Physical, Social and Emotional Needs of Developing Children: Comparison of Neuroscientific Findings and Bertrand Russell's Ideas

Abstract

This study aims to compare the ideas of Bertrand Russell on educational philosophy with the findings and philosophical views emerging in the fields of neuroscience and educational neuroscience, which have become gradually important recently. According to neuroscience and educational neuroscience, biological, social, emotional and cognitive characteristics of human being are the most effective components on human’s learning and acting. Similarly philosopher Russell developed an educational philosophy with same elements. Neuroscientific findings explain learning and other cognitive activities in detail with multiple factors. Russell also considered these details in a philosophical way with different dynamics which modern societies have. According to the comparison results, the most important factors on the relationship between learning and acting are “the importance of the physiological and emotional needs”, “the role of autonomy and freedom”, “the issue of sex education”, “the balance of social power” and “games”. According to these findings, the intertwining of biological, emotional and social elements forms the basis for learning and cognitive activities. Social and individual needs arising from these biological, emotional and social factors are also evaluated within the scope of the discussion.

Keywords

• Philosophy of education
• educational neuroscience
• cognition
• learning
• Bertrand Russell

Gelişim Çağındaki Çocukların Fiziksel, Sosyal ve Duygusal İhtiyaçları: Nörobilimsel Bulgular ve Bertrand Russell’ın Fikirlerinin Karşılaştırılması

Abstract

Bu çalışmanın amacı Bertrand Russell’ın eğitim felsefesi görüşleri ile son dönemde giderek önem kazanan nörobilim araştırmalarında ve eğitsel nörobilim alanında ortaya çıkan bulgu ve felsefi görüşleri karşılaştırmaktır. Nörobilim çalışmalarının bulguları ve eğitsel nörobilim tartışmalarına göre öğrenme ve öğrenmenin davranışa dönüşmesini sağlayan en önemli unsurlar biyolojik (fiziksel ve kimyasal), ve sosyal unsurlardır. Bertrand Russell da eğitim hakkındaki görüşlerini bu unsurlara dayandırarak bir eğitim felsefesi geliştirmiştir. Nörobilimsel bulgular öğrenme ve diğer bilişsel faaliyetleri çoklu parametreler üzerinden detaylı şekilde açıklamaktadır. Russell’da özellikle modern toplumların sahip olduğu problemleri bu ayrıntılar ve gündelik dinamikler ile felsefi bir üslüpta tartışmıştır. Yapılan bu karşılaştırmada ortaya çıkan sonuçlara göre; öğrenme ve eylem ilişkisinde, insanın fizyolojik ve duygusal ihtiyaçlarının beraber değerlendirilmesinin önemi, eğitimde özerklik ve serbestinin rolü, cinsel eğitimi, sosyal güç dengeleri ve oyun temaları ön plana çıkan konu başlıkları olmuştur. Ortaya çıkan bu bulgulara göre biyolojik, duygusal ve sosyal unsurların iç içe geçmesi öğrenme ve bilişsel faaliyetler için temel oluşturmaktadır. Bu biyolojik, duygusal ve sosyal unsurların ortaya çıkardığı sosyal ve bireysel ihtiyaçlar da tartışma kapsamında değerlendirilmiştir.

Keywords

• Eğitim felsefesi
• eğitsel nörobilim
• biliş
• öğrenme
• Bertrand Russell

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