Publication: Neurociencia, neuroética y educación: el Aprendizaje Basado en Proyectos como metodología pedagógica para la educación moral.
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2021-09-23
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Abstract
La revolución científica y tecnológica supone que multitud de disciplinas amplíen su campo de conocimiento. La neurociencia, gracias a las técnicas de neuroimagen que permiten observar el cerebro en acción, se convierte en la base del despliegue de las investigaciones de las ciencias humanas, pues conocer el cerebro aporta información muy valiosa en cuanto a su estructura y su funcionamiento. Como parte de estas disciplinas centradas en el ser humano la educación también recoge y utiliza las aportaciones de la neurociencia, dando lugar a la neuroeducación. La posibilidad de una educación moral basada en el cerebro es posible gracias a los aportes neurocientíficos que permiten diseñar metodologías pedagógicas orientadas al aprendizaje de contenidos éticos. En el presente trabajo, a través de la revisión bibliográfica, se propone el Aprendizaje Basado en Proyectos (ABP) como una de las estrategias educativas que se adaptan al proceso de desarrollo cerebral y que fomentan la cooperación y, por ende, la empatía, el diálogo y la toma de decisiones conjunta, características fundamentales de la educación moral.
The scientific and technological revolution facilitated the possibility for a multitude of disciplines to expand their field of knowledge. Thanks to neuroimaging techniques that allow scientists to observe the brain in action, neuroscience has become the basis of research development in several human sciences, as brain knowledge provides valuable information on its structure and functioning. As part of these human-centered disciplines, education also embraces and uses the contributions of neuroscience, leading to the appearance of educational neuroscience. The possibility of a moral education based on brain functioning is possible thanks to the findings that neuroscientist provides, allowing researchers and other professionals on the field to design pedagogical methodologies oriented towards the learning of ethical content. In the present work, the researcher conducts a bibliographic review about Project Based Learning (PBL) in order to propose it as one of the educational strategies that adapt to the brain development process and the promotion of cooperation, which results on the development of empathy, dialogue and joint decision-making; fundamental characteristics of moral education.
The scientific and technological revolution facilitated the possibility for a multitude of disciplines to expand their field of knowledge. Thanks to neuroimaging techniques that allow scientists to observe the brain in action, neuroscience has become the basis of research development in several human sciences, as brain knowledge provides valuable information on its structure and functioning. As part of these human-centered disciplines, education also embraces and uses the contributions of neuroscience, leading to the appearance of educational neuroscience. The possibility of a moral education based on brain functioning is possible thanks to the findings that neuroscientist provides, allowing researchers and other professionals on the field to design pedagogical methodologies oriented towards the learning of ethical content. In the present work, the researcher conducts a bibliographic review about Project Based Learning (PBL) in order to propose it as one of the educational strategies that adapt to the brain development process and the promotion of cooperation, which results on the development of empathy, dialogue and joint decision-making; fundamental characteristics of moral education.