The death and the resurrection of (psy)critique: the case of neuroeducation

A rapidly emerging hegemonic neuro-culture and a booming neural subjectivity signal the entry point for an inquiry into the status of the signifier neuro as a universal passe-partout. The wager of this paper is that the various (mis)appropriations of the neurosciences in the media and in academia itself point to something essential, if not structural, in connection with both the discipline of the neurosciences and the current socio-cultural and ideological climate. Starting from the case of neuroeducation (the application of neuroscience within education), the genealogy of the neurological turn is linked to the history of psychology and its inextricable bond with processes of psychologisation. If the neurological turn risks not merely neglecting the dimension of critique, but also obviating its possibility, then revivifying a psy-critique (understanding the academified modern subject as grounded in the scientific point of view from nowhere) might be necessary in order to understand today’s neural subjectivity and its place within current biopolitics

Therapeutic value of orally administered silibinin in renal cell carcinoma: Manipulation of insulin-like growth factor binding protein-3 levels

To investigate if the feeding of silibinin (an anticancer flavonoid) to mice inhibits in vivo renal cell carcinoma (RCC) growth via changes in insulin-like growth factor binding protein-3 (IGFBP-3) levels

Ice nucleation triggered by negative pressure

Abstract Homogeneous ice nucleation needs supercooling of more than 35 K to become effective. When pressure is applied to water, the melting and the freezing points both decrease. Conversely, melting and freezing temperatures increase under negative pressure, i.e. when water is stretched. This study presents an extrapolation of homogeneous ice nucleation temperatures from positive to negative pressures as a basis for further exploration of ice nucleation under negative pressure. It predicts that increasing negative pressure at temperatures below about 262 K eventually results in homogeneous ice nucleation while at warmer temperature homogeneous cavitation, i. e. bubble nucleation, dominates. Negative pressure occurs locally and briefly when water is stretched due to mechanical shock, sonic waves, or fragmentation. The occurrence of such transient negative pressure should suffice to trigger homogeneous ice nucleation at large supercooling in the absence of ice-nucleating surfaces. In addition, negative pressure can act together with ice-inducing surfaces to enhance their intrinsic ice nucleation efficiency. Dynamic ice nucleation can be used to improve properties and uniformity of frozen products by applying ultrasonic fields and might also be relevant for the freezing of large drops in rainclouds

Deneurologizing education? From psychologisation to neurologisation and back

The long standing reign of psychology as the privileged partner of education has, arguably, now been superseded by the neurosciences. Given that this helped to drive the emergent field of neuroeducation, it is crucial to ask what changes in education, if anything does in fact change, when the hitherto hegemonic psychologising discourse is substituted for a neurological one. The primary contention of this paper is that with the neuro-turn a process of “neurologisation” has also been initiated, which can be analysed by taking into account its genealogical predecessor, psychologisation. In doing so, I argue, one ultimately discerns a primordial incompatibility between education and neuroscience, one that can be traced back to the fundamental and problematic reflexivity of modern subjectivity itself, which the discipline of psychology was never able to wholly resolve. From here, I proceed with the argument that while the eagerness of the psy-sciences to embrace neuroscience testifies to how much psychology needs neurology (weak psychology, strong neurology), the neurosciences are structurally incapable of disconnecting from the paradigms of the psy-sciences (weak neurology, strong psychology). Following on from this proposition, other strong/weak factors are brought into the equation: strong/weak nature, strong/weak culture, strong/weak subjectivity and, most pertinently, strong/weak education. Finally, the critical question becomes: if education in itself needs to take recourse to both the psy-sciences and the neurosciences, then how can we begin to account for the fact that these sciences invariably end up becoming captured within educational discourses themselves; that is, the fact that teachers, parents, and pupils themselves are taught the key insights of neuropsychology