Author
Ph.D Student in Philosophy of Education, University of Tehran, Tehran, Iran.
Abstract
The goal of this paper is to investigate implications of cognitive science as an interdisciplinary study for educating philosophy of mind. Cognitive science with respect to unified investigation of the mind (UIM), based on its methodology, has created new possibilities in educational planning of philosophy of mind while applying new methods and techniques to teaching. Epistemological assumptions were analyzed to reveal the pedagogic innovation of cognitive science in philosophy of mind instruction. This analysis shows that teaching philosophy of mind should involve both knowledge and skills. Also, it could be an opportunity to take interdisciplinary approach for designing heterogeneous study groups for diversity of competencies and differences of philosophy of mind students. As such, in the UIM, it is argued, with the help of several educational resources, nonlinear problem solving could be utilized; besides explanation that has been usual in philosophy tradition, it is possible to enrich learning experiences of students based on computational simulation and empirical studies (e. g. neuroscience).
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