To the Editor:
I was pleased to read the article “Neuroscientists Find Learning Is Not ‘Hard-Wired’” (June 6, 2012). It should go without saying that neuroscience can be a powerful ally to help teachers construct the most effective learning environment possible, but too often we are influenced—even biased—by “how it’s always been done” in both practice and research. Perhaps neuroscience can eventually become the catalyst for innovative instructional models.
The challenge facing education, however, is that many in research are overly attached to old ideas. Such attachment is bound to get in the way of authentic progress.
Dee Tadlock
Adjunct Faculty
Continuing Education
Central Washington University
Shelton, Wash.
