Neuroethics in Higher Education Policy
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Social & Cultural Studies, Political Science, Government, Public Policy
| Author: | Dana Lee Baker, Brandon Leonard | ISBN: | 9781137590206 |
| Publisher: | Palgrave Macmillan US | Publication: | November 18, 2016 |
| Imprint: | Palgrave Macmillan | Language: | English |
| Author: | Dana Lee Baker, Brandon Leonard |
| ISBN: | 9781137590206 |
| Publisher: | Palgrave Macmillan US |
| Publication: | November 18, 2016 |
| Imprint: | Palgrave Macmillan |
| Language: | English |
This book focuses on neuroethics in higher education in the United States. After introducing readers to the philosophical and policy foundations of the neuroethics of higher education, this book explores essential conundrums in the neuroethical practice of higher education in modern democracies. Focusing on neuroethics from the perspective of universally designed learning and policy design sets this project apart from other work in the field. Advances in neuroscience and changes in attitudes towards disability have identified mechanisms by which higher education infrastructures interact with both individuals considered neurotypical and those with identified disabilities to diminish students’ capacity to enter, persist, and complete higher education. Policy to date has focused on identified disabilities as a requirement for accommodations. This strategy both underestimates the effect of ill-fitting infrastructures on those considered neurologically typical and serves to stratify the student body. As a result, neuroethical gaps abound in higher education.
This book focuses on neuroethics in higher education in the United States. After introducing readers to the philosophical and policy foundations of the neuroethics of higher education, this book explores essential conundrums in the neuroethical practice of higher education in modern democracies. Focusing on neuroethics from the perspective of universally designed learning and policy design sets this project apart from other work in the field. Advances in neuroscience and changes in attitudes towards disability have identified mechanisms by which higher education infrastructures interact with both individuals considered neurotypical and those with identified disabilities to diminish students’ capacity to enter, persist, and complete higher education. Policy to date has focused on identified disabilities as a requirement for accommodations. This strategy both underestimates the effect of ill-fitting infrastructures on those considered neurologically typical and serves to stratify the student body. As a result, neuroethical gaps abound in higher education.
