The need for interdisciplinary dialogue in developing ethical approaches to neuroeducational research

Paul A. Howard-Jones*, Kate D. Fenton

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

16 Citations (Scopus)


This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary research, the scrutiny and communication of findings and concepts, and the application of research and associated issues of policy likely to arise in the future. To help highlight the need for interdisciplinary and public discussion, we also report the opinions of a group of educators (comprising trainee teachers, teachers and head teachers) on the neuroeducational ethics of cognitive enhancing drugs, infant screening, genetic profiling and animal research.
Translated title of the contributionThe Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research
Original languageEnglish
Article numbernow published on-line first
Pages (from-to)119-134
Number of pages16
Issue number2
Publication statusPublished - 1 Aug 2012


  • Animal research
  • Cognitive enhancing drugs
  • Education
  • Educational neuroscience
  • Genetic profiling
  • Infant screening
  • Neuroeducational research

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