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This chapter offers a critique of neuroeducation (education based on scientific brain research). The overarching question is: is the neuro strong enough to replace the century-long dominion of the psychological discourse within education? The answer is no: I show how psychologists are not made redundant, but, rather, remain in business as the primary advocates of the neuro as they morph into neuro-educators. From here, I demonstrate that neuroeducation cannot but become neuro-education, enjoining the pupils to see themselves, others and the world through the lens of the neuro-discourse. The more general observation is that the neuroturn is, as such, tributary to psychology and psychologization. Even at the most fundamental level (e.g., basic fMRI-research) neuroscience's silent partner is psychology, and, hence, it inherits all psychology's deadlocks.

DOI: 10.1057/978-1-137-50557-6_2

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