The Neuronal Determinism of Freedom in Education: Conditioned Cognition, Perceived Subjectivity and the Neuroscientific Paradox
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Inst Education Policy Studies
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The paradox of education as both a space of cognitive freedom and a conditioning mechanism raises fundamental questions about intellectual autonomy. By examining the tension between neurological determinism and cognitive agency, this paper asks whether education encourages independent thought or directs individuals towards predefined ideological structures. Drawing on philosophical, psychological and neuroscientific perspectives, it explores how knowledge production, pedagogical frameworks and social conditioning shape cognition. While neuroplasticity suggests cognitive adaptability, institutionalized education often channels intellectual inquiry into rigid epistemological categories. Psychological theories emphasize how reinforcement mechanisms and implicit biases shape learning and reinforce norms rather than foster genuine intellectual emancipation. Consequently, this study argues that education needs to be restructured from being merely a means of ideological reproduction. A transformative model of education should center on critical inquiry, self-reflection and metacognitive adaptability. The hope is that education will cease to be a conditioning tool by encouraging independent thinking and become a space where individuals can critically explore and transform their cognitive worlds.
Açıklama
Anahtar Kelimeler
Cognitive Freedom, Conditioning, Educational Philosophy, Neuroplasticity, Pedagogy
Kaynak
Journal for Critical Education Policy Studies
WoS Q Değeri
Q4
Scopus Q Değeri
Cilt
23
Sayı
2
