Reflections on the Integration of Neuroscience into Philosophy Teaching in Secondary Education

Abstract

Neuroscience is the scientific study of the brain, organized into five primary levels for analytical purposes. Advances in cognitive neuroscience have revealed significant contributions to teaching practices across disciplines within the formal school curriculum. Neuroeducation, although still emerging, already offers guidelines to help educators make informed choices for facilitating students' knowledge construction. This article therefore aims to bridge the gap between neuroeducation and philosophy instruction at the high-school level. Drawing on established neuroeducational concepts, it proposes practical guidelines that can be readily applied in the classroom to enhance philosophical understanding and student engagement. To this end, basic qualitative research was conducted using bibliographic methods with exploratory and descriptive aims. The results indicate that integrating neuroscience and philosophy can significantly enrich the teaching and learning of philosophy in the classroom.