Neuroscience: implications for education and lifelong learning

I read recently this second of four modules in the Royal Society Brainwaves series on neuroscience and society.

It makes a strong case for people in education to be aware of the promise of a scientific approach to education when neuroscience can tell us more about the workings of the brain. It is, however, disappointing in that there are as yet no “biological” tests for such well-known conditions as dyslexia. Practitioners still have to rely on psychological / behavioural tests for diagnosing such disabling condition.

It makes the useful point that digital programmes for ameliorating such conditions are much cheaper than the individual tuition which at the moment offers the best hope of helping pupils suffering from such handicaps.

It makes an excellent case for the cognitive changes made by education, which, it argues, enable people to adapt to an uncertain future.