Over the past decades, learning Science has taught us about how the brain learns. What teachers think causes learning and what students feel causes learning often is not true. Our education practice is not learning science-based; it still relies on obsolete practices such as lectures to “transmit” information and a carrot-and-stick policy to motivate children. Trying to improve education without addressing this root problem means that we are investing in scaling an architecture that is fundamentally wrong and therefore creating even more inertia to moving towards a learning science-based education model.
