Faced with the current fear of seeing a new figure of applicationism emerging due to the increased use of neurosciences in education, this article proposes to give them a voice and then to lead a critical discussion of the sometimes promising and sometimes aporetic nature of their contributions. First we discuss the proposals formulated by the neuroscientist Lionel Naccache for a dialogue between philosophy and neuroscience, and then suggest a shrinking to two key notions in philosophy of education today: autonomy and authority. Thus we examine what the neurological conditions of possibilities of individual autonomy are, and then we show what the main results of social and affective neuroscience allow (or not) for thinking about the relation of educational authority in a radicalized modernity. We conclude in favor of an open limitation of the contribution of neuroscience to educational thinking.