American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(12C), 8-10
DOI: 10.12691/education-2-12C-3
Open AccessResearch Article

Jerry Fodor and the Reinterpretation of the Phrenological Model

Cleverson Leite Bastos1, , Gustavo Luiz Gava2 and Carlos Eduardo de Carvalho Vargas3

1PPGF, Pontifical Catholic University of Paraná, Curitiba, Brazil

2Core Human Formation, Positivo Online University, Curitiba, Brazil

3Pontifical Catholic University of Paraná, Curitiba, Brazil

Pub. Date: December 14, 2014
(This article belongs to the Special Issue Philosophy of education: contemporary perspectives)

Cite this paper:
Cleverson Leite Bastos, Gustavo Luiz Gava and Carlos Eduardo de Carvalho Vargas. Jerry Fodor and the Reinterpretation of the Phrenological Model. American Journal of Educational Research. 2014; 2(12C):8-10. doi: 10.12691/education-2-12C-3


In tentative to support the “vertical tradition” in faculty psychology, Jerry Fodor reached resources in the phrenological model of Franz Gall. Fodor offers a reinterpretation of Gall’s work to demonstrate the emphasis investigative in the study of the mental structures and, indirectly, in the actual memory research, judgment, attention, among others. Jerry Fodor sought to highlight affirmative evidence that hides the phrenology of Gall, correcting and improving the phrenological model to research functional subsystems in the human mind. Deeping this issue, it is understood that the issue of modularity of mind contributed to undertake the current studies on the processes of teaching and learning, departing from the modular model proposed by Gall and Fodor.

Jerry Fodor Franz Joseph Gall modularity of mind cognitive neuroscience philosophy of education

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