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Journal of Contemporary Research in Education

Abstract

This paper is aimed at addressing some of the main issues with regard to use of neuroimaging (i.e., fMRI) in educational settings; such as the issue of equating structure with function; the issue of finding an accurate reference point for normal brain structure and function; issues due to brain plasticity; and issues related to the interpretation of neuroimaging findings. In addition, the implications of such concerns were addressed. It was concluded that the lack of research on the issues regarding the use of neuroimaging jeopardizes the possible use of such unique technology and any educational practice based on neuroimaging would be at best prematurely done unless such issues are satisfactorily addressed. We should leave open the possibility and viability that neuroscience (inclusive of neuroimaging) can, and perhaps should indeed be used to develop educational programs, but if (if and only if) pragmatic assessment of both the science/technology and its ethical, legal and sociocultural implications and manifestations are thoroughly engaged and leveraged.

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