ABSTRACT
Engaging with the uses and often pernicious popularizations of neuroscience in education and parenting might reveal some interesting things about proper and academic neuroscience itself. One could argue that, in the progression of medicalization over psychologization to neurologization, there is a gradual unfolding of what could be called the interpellation of the Enlightenment; remember Immanuel Kant's call to think for oneself. Education, it can be argued, is about externalization, about bringing the children to the public space. The basic idea of the propagators of bringing children and toddlers as soon as possible to the screen is that via the digital and the virtual the "real world" is more accessible and more rapidly brought into education. The digitalization of (inter)subjectivity confirms, builds on and expands the biopolitics of psychologization and neurologization and does this in truly novel ways.
