edited by Alex Tillas, Byron Kaldis
During the last couple of decades, a number of public policy and university initiatives triggered a drastic increase in neuroscientific research. The advances in neuroscience increased public awareness and gave rise to a “brain turn” for many disciplines in the humanities. This special issue brings together papers highlighting the prospects and challenges of recent advances in brain sciences regarding the cognitive process of learning and, ultimately, education. At the same time, this special issue aims at bringing a degree of conceptual clarity to related discussions.