The Neuronal Determinism of Freedom in Education: Conditioned Cognition, Perceived Subjectivity and the Neuroscientific Paradox

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dc.contributor.authorAksakalli, Ayhan
dc.date.accessioned2026-02-28T12:18:22Z
dc.date.available2026-02-28T12:18:22Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThe 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.
dc.identifier.issn2051-0969
dc.identifier.issn1740-2743
dc.identifier.issue2
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6230
dc.identifier.volume23
dc.identifier.wosWOS:001588937000010
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherInst Education Policy Studies
dc.relation.ispartofJournal for Critical Education Policy Studies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectCognitive Freedom
dc.subjectConditioning
dc.subjectEducational Philosophy
dc.subjectNeuroplasticity
dc.subjectPedagogy
dc.titleThe Neuronal Determinism of Freedom in Education: Conditioned Cognition, Perceived Subjectivity and the Neuroscientific Paradox
dc.typeArticle

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