"The Brain/Education Barrier"

Kathryn Hirsh-Pasek and John T. Bruer's editorial in Science (Science 7 September 2007: Vol. 317. no. 5843, p. 1293) begins:

In an era of translational science, researchers often find themselves in the mixed company of policy-makers, legislators, and educators looking for "evidence-based" practice. That's how it was earlier this year in March, when a distinguished international group of neuroscientists and cognitive psychologists convened at the University of Chile in Santiago for the conference titled Early Education and Human Brain Development, which many Chilean ministers, educators, and scientists attended to learn how brain science might transform education. On day one, however, it became clear that myths about brain-based pedagogy dominated participants' thinking. The Chilean educators were looking to brain science for insights about which type of preschool would be the most effective, whether children are safe in child care, and how best to teach reading. The brain research presented at the conference that day was mute on these issues. However, cognitive and behavioral science could help.

I think it is obvious that cognitive science and behavioral sciences hold information of potential value to educators (including self educators). That is not to say that brain research is not of great potential value in the promise it holds for the future. Indeed, I would guess that by the end of the century understanding of brain physiology and biochemistry, and the development of neuro-pharmacology will transform learning.