<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872019000102203</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2019.37513</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[On the relevance of cognitive neuroscience for community of inquiry]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobre la relevância da la neurociência cognitiva para la comunidad de investigación]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sobre a relevância da neurociência cognitiva para a comunidade de investigação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weinstein]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fisherman]]></surname>
<given-names><![CDATA[Dan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Montclair State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Montclair State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872019000102203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872019000102203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872019000102203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of the distinction and its canonization in current educational thought contemporary cognitive neuroscience presents a fundamental challenge to the viability of the distinction and thus to any effort that sees education for reasonable judgment to be based on the remediation of cognition in isolation from its roots in the emotions. Cognitive neuroscience looks at the deep connections between emotion and memory, information retrieval and resistance to refutation. This conforms with earlier studies in experimental psychology, which showed resistance to changing beliefs in the face of evidence, including evidence based on personal experience. This paper will look at the recent research including speculations from neurological modeling that shows the depth of connection between, emotions, memory and reasoning. It will draw implications for dialogic thinking within a community of inquiry including systematic self-reflection as an essential aspect of critical thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen La comunidad de investigación se ve a menudo como un procedimiento dialógico para el desarrollo cooperativo de enfoques razonables de conocimiento y significado. Esto refleja un profundo compromiso con el razonamiento normativo que está presente en una amplia gama de enfoques del pensamiento y el argumento crítico, donde la teoría subyacente del razonamiento se basa en la lógica, ya sea formal o informal. El compromiso con el razonamiento normativo es profundamente histórico y refleja la distinción fundamental entre la razón y la emoción. A pesar de las profundas raíces de la distinción y su canonización en el pensamiento educativo actual, la neurociencia cognitiva contemporánea presenta un desafío fundamental a la viabilidad de la distinción y, por lo tanto, a cualquier esfuerzo que considere que la educación para un juicio razonable se base en la remediación de la cognición aisladamente de su raíces en las emociones La neurociencia cognitiva analiza las conexiones profundas entre la emoción y la memoria, la recuperación de información y la resistencia a la refutación. Esto se ajusta a estudios anteriores en psicología experimental, que mostraron resistencia a las creencias cambiantes frente a la evidencia, incluida la evidencia basada en la experiencia personal. Este texto analizará la investigación reciente que incluye especulaciones de modelos neurológicos que muestran la profundidad de la conexión entre las emociones, la memoria y el razonamiento. Dibujará implicaciones para el pensamiento dialógico dentro de una comunidad de investigación que incluya la autorreflexión sistemática como un aspecto esencial del pensamiento crítico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo A comunidade de investigação é mais freqüentemente vista como um procedimento dialógico para o desenvolvimento cooperativo de abordagens razoáveis &#8203;&#8203;de conhecimento e significado. Isso reflete um profundo compromisso com o raciocínio normativamente fundamentado que é difundido em uma ampla gama de abordagens para o pensamento e o argumento críticos, em que a teoria subjacente do raciocínio segue a lógica, formal ou informal. O compromisso com o raciocínio normativo é profundamente histórico, refletindo a distinção fundamental entre razão e emoção. Apesar das raízes profundas da distinção e de sua canonização no pensamento educacional atual, a neurociência cognitiva contemporânea apresenta um desafio fundamental à viabilidade da distinção e, portanto, a qualquer esforço que considere a educação como um juízo razoável baseada na remediação da cognição isolada das suas raízes nas emoções. A neurociência cognitiva analisa as conexões profundas entre emoção e memória, recuperação da informação e resistência à refutação. Isso está de acordo com estudos anteriores em psicologia experimental, que mostraram resistência à mudança de crenças em face de evidências, incluindo evidências baseadas em experiências pessoais. Este artigo examinará a pesquisa recente, incluindo especulações de modelagem neurológica que mostra a profundidade da conexão entre emoções, memória e raciocínio. Ele vai trazer implicações para o pensamento dialógico dentro de uma comunidade de investigação, incluindo a auto-reflexão sistemática como um aspecto essencial do pensamento crítico.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[community of inquiry]]></kwd>
<kwd lng="en"><![CDATA[cognitive psychology]]></kwd>
<kwd lng="en"><![CDATA[reason and emotion.]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación]]></kwd>
<kwd lng="es"><![CDATA[psicología cognitiva]]></kwd>
<kwd lng="es"><![CDATA[razón y emoción.]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação]]></kwd>
<kwd lng="pt"><![CDATA[psicologia cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[razão e emoção.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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