The Neurosciences and the Education Profession: Inserting New Knowledge of a Child’s Developing Brain into an Already Well-Developed School

This article (1) discusses historic technological barriers to the use of the brain in teaching/learning theory, (2) compares the medical profession’s early move to biological research to the education profession’s long reticence, (3) describes new brain monitoring technology that is rapidly increasing our knowledge of brain operations, and (4) proposes greater involvement of the education profession in further brain research and related technological developments.