Through a collection of contributions from an international team of empirical researchers and philosophers, 'New Philosophies of Learning' signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents. Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happiness Debates the controversial approaches to categorising learners such as dyslexia Raises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about education Discusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgements Includes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch The current demand for greater accountability in education has given rise to significant developments in philosophies of learning. Today's educators are bombarded with directives relating to such issues as ICT-assisted learning, happiness enhancement, and emotional intelligence. In responding to this spate of innovative learning techniques, 'New Philosophies of Learning' signals the need for a sharper critical awareness of the possibilities and the problems that these developments present. Through contributions from an international range of leading empirical researchers and philosophers, the text explores the relationships between scientific and philosophical perspectives in these new approaches. Without exaggerating similarities or offering sweeping judgments, the text delves deeply into the crucial issues at the vanguard of current educational approaches, including the rise of neuro-science, the fashion for categorizing learners, ICT, and the 'enhancement' of learners' emotional well-being and happiness. Extensive editorial commentary draws out many of the salient lines of arguments to facilitate comparison and clarity, and to stimulate further evaluation. 'New Philosophies of Learning' provides valuable scholarly insights into contemporary learning techniques while encouraging careful reflection about the nature of knowledge and how we learn.