, Volume 5, Issue 2, pp 119–134

The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research

Original Paper

DOI: 10.1007/s12152-011-9101-0

Cite this article as:
Howard-Jones, P.A. & Fenton, K.D. Neuroethics (2012) 5: 119. doi:10.1007/s12152-011-9101-0


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.


Educational neuroscienceNeuroeducational researchEducationCognitive enhancing drugsInfant screeningGenetic profilingAnimal research

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Graduate School of EducationUniversity of BristolBristolUK
  2. 2.Department of PsychologyUniversity of West of EnglandBristolUK