Educational Implications of the Relationship Between Intrinsic Motivation and Neuroethics

Abstract

In the present article we will use neuroethics to defend students' cognitive autonomy in the context of the externalization of thinking offered by artificial intelligence tools, which we consider artificial additives of children's thinking. In this sense, we propose a classical and important algorithm at the same time: the autonomy of students' thinking is ensured by respecting the cognitive integrity of students, but also by the predominant use of intrinsic motivation in the didactic activity of teaching and learning.