The Royal Society has just published a report on the implications of neuroscientific advances for lifelong learning. This is a fascinating and important document, and well worth the attention of anyone interested in lifecourse patterns of development.
When I worked at OECD’s Centre for Educational Research and Innovation we had a long-running project on this theme, culminating in a report on Understanding the Brain. Of course there are arguments to be had about the extent to which the current science has direct implications for teaching and learning, but this was an important attempt to open up a dialogue between scientists and educators.
The Royal Society’s report emphasises the plasticity of the brain over the lifecourse, and the potential (though also the dangers) of cognitive enhancement. This is very encouraging, especially given the potential negative implications of an ageing population. In her video introduction to the report, Professor Uta Frith is suitably cautious about the claims to be made. In spite of this she is surely right to argue for the need for a common language, and for the introduction of some of these insights into the training of teachers. I would add that all of those involved in any way with the teaching or training of adults should be aware of these results. In fact, their relevance goes way beyond these professionals, since the findings should do much to dispel some of the prejudices which exist about our (in)ability to learn as adults.
It would be marvellous to see such research carried out on different groups over time, to track and attribute changes. The combination of the new neuroscientific techniques and a longitudinal approach would be an extremely powerful one.