculares. Revista de Pós-Graduação Multidisciplinar. 1(3), 143-152. doi: https://doi.org/10.22287/rpgm.v1i3.698
Gonçalves, CS & Pedro, RMLR. (2018). “Drogas da Inteligência?”: Cartografando as controvérsias do consumo da Ritalina para o aprimoramento cognitivo. Psicología, Conocimiento y Sociedad, 8(2), 71-94. doi: http://dx.doi.org/10.26864/PCS.v8.n2.5.
Griffith, JL & Kohrt, BA. (2016). Managing stigma effectively: What social psychology and social neuroscience can teach us. Academic Psychiatry, 40(2), 339-347. doi: https://doi.org/10.1007/s40596-015-0391-0.
Han, H, Glover, GH & Jeong, C. (2014). Cultural influences on the neural correlate of moral decision making processes. Behavioural Brain Research, 259 (1), 215-218. doi: https://doi.org/10.1016/j.bbr.2013.11.012
Han, H, Lee, K & Soylu, F. (2016). Predicting long-term outcomes of educational interventions using the evolutionary causal matrices and Markov chain based on educational neuroscience. Trends in Neuroscience and Education, 5(4), 157-165. doi: https://doi.org/10.1016/j.tine.2016.11.003.
Hardiman, M, Rinne, L, Gregory, E & Yarmolinskaya, J. (2012). Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy. Neuroethics, 5(2), 135-143. doi: https://doi.org/10.1007/s12152-011-9116-6
Herdener, M, Esposito, F, Di Salle, F, Boller, C, Hilti, CC, Habermeyer, B, Scheffler, K, Wetzel, S, Seifritz, E & Cattapan-Ludewing, K. (2010). Musical training induces functional plasticity in human hippocampus. The Journal of Neuroscience, 30(4), 1377-1384. doi: https://doi.org/10.1523/JNEUROSCI.4513-09.2010
Hook, CJ & Farah, MJ. (2013). Neuroscience for educators: What are they seeking, and what are they finding? Neuroethics, 6(2), 331-341. doi: https://doi.org/10.1007/s12152-012-9159-3.
Inon, M. (2019). Fooled by ‘smart drugs’–why shouldn’t pharmacological cognitive enhancement be liberally used in education? Ethics and Education, 14(1), 54-69. doi: https://doi.org/10.1080/17449642.2018.1538713
Kipper, DJ. (2011). Neuroethics: a discipline under construction. Revista bioética, 19(2), 397-420. doi: http://revistabioetica.cfm.org.br/index.php/revista_bioetica/article/view/636/682
Lalancette, H & Campbell, SR. (2012). Educational neuroscience: Neuroethical considerations. International Journal of Environmental & Science Education, 7(1),37-52. doi: https://files.eric.ed.gov/fulltext/EJ972443.pdf
Maciel, JMMP & Ramos, AGB. (2017). Uso não prescrito de cloridrato de metilfenidato entre estudantes universitários. Revista de Pesquisa Interdisciplinar,2(supl),514-524. doi: http://dx.doi.org/10.24219/rpi.v2i2.0.275.
Marino-Junior, R. (2010). Neuroethics: the brain as ethics and moral organ. Revista bioética, 18 (1), 109-120. doi: http://revistabioetica.cfm.org.br/index.php/revista_bioetica/article/view/539/561
Melnyk, BM, Fineout-Overholt, E, Stillwell, SB & Williamson, KM. (2009) Igniting a Spirit of Inquiry: An Essential Foundation for Evidence-Based Practice. AJN, 109(11), 49-52. doi: http://forces4quality.org/af4q/download-document/3517/Resource-Evidence_Based_Practice__Step_by_Step__Igniting_a.28.pdf
Meyers, CD. (2014). Neuroenhancement in Reflective Equilibrium: A Qualified Kantian Defense of Enhancing in Scholarship and Science. Neuroethics, 7(3):287–298. doi: https://doi.org/10.1007/s12152-014-9212-5.
Mishra, J, Sagar, R, Joseph, AA, Gazzaley, A & Merzenich, MM. (2016). Training sensory signal-to-noise resolution in children with ADHD in a global mental health setting. Translational Psychiatry. (6),e781. doi: https://doi.org/10.1038/tp.2016.45
Paula, CC, Padoin, SMM & Galvão, CM. (2015). Metodologias da pesquisa para a enfermagem e saúde. Porto Alegre, Brasil: Moriá.
Ray, KS. (2016). Not Just “Study Drugs” for the Rich: Stimulants as Moral Tools for Creating Opportunities for Socially Disadvantaged Students. The American Journal of Bioethics , 16(6), 29-38. doi: https://doi.org/10.1080/15265161.2016.1170231
Ritchie, SJ, Della, SS & McIntosh, RD. (2013). Retrieval Practice, with or without Mind Mapping, Boosts Fact Learning in Primary School Children. PLoS ONE, 8(11), e78976. doi: https://doi.org/10.1371/journal.pone.007897
Robillard, JM. & Illes, J. (2016). Manipulating memories: The ethics of yesterday’s science fiction and today’s reality. AMA Journal of Ethics, 18,(12),1225-1231. doi: https://doi.org/10.1001/journalofethics.2016.18.12.msoc1-1612
Sankey, D. (2006). The neuronal, synaptic self: having values and making choices. Journal of Moral Education, 35(2), 163-178. doi: https://www.tandfonline.com/doi/abs/10.1080/03057240600681702
Santos, BAG. (2019). Aprimoramento cognitivo por meio de nootrópicos eficazes: uma abordagem consequencialista. Guairacá Revista de Filosofia, 35(2), 19-35. doi: https://doi.org/10.5935/2179-9180.20190012
Santos, CP & Sousa, KQ. (2016). A neuroeducação e suas contribuições às práticas pedagógicas contemporâneas. 8º Encontro Internacional de Formação de Professores e 9º Fórum Permanente de Inovação Educacional, 9(1), 1-11. doi: https://eventos.set.edu.br/index.php/enfope/article/view/1877/777
Silva, DJ & Vaz, AF. (2016). A emergência do sujeito cerebral e suas implicações para a educação. Childhood & Philosophy. 12(24), 211-230. doi: https://doi.org/10.12957/childphilo.2016.22996
Simões, SEM & Nogaro, A. (2019). Ética, neuroética e práticas de ensino. Revista de bioética, 27(2), 268-275. doi: http://dx.doi.org/10.1590/1983-80422019272309.
Sousa, AMOP & Alves, RRN. (2017). A neurociência na formação dos educadores e sua contribuição no processo de aprendizagem. Revista de psicopedagogia, 34(105), 320-331. doi: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0103-84862017000300009.
Tachibana, K. (2017). Neurofeedback-based moral enhancement and traditional moral education. Humana Mente Journal od Philosophical Studies, 11(33), 19-42. doi: https://www.researchgate.net/publication/323144692_Neurofeedback-Based_Moral_Enhancement_and_Traditional_Moral_Education
Tamburrini, G. (2009). Brain to computer communication: Ethical perspectives on interaction models. Neuroethics, 2(3), 137-149. doi: https://doi.org/10.1007/s12152-009-9040-1.
Vos, J. (2015). Deneurologizing education? From psychologisation to neurologisation and back. Studies in Philosophy and Education, 34(3), 279-295. doi: https://doi.org/10.1007/s11217-014-9440-5
Walther, G. (2016). Developing an ‘ethics for neuroscientists’ course: between emancipation, practicality, and postmodernity in educational action research. Educational Action Research, 24(4), 571-82. doi: https://doi.org/10.1080/09650792.2015.1065755.
Wei, G, Zhang, Y, Jiang, T & Luo, J. (2011). Increased cortical thickness in sports experts: A comparison of diving players with the controls. PLoS ONE,6(2), e17112. doi: https://doi.org/10.1371/journal.pone.0017112
Yiasemidou, M, Glassman, D, Mushtaq, F, Athanasiou, C, Williams, MM, Jayne, D & Miskovic, D. (2017). Mental practice with interactive 3D visual aids enhances surgical performance. Surgical Endoscopy, 31(10), 4111- 4117. doi: https://doi.org/10.1007/s00464-017-5459-3
Zaro, MA, Rosat, RM, Meireles, LOR, Spindola, M, Azevedo, AMP, Bonini-Rocha, AC & Timm, MI. (2010). Emergência da Neuroeducação: a hora e a vez da neurociência para agregar valor à pesquisa educacional. Ciências & Cognição,15(1), 199-210. doi: http://www.cienciasecognicao.org/pdf/v15_1/m276_10.pdf.
Zocchi, M & Pollack, C. (2013). Educational neuroethics: A contribution from empirical research. Mind, Brain and Education, 7(1), XX. doi: https://doi.org/10.1111/mbe.12008.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
