Science is a wonderful thing and as someone who espouses the enlightenment tradition of reason and evidence, I am all for it. I believe it can help us understand and solve many of our biggest challenges and is already curing diseases and extending life expectancy.
However there has long been a problem with some people over-claiming for the impact of science – whether that be tabloid editors announcing the latest “cure” for cancer, or policy wonks claiming that their pet policy is supported by the evidence (what science insiders call “policy-based evidence”).
I fear we are seeing this right now in education in relation to the revolutionary potential of neuroscience to change the way we teach. We are told that recent advances in neuroscience will transform pedagogy and how pupils learn. Our enhanced understanding it seems will unlock the secrets of the infant brain, the teenage brain and even the male and female brains. Educationalists are increasingly being offered lessons from neuroscience on early years learning, how to teach adolescents, educating boys and so on. Politicians, think-tanks, and the educational establishment have seized on these new developments and appear obsessed.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here