Advertisement

Children Facing Screens: An Educational Project for Helping Children Develop Their Critical Thinking Skills

  • Elena PasquinelliEmail author
Chapter

Abstract

The sciences of the mind, brain, and behavior can be powerful allies of science education. During the last three decades these sciences have developed rapidly, providing a progressively deeper understanding of why certain concepts and attitudes come naturally to the human mind, why other require greater effort—not because of their intrinsic difficulty, but because they conflict with our intuitions, natural knowledge. This understanding has the potential of helping educators enable the next generations to face the challenges ahead with empathy, reason, and a scientific understanding of the natural world.

Keywords

Science Education Critical Thinking Cognitive Science Moral Attitude Biological World 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Atran, S., et al. (2001). Folkbiology doesn’t come from folkpsychology: Evidence from Yukatek Maya in cross-cultural perspective. Journal of Cognition and Culture, 1, 3–42.CrossRefGoogle Scholar
  2. Atran, S., Medin, D. L., & Ross, N. (2004). Evolution and devolution of knowledge: A tale of two biologies. Journal of the Royal Anthropological Institute, 10(2), 395–420.CrossRefGoogle Scholar
  3. Barrett, H. C., & Kurzban, R. (2006). Modularity in cognition: Framing the debate. Psychological Review, 113, 628–647.CrossRefGoogle Scholar
  4. Battro, A., Fischer, K., & Léna, P. (2008). The educated brain. Essays in neuroeducation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  5. Bloom, P. (2014a). Just babies. The origins of good and evil. New York: Broadway Books.Google Scholar
  6. Bloom P (2014b) Against empathy. Forum, Boston https://bostonreview.net/forum/paul-bloom-against-empathy. Accessed 10 Sep 2014
  7. Carey, S. (1985). Conceptual change in childhood). Cambridge: MIT Press.Google Scholar
  8. Csibra, G., & Gergely, G. (2006). Social learning and social cognition: The case for pedagogy. In Y. Munakata & M. H. Johnson (Eds.), Processes of change in brain and cognitive development. Attention and performance XXI (pp. 249–274). Oxford: Oxford University Press.Google Scholar
  9. Csibra, G., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society B, 366, 149–57.CrossRefGoogle Scholar
  10. Frith, C., & Frith, U. (2012). Mechanisms of social cognition. Annual Review of Psychology, 63, 287–313‎.CrossRefGoogle Scholar
  11. Gariépy, J. F., Watson, K. K., Du, E., Xie, D. L., Erb, J., Amasino, D., et al. (2014). Social learning in humans and other animals. Frontiers in Neuroscience, 8, 58.Google Scholar
  12. Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. Oxford: Oxford University Press.CrossRefGoogle Scholar
  13. Gopnik, A. (2009). The philosophical baby. New York: Picador.Google Scholar
  14. Gopnik, A., Meltzoff, A., & Kuhl, P. (2001). How babies think. New York: Orion Publishing Group.Google Scholar
  15. Harris, P. (2015). Trusting what you’re told. New York: Belknap Press.Google Scholar
  16. Keil, F. C. (2007). Biology and beyond: Domain specificity in a broader developmental context. Human Development, 50(1), 31–38.CrossRefGoogle Scholar
  17. Keil, F. C. (2010). The feasibility of folk science. Cognitive Science, 34(5), 826–862.CrossRefGoogle Scholar
  18. Inagaki, K., & Hatano, G. (2002). Young children’s naive thinking about the biological world. New York: Psychological Press.Google Scholar
  19. Inagaki, K., & Hatano, G. (2004). Vitalistic causality in young children’s naive biology. Trends in Cognitive Science, 8, 356–62.CrossRefGoogle Scholar
  20. Inagaki, K., & Hatano, G. (2006). Young children’s conception of the biological world. Current Directions in Psychological Science, 15, 177–181.CrossRefGoogle Scholar
  21. Medin, D. L., & Atran, S. (Eds.). (1999). Folkbiology. Cambridge: Bradford.Google Scholar
  22. Pinker, S. (2002). The blanck slate. New York: Penguin Books.Google Scholar
  23. Pinker, S. (2011). The better angels of our nature. New York: Penguin Books.Google Scholar
  24. Premack, D., & Premack, A. J. (2004). Education for the prepared mind. Cognitive Development, 19, 537–549.CrossRefGoogle Scholar
  25. Singer, P. (2011). The expanding circle. Princeton: Princeton University Press.Google Scholar
  26. Singer, T., & Bolz, M. (2013) Compassion. Bridging Practice and Science, e-book. http://www.compassion-training.org/?lang=en&page=about. Accessed 8 June 2016
  27. Singer, T., & Lamm, C. (2009). The social neuroscience of empathy. The Year in Cognitive Neuroscience 2009. Annals of the New York Academy of Sciences, 1156, 81–96.CrossRefGoogle Scholar
  28. Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10, 89–96.CrossRefGoogle Scholar
  29. Tomasello, M. (1999). The cultural origins of human cognition. Cambridge: Harvard University Press.Google Scholar
  30. Tomasello, M. (2009). Why we cooperate. Cambridge: MIT Press.Google Scholar
  31. Tomasello, M. (2016). A natural history of human morality. Cambridge: Harvard University Press.CrossRefGoogle Scholar
  32. Weisberg, D. S. & Bloom, P. (2007). Why do some people resist science? Science and Public Affairs 22Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.Fondation La Main à La PâteParisFrance

Personalised recommendations