The fostering of these neuromyths in moral education will not allow us to achieve the post-conventional level of moral development in terms of L. Some of these neuromyths in moral education could be: we are hardwired to develop sympathy with people close to us -family, friends- but not with the distant people (Churchland, 2011) freedom is a brain fiction that works socially (Rubia, 2009) or it is better to educate in intuition that in moral reasoning because it is faster and requires less effort (Haidt, 2001). We refer especially to those which are raised in a monological neurorrationality inserted in a reductionist and materialistic view of the mind. The main purpose of this presentation is to highlight that some contributions of neuroethics to moral education could be neuromyths. All these neuromyths refer to the apprenticeship model of teaching in general, but there are also neuromyths in moral education. Some of the most studied neuromyths are: the conditioning of learning at three years humans use only 10% of the brain the brain hemispheric lateralization or preferred learning styles (VAK) (OECD, 2007). They are usually simple explanations or unproved hypotheses, but pervasive into the public opinion due to the spread in the media. Neuroeducation defines neuromyths generally as false ideas, believes, interpretations or extrapolations that have permeated deeply into public opinion despite having been banished or invalidated by neuroscience. On the other hand, its non-clinical aspect works especially in how the study of neural basis can help to design methodologies to teach accordingly to the brain, and also the study of neuromyths (Tokuhama-Espinosa, 2011). On the one hand, its clinical aspect works primarily on the detection of clinical disorders and the possibilities and risks of psychopharmacology treatment (Stein et al., 2011). Neuroeducation stands for a new opportunity to study how the brain learns through a union of cognitive neuroscience techniques and the teaching practice. Education has also had an axis of intersection with neuroscience, called neuroeducation or Mind Brain and Education. Social neurosciences have had a wide impact on academic, clinical and social field, enabling a wider study of the human brain in relation to the activities performed in society. Over the past two decades the growing importance of neuroscience -both by itself and by its union with social sciences- has enabled the birth of neuroethics, neuropolitics, neuromarketing and neuroeducation, among others. The survey indicates that the demand and confidence levels of e-learning implementation at the schools under Bangkok Metropolitan were rated at a high level. The survey also found that social networking was influential among schools, parents and students in relation to the potential benefits of e-learning implementation in schools. The results showed that e-learning was considered to be an education tool where implementation was not seen as problematic and it was likely to be an addition to the education offerings in schools.
The questionnaire contained questions regarding the potential of e-learning implementation based upon the available infrastructure in their schools. The research results are presented in this paper and outline the different levels of their interest towards each computer-technology application.
The survey elicited level of their interest towards a combination of instructional approaches and computer technology. Fifty-six participants returned the questionnaire. In 2013, a group of 120 school administrators attended a seminar workshop on e-learning at a university in Bangkok, Thailand. It is crucial to study the demand and the confidence level of e-learning implementation in the schools from an administration perspective. It depends frequently on the influence of administrators and their knowledge level. The future can be forecast from a decision based on current knowledge in relation to the trends and directions of computer technology implementation in a school.
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