ABSTRACT
The emerging sub-discipline of neuroscience is conceptualized in various ways and with various degrees of caution. John Geake argues that teachers have long suspected that IQ tests, although predictive of academic success, do not reveal all there is about a child's cognitive potential. The popularity and presence of psychology in society at large and its success in academia combined with its general relevance for education and child rearing has considerably influenced educational research, educational practice, and policy. This concerns issues of what should be studied in educational research and the way these issues should be studied. The author's arguments have been directed against such a neuromyth, which he offers as a reminder that education, including educational research and the discipline of education, should reclaim its territory. The author offers some further analysis and conclusions concerning neuro-science, and says something more general about the relationship of psychology and the educational field.
