Release:2018, Vol. 4. №3
About the authors:Pierre Marillaud, Dr. of Linguistics, Associate Researcher, University Toulouse-Jean Jaurès (France); Inspector of the Honorary Academy; firstname.lastname@example.org
A lot of publications in research journals and popular scientific magazines nowadays cover cognitive sciences and neurosciences. Associated with pedagogy for many years, they seem very important to discuss their development, as they are currently revolutionizing education. In France, specialists in this field are reluctant to draw data from cognitive studies. Scientific experiments surely will not change in one day the way how classes are taught. Yet, we believe that any educational reform can be successful only if future teachers and teachers are aware of the necessity of changes. Education, like medicine, should take into account the results of scientific research. Cognitive sciences do not create a miracle, yet it is catastrophically not to take them into account.
The first and second parts of the article show that these sciences did not appear suddenly, but are a continuation of previous studies conducted in the 1950s-1960s. There we try to determine the field of cognitive sciences, as well as analyze the response of psychoanalysts and the tendency to treat children’s “hyperactivity” with medical drugs, observe consumer societies for children and adolescents. In the third part, we explore artificial intelligence and answer the question of whether a robot is able to perform meaningful actions and to replace the teacher, the person.
It is obvious that contemporary children need to be taught in a new way and the whole education system should be involved in this process. Yet it is important to include the cultural heritage in the field of study, otherwise, it will not be a robot reigning a person, but a person becoming a robot.