Lectures and Seminars
At Durham University you'll find an extensive programme of public lectures and seminars. With an impressive line up of experts and renowned academics speaking on a myriad of topics, the aim is to share knowledge and encourage debate. Lectures on thought provoking subjects as diverse as history and astro-physics are aimed at a general audience and delivered at various locations across the University. Lectures in the Castle Public Lecture Series take place within the Great Hall of historic Durham Castle, while the Institute of Advanced Study hosts a year round programme of inter-disciplinary lectures. Our Museums offer public lectures to accompany exhibitions and events and our Colleges celebrate that they are scholary communities with series' such as Cafe Politique, Cafe Scientifique and Cafe des Arts.
Public lectures are free of charge and open to all.
Out of Our Minds: Hacker, Heidegger and Wittgenstein contra Neuroscience
Dr Emma Williams, Warwick University will deliver this public seminar. She will critically explore the vexed question of whether education should be interested in neuroscience. While there have been claims that neuroscience has a ‘fundamental and increasing relevance’ to education, Dr Williams will seek to argue that there are limits to what brain science can offer to research and practice in the field of education.
To make the case for this, she shall initially draw upon ordinary language philosopher Peter Hacker’s exposition of ‘neuro-mystifications’: the mistaken ascription of psychological concepts to the human brain. Hacker’s main challenge to the neuroscientist can be summarised in the following way: brains don’t think, human beings do. However, she would also like to extend the critique of neuroscience by demonstrating the metaphysical signification of Hacker’s linguistic challenge. To do this Dr Williams will appeal to certain Wittgensteinian and Heideggerian arguments. Wittgenstein and Heidegger, She will argue, move us toward a holistic picture of human thinking – one that is richer than the neuroscientific account, and should itself be of more interest to the field of education.
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