Die Relevanz des Biologischen
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Andreas Draguhn
Abstract
Learning and memory are major areas of research in modern neurobiology. Progress in this field has led to promises of a new scientific foundation for pedagogics. Many experts in psychology and education, however, have not embraced this input from the natural sciences, and the dialogue has been much less fruitful than anticipated. In this article, we discuss two possible reasons for this failure which may provide new perspectives on a more productive interaction between disciplines. First,we state that causal biological explanations of complex mental phenomena are rare and far from complete. The complexity of living organisms, the simplicity of model systems, and the multi-level nature of causal interactions set limits on the explanatory power of neurobiological explanations. Second, both neurobiology and pedagogics tend to reduce their respective phenomena to information processing or mental operations, respectively. Both approaches neglect the embodiment of processes, and therefore miss the chance to integrate all relevant biological boundary conditions of learning. Taking these limitations into account, we suggest a series of potential contributions from neurobiology to pedagogics and - most importantly - from pedagogics to neurobiology. Neurobiology and pedagogics have much to offer for each other, provided that they reflect on their limitations and specific differences.
Abstract
Learning and memory are major areas of research in modern neurobiology. Progress in this field has led to promises of a new scientific foundation for pedagogics. Many experts in psychology and education, however, have not embraced this input from the natural sciences, and the dialogue has been much less fruitful than anticipated. In this article, we discuss two possible reasons for this failure which may provide new perspectives on a more productive interaction between disciplines. First,we state that causal biological explanations of complex mental phenomena are rare and far from complete. The complexity of living organisms, the simplicity of model systems, and the multi-level nature of causal interactions set limits on the explanatory power of neurobiological explanations. Second, both neurobiology and pedagogics tend to reduce their respective phenomena to information processing or mental operations, respectively. Both approaches neglect the embodiment of processes, and therefore miss the chance to integrate all relevant biological boundary conditions of learning. Taking these limitations into account, we suggest a series of potential contributions from neurobiology to pedagogics and - most importantly - from pedagogics to neurobiology. Neurobiology and pedagogics have much to offer for each other, provided that they reflect on their limitations and specific differences.
Kapitel in diesem Buch
- Frontmatter I
- Vorwort V
- Inhalt VII
- Einleitung 1
-
1. Entwicklung – Sprache – Denken
- Frühkindliches Lernen in sozialen Interaktionen 33
- Verkörpertes Wissen – verkörpertes Gedächtnis 57
- Direkte Wahrnehmung, Expressivität und Imitation 79
- Leib und Leiblichkeit bei Gadamer 119
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2. Die Einheit von Wahrnehmung und Bewegung
- Wie viel Intelligenz steckt in der Mechanik unseres Körpers? 137
- Die Einheit von Wahrnehmen und Bewegen bei Viktor von Weizsäcker 161
- Alterität, Experiment, Inkarnation 191
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3. Evolution und Menschheitsentwicklung
- Menschwerdung, Verkörperung und Empathie 211
- Die Entstehung einer Figurine? 251
- Mitgeteilte und parasitäre Emergenz 281
- Auf der Grenze 313
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4. Verkörperung und Anthropologie
- Inkarnierte Geschöpfe 337
- Verkörperte Kommunikation – eine theoretische Grundlage für Psychotherapie 369
- Die Relevanz des Biologischen 387
- Kann man „schreckliche menschliche Leidenschaften“ sehen? 399
- Sachindex 423
- Namensindex 429
Kapitel in diesem Buch
- Frontmatter I
- Vorwort V
- Inhalt VII
- Einleitung 1
-
1. Entwicklung – Sprache – Denken
- Frühkindliches Lernen in sozialen Interaktionen 33
- Verkörpertes Wissen – verkörpertes Gedächtnis 57
- Direkte Wahrnehmung, Expressivität und Imitation 79
- Leib und Leiblichkeit bei Gadamer 119
-
2. Die Einheit von Wahrnehmung und Bewegung
- Wie viel Intelligenz steckt in der Mechanik unseres Körpers? 137
- Die Einheit von Wahrnehmen und Bewegen bei Viktor von Weizsäcker 161
- Alterität, Experiment, Inkarnation 191
-
3. Evolution und Menschheitsentwicklung
- Menschwerdung, Verkörperung und Empathie 211
- Die Entstehung einer Figurine? 251
- Mitgeteilte und parasitäre Emergenz 281
- Auf der Grenze 313
-
4. Verkörperung und Anthropologie
- Inkarnierte Geschöpfe 337
- Verkörperte Kommunikation – eine theoretische Grundlage für Psychotherapie 369
- Die Relevanz des Biologischen 387
- Kann man „schreckliche menschliche Leidenschaften“ sehen? 399
- Sachindex 423
- Namensindex 429
