Dialogue in cognitive sciences in the face of the coeducation controversy

Abstract

The aim of this paper is to reflect on neuroscientific research in relation to sexual difference. The interest in this reflection is to address the debate on coeducation. The methodology used is fundamentally based on the review and contrast of the texts and theories that have starred in the debate in the last decade. In that time a controversy-already raised in the past-has emerged with force, on the pertinence of proposing again an education segregated by sexes as opposed to coeducation. In order to unravel this knot, we will see that, not only neurosciences will be important in what they tell us about our brains, but it will also need a critical view that must come from both a self-criticism of the neurosciences themselves, as well as from other disciplines, and very especially from the philosophy of education. In this sense, the set of cognitive theories will have to engage in an open and constant dialogue to comprehend important aspects that the neurosciences alone cannot respond. Therefore, a proposal from the so-called neuroeducation not only cannot ignore this transdisciplinary dialogue, but should, in some way, be able to lead it. Finally, the question will be what we understand by education and what philosophy of education we advocate. It is precisely this transdisciplinary view, rather than a unidirectional discourse of neurosciences or neuroeducation determined by the neuro jargon, what can make us assert that coeducation is the answer.